Why Active Participation is important in Early Childhood Education?

Early childhood education is a critical period where foundational skills—intellectual, social, and emotional—are developed. But the key to maximizing a child’s potential during this stage isn’t just about what they’re taught but how they’re taught. Active participation in the learning process creates an environment where children thrive, grow, and are set up for lifelong success.

This blog explores the importance of active participation in early learning settings and why it should be a priority for parents, educators, and school administrators alike.

What is Active Participation in Early Childhood Education?

Active participation is an approach where children are deeply engaged in their learning. Unlike traditional methods, "true participation involves children actively engaging with materials, activities, and peers, rather than passively observing." (Rosenberg et al., 1992, p. 214). 

In most contexts, active participation approach fosters active learning. By Hohmann's & Weikart's definition (1995) "Active learning—the direct and immediate experiencing of objects, people, ideas, and events—is a necessary condition for cognitive restructuring and hence for development. Put simply, young children learn concepts, form ideas, and create their own symbols or abstractions through self-initiated activity—moving, listening, searching, feeling, manipulating."

In short, active participation approach recognizes children as active learners, encouraging them to take charge of their education. 

The benefits of Active Participation in Early Childhood Education

1. Enhanced Learning Outcomes

Children learn best when they are engaged. Research conducted by Chi and Wylie (2014) highlights that active learning, where children engage directly with materials and ideas, improves comprehension and memory compared to passive learning methods. Active participation allows them to connect theoretical knowledge with practical experiences, making information not just relevant but memorable.

A science lesson about plant growth may involve planting seeds, documenting their growth over time, and discussing the results. By engaging all their senses, children retain the information longer than if they simply read about it in a textbook.

2. Development of Critical Thinking Skills

Early childhood is the perfect time to nurture critical thinking abilities. Active participation moves beyond rote learning, encouraging children to question, analyze, and reflect. A study by Bonawitz et al. (2011) found that when children are allowed to explore solutions independently, they develop better problem-solving strategies.

When children are asked, "Why do you think the plant needs sunlight?", they are prompted to think deeper, form hypotheses, and test their understanding. This process prepares young learners to be problem-solvers, a skill that will be invaluable throughout their education and future careers.

3. Boosts Confidence and Self-Esteem

Imagine a shy child who hesitates to speak up in front of their peers. Through collaborative projects and interactive learning, that same child is given opportunities to share ideas, make decisions, and see their contributions valued. Research supports the idea that active participation builds a child's belief in their abilities while enhancing teamwork skills. 

In classroom, group art projects or cooperative games allow children to see the value of their contributions, fostering self-esteem. Overcoming the fear of expressing themselves not only impacts their classroom experience but also translates into stronger self-esteem in daily life.

4. Preparation for Future Collaboration and Adaptability  

Today's world places a premium on skills like collaboration, adaptability, and proactive problem-solving. These are precisely the skills honed when children actively engage in learning. A study by Johnson and Johnson (2017) found that cooperative learning techniques in early education improve communication and conflict-resolution skills, essential for lifelong collaboration.

Group activities like shared storytelling or building projects, for instance, foster these abilities by teaching children to listen and work together. 

5. Encorages a Sense of Ownership and Responsibility

What happens to a child’s enthusiasm for learning when they feel their voice matters? Active participation encourages a sense of ownership over their education. When children choose, say, which storybook to read during circle time or lead an art project, they feel personally invested in the outcome. A study by Perry et al. (2006) demonstrates that when children have opportunities to make decisions in their learning process, they show greater engagement and persistence.

Letting children choose a project topic fosters a sense of responsibility toward their learning outcomes. This ownership nurtures self-motivation and responsibility—lifelong traits that encourage them to set and achieve personal goals.

6.  Fosters Social and Emotional Development

Active and collaborative participation in learning activities supports the development of social and emotional skills. Research by Wentzel and Brophy (2014) highlights that interactive activities enhance children’s empathy, communication, and ability to resolve conflicts.

Through group activities like food fair or acting like a local vendor, for example, children develop vital social skills such as teamwork, empathy, and communication. Additionally, navigating disagreements or group challenges equips them with emotional tools to manage conflicts effectively, preparing them for broader social interactions throughout life.

Activity Ideas for Active Participation Inside and Outside the Classroom

Explore these active learning strategies designed for both classroom and outdoor environments:

Classroom Activity: Enhance your science and environmental lesson with an engaging activity called the Melt Experiment. This hands-on activity encourages children to explore the properties of water through sensory play, while honing their problem-solving and critical thinking skills. Children will investigate two states of water—liquid and solid—and discover how factors like temperature and salt impact ice. This hands-on approach helps to deepen their understanding of water in an engaging way.

Outdoor Activity: Make your math lesson more engaging with a fun outdoor experience called Nature Math. Encourage children to observe and compare quantities using terms such as "a little," "a lot," "all," and "some." This activity helps develop essential skills like comparing quantities, recognizing patterns, and sharpening attention to detail. This hands-on approach fosters a deeper understanding of math and teach children learn to appreciate the mathematical concepts present in everyday life.

Did you find these activities helpful? To discover more similar strategies and innovative teaching methods, please reach out to us or schedule a demo to explore further!

What’s Next? Building Communities Around Active Participation

The case for active participation in early childhood education is clear. It’s not just about academic success but about empowering children to be confident, critical thinkers who can adapt and thrive in a fast-evolving world. The success of active learning doesn’t stop with the classroom—it extends to building communities of educators, parents, and school administrators committed to empowering children.

• For educators, implementing active participation methods doesn’t require an overhaul but rather an emphasis on curiosity-led and hands-on learning opportunities.

• For a school leader, sharing best practices through workshops, supporting teachers with resources, and creating collaborative environments can amplify its effects.

• Parents play a significant role as well. Supporting schools or programs that prioritize active engagement ensures their child receives a well-rounded, future-focused education. 

If you are a teacher, parent, school leader, or early childhood development expert, consider how you can integrate principles of active participation more fully in your learning spaces. Need ideas or inspiration? Engage in programs, join forums, explore innovative teaching methods tailored to your environment or contact us to see how our pedagogy helps you to achieve this in your school!

Did you know?

At HEI Schools, active participation is one of our core principles, and we strive to embody it in every aspect of our approach to education. We firmly believe that one size rarely fits all in education, and embracing diverse learning styles through active participation is key. Whether it's in the classroom or at home, we walk and talk the principles of active engagement, ensuring that every child feels included, supported, and inspired to learn. Learn more about HEI Way here.

The HEI Schools Approach embodies these principles, placing active participation at the heart of our educational philosophy. Explore the possibilities of nurturing active participation in your educational setting by partnering with HEI Schools. Contact us today to learn how HEI Curriculum can help your school provide the quality education that all children deserve!

Source

1. Rosenberg, S., McKeon, R., & Adams, M. (1992). Facilitating Active Learner Participation. Journal of Early Intervention. Retrieved from https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=8da982fb21cf14d3987556643d4ed533a9aadba5
2. Hohmann, M., & Weikart, D. P. (2002). Educating Young Children: Active Learning Practices for Preschool and Child Care Programs. High/Scope Educational Research Foundation. Retrieved from https://www.ndlcpreschool.com/wp-content/uploads/2013/07/Active-Learning.pdf
3. Chi, M. T. H., & Wylie, R. (2014). The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes. Educational Psychologist, 49(4), 219–243. Retrieved from https://files.eric.ed.gov/fulltext/EJ1044018.pdf
4. Bonawitz, E. B., Shafto, P., Gweon, H., Goodman, N. D., Spelke, E. S., & Schulz, L. E. (2011). The Double-Edged Sword of Pedagogy: Instruction Limits Children’s Spontaneous Exploration and Discovery. Current Directions in Psychological Science. Retrieved from https://dspace.mit.edu/bitstream/handle/1721.1/60992/Schulz_The%20double-edged.pdf
5. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development, 82(1), 405–432. Retrieved from https://www.jstor.org/stable/29782838
6. Johnson, D. W., & Johnson, R. T. (2002). Cooperative Learning and Social Interdependence Theory. In R. Tindale (Ed.), Group Processes: Advances in Theory and Research (pp. 9–37). Springer. Retrieved from https://link.springer.com/chapter/10.1007/0-306-47144-2_2
7. Perry, N. E., Turner, J. C., & Meyer, D. K. (2006). Classrooms as Contexts for Motivating Learning. In P. Alexander & P. Winne (Eds.), Handbook of Educational Psychology (2nd ed., pp. 327–348). Taylor & Francis. Retrieved from https://www.taylorfrancis.com/chapters/mono/10.4324/9780203874790-25/classrooms-contexts-motivating-learning-nancy-perry-julianne-turner-debra-meyer-patricia-alexander-philip-winne
8. Wentzel, K. R., & Brophy, J. E. (2014). Motivating Students to Learn (4th ed.). Routledge. Retrieved from https://archive.org/details/motivatingstuden0000went/page/304/mode/2up