Reflection as an integrative element in preschool experiential learning

Abstract

The article examines the role of reflection in preschool experiential learning by reinterpreting the experiential model proposed by D.A. Kolb. Drawing on the theoretical contributions of J. Dewey, D.A. Kolb, J. Piaget, L.S. Vygotsky, J. Bruner, and D. Schön, reflection is approached not only as a stage of the experiential cycle, but as a transversal, continuous, and integrative process of the child’s experience. The article highlights its specific preschool forms and functions in organizing experience, meaning-making, conceptualization, self-regulation, convergence of types of knowledge, value internalization, and the axiological dimension of learning