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This literature review covers a wide variety of experiential learning, it will focus on the experiencing children/students has with learning. The following review of the literature confirms that these articles talk about the importance and what people can consider doing in the future.

Evan Ortlieb (2014), wrote about how experiential learning can have on students when learning in and out of the classroom. There's new experiential learning theory and it shows that there is a different paths learners take when learning. One of the main methods of learning is that we can learn from doing something. For decades, reading skills must be taught. Many were involves experiencing literature through hands-on and e-learning environments can promote reading. Students who are interested in literacy and using technology and experiential learning should be of central focus.

François Fourcade and Nicolas Go (2012), compared two different ways of experiential learning. This paper is five years of action research involving more than 70 students and another one was run in kindergartens for more than 10 years. To reveal the power of experiential learning one needs to be complaint with four principles: the conditions for the experience to emerge comes from themselves, the multiplicity, the dual epistemological authenticity and the complexity principles. 

Mona Holmqvist, Göran Brante and Charlotte Tullgren (2012), discussed the pre-school children's learning during a learning study and their teachers' awareness of each child's learning possibilities to what they actually learned. The aims are to focus on how to design a learning study in a pre-school setting and to study young children's learning. There is a difference between what the children actually learned and the teachers' awareness about the children's possibilities. The teacher's awareness of the children's learning is different from what the children actually learned. Teachers' expectations are too high or too low, they will affect the children's abilities to learn in a positive or negative way but not offering children challenging tasks. By using the learning study, teachers became aware of this difference and able to reassess their expectations for each child.

Tania Pereira Christopoulos, Adriana Wilner and Maria Luisa Trindade Bestetti (2016), aims were to improve training and experimentation as an alternative method to deal with unexpected events in which structured processes do not seem to work. The study designs a framework and process model of experimental learning supported by a case study of Brazilian Government agents. The lessons and group experiences of the experimental learning course helped agents to build tools to deal with events that required improvisation. 

Nelson, K, Plesa, D and Henseler S, talks about the theory versions of children's theory of mind as discussed. There's data from adults' responses to this theory task. Many college students provide an explanation while others gave straight forward theoretical explanations. The young children's experimental is suggested that they rely on background experientially. The theory of human action is based on the mindset, it is a developmental product of narrative. The theoretical and methodological are the difference from each other, these two research is for studying the children's developing understanding of others' actions and to address the terms of the theory of mind. There's a gap between the theory to the children's theory of mind, the summary theory to children's understanding of the meaning of action and talk in social life. 

Ferre Laevers (2000), research about the framework on the "Experiential Education" project. It defined tests of academic that only means of looking at the educational outcomes. The idea of "deep level learning" is based on constructivist tradition, it catches the view on learning and development. The educational content is be constructed that can bring the children to the highest levels of involvement. This is how deep level learning can take place.

Hanan Kondratjew and Marion Kahrens (2018), shows that Space Learning (SL) and Experiential Learning (EL)can be identified as a long term knowledge than other forms of learning. The purpose of this article is that it can confirm that SL and EL can work in a learning environment.  It revealed that adding SL to El training can either give the students' knowledge retention or improvement. It is recommended to considered Sl as an effective way to increase long-term knowledge that relates to any work based or EL training. It was confirmed that the benefits of SL and EL help in a real business context. Learning both theories in training programmes can converge with reality in the workplace and improve long term knowledge. 

Efthymios Valkanos and Iosif Fragoulis (2007), studied about the experiential methods developed by trainers while carrying out the in house training programs with the aim to learn through experiences and their teaching, action or behaviour. This would show the reasons why experiential learning is important. Experiential is learning is the key tool to achieve the goals. It is based that learners make use of their experiences and appropriate educational techniques. It gives the opportunities to develop knowledge, skills, attitudes and behaviour that can help in a real working and social environment. When reflecting on your experience this should lead to a new learning cycle. It can offer a new range of opportunities to learn, working environment, socio-economic and cultural characteristics.

Sue Waite (2010), looked at the three empirical studies in the South Wes of England. A survey of outdoor experiential learning opportunities, examining attitudes, practice and aspirations of practitioners and children in educational and in a caring setting for children between the age of 2-11 years old. It shows that the journey of outdoor learning from early years to primary practice in England and it says that the "navigational tools" were used by practitioners. The children learning from outdoor should encourage practitioners to go back and ensure that children have the opportunities to learn outside the classroom while they are a young age.

David Lamb (2015),  used the experiential learning model in an introduction events unit/module in partnership with Sports Canterbury. During this unit\module students explored the creation and manipulation of event experience. Students were able to acquire skills and knowledge that helped them experience the whole event. Experiential learning approaches are a valuable tool to overcome the knowledge practice gap recognised in vocationally orientated disciplines. The experiential learning model used in this study resulted in students being actively engaged in their learning through involvement and active participation in an actual event, where they were able to apply what they had learnt in the classroom to the real world, The connection between theory and practice is important.

In conclusion, experiential learning has shown that children learning outside of the classroom can boost up their confidence and knowledge. They learned from what is happening around them, which could help with them making their own decision with their problem. Although, having aims for finding a solution that can help the pre-school children learn can either help them for the better or not pushing their mindset to a growth mindset. If changing the way of learning, one should consider having the mindset to a growth mindset without making them lazy with working and not following their dream.

Citation

Evan Ortlieb, (2014), Experiential Learning Theory, inEvan Ortlieb (ed.) Theoretical Models of Learning and Literacy Development (Literacy Research, Practice and Evaluation, Volume 4) Emerald Group Publishing Limited, pp.109 - 137, emeraldinsight.com

François Fourcade, Nicolas Go, (2012) "Towards a new paradigm in experiential learning: lessons learned from kindergarten", Journal of Management Development, Vol. 31 Issue: 3, pp.198-208, doi.org

Tania Pereira Christopoulos, Adriana Wilner, Maria Luisa Trindade Bestetti, (2016) "Experimental learning enhancing improvisation skills", The Learning Organization, Vol. 23 Issue: 6, pp.415-428, doi.org

Mona Holmqvist, Göran Brante, Charlotte Tullgren, (2012) "Learning study in pre‐school: teachers’ awareness of children's learning and what they actually learn", International Journal for Lesson and Learning Studies, Vol. 1 Issue: 2, pp.153-167, doi.org

David Lamb, (2015) "Learning about events through involvement and participation: The use of experiential and authentic learning experiences", International Journal of Event and Festival Management, Vol. 6 Issue: 1, pp.73-91, doi.org

Nelson, K, Plesa, D, Henseler S: Children’s Theory of Mind: An Experiential Interpretation. Human Development 1998;41:7-29. doi.org

Efthymios Valkanos, Iosif Fragoulis, (2007) "Experiential learning – its place in in‐house education and training", Development and Learning in Organizations: An International Journal, Vol. 21 Issue: 5, pp.21-23, doi.org

Sue Waite, (2010) Losing our way? The downward path for outdoor learning for children aged 2–11 years, Journal of Adventure Education and Outdoor Learning, 10:2, 111-126, doi.org

Ferre Laevers, (2000) Forward to Basics! Deep‐Level‐Learning and the Experiential Approach, Early Years, 20:2, 20-29, doi.org

Hanan Kondratjew, Marion Kahrens, (2018) "Leveraging experiential learning training through spaced learning", Journal of Work-Applied Management, doi.org

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