How Experiential Learning Impacts Preschool Students

Project Summary 

Research shows that experiential learning provides many benefits to students in K-12. However, there is little information on potential benefits to preschool students. This topic is important because education begins in the preschool years, and it is important to learn how to make the most out of a child’s first experience with school. Thus, I have planned out a new study on how experiential learning affects preschool students. 

My study will implement experiential learning programs into a preschool’s curriculum to see if preschool students experience similar positive effects as older students. I will partner with The Boys and Girls Club of Greater Salem to research how experiential learning impacts preschool students socioemotionally, behaviorally, and academically. This project entails observing a class of students who receive the experiential learning curriculum, observing a class of students who do not receive the experiential learning, and interviews with students’ parents and teachers. From this study, I will learn how preschool students respond to experiential learning and whether the learning provides positive benefits to the preschool students. 

Researcher Biography 

My name is Rebecca Hayes, and I am the best candidate to complete this research study. I am a senior undergraduate student majoring in Sociology with a minor in Child Life. I am the most qualified person to conduct this study because of my background working with children and my knowledge of social inequalities. I have worked at The Boys and Girls Club which prepares me for interacting with children, parents, and teachers.  

I have also taken numerous classes on child development, research methods, and sociology giving me the skills and knowledge to conduct and analyze research. During my time at Quinnipiac University, I also completed an internship at Adam’s House. At my internship, I strengthened my skills in time management, in communication, and in empathy. These three skills are essential when planning out a research study to understand how and why children behave in a specific manner and how to approach interview topics sensitively. 

Literature Review

While completing this literature review, there were numerous themes that emerged: 

• Background: Experiential learning, extracurriculars, after-school programs, and preschoolers
• Sociodemographic: Class, age, race, and gender
• Effects of activities: Specific types of activities effects, scheduling, previous experience, and challenges
• Effects of participation: Academic ability, school achievement, and creativity 
• Emotional impact: Relationships and psychosocial well-being
• Skills gained from participating: Cognitive, soft, and socioemotional skills
• Problem behavior: School misconduct, offending, and externalizing behaviors 

From past research, there have been many positive benefits observed in K-12 students when they participate in extracurriculars and after-school programs. This information provides a good background to determine whether experiential learning would provide similar positive benefits to preschool students, if used properly.

Budget

Research Plan 

The research question is “How does experiential learning in numerous disciplines impact preschool students socioemotionally, behaviorally, and academically?” 

The methods used in this study will be observations and interviews. A control class of preschoolers and an intervention class of preschoolers will be observed, with each class consisting of 16 students. The intervention class will be observed while they are participating in experiential learning. Follow-up interviews with teachers and parents will follow. 

The population of this study is preschool students and their parents and teachers, with the sample being recruited from The Boys and Girls Club of Greater Salem. The two variables in this study are experiential learning and the impact on academics, behavior, and socioemotional well-being. 

Ethical issues of participants’ informed consent, participants’ voluntary participation, and participants’ confidentiality have been taken into consideration.

Timeline

Phase 1 (7/2025-8/2025): Recruitment and first-stage interviews. 

Phase 2 (8/2025-12/2025): Begin observations and midway interviews. 

Phase 3 (1/2026-6/2026): Complete observations and conduct final stage interviews. Begin analyzing data. 

Phase 4 (7/2026-8/2026): Finish data analysis and write preliminary report to the Boys and Girls Club.  

Phase 5 (9/2026): Make revisions based on feedback and submit final report to the Boys and Girls Club. 

Partner Organization 

The partner organization is The Boys and Girls Club of Greater Salem. The Boys and Girls Club aims to “enable all young people, especially those who need us most, to reach their full potential as productive, caring, responsible citizens.”  

The Boys and Girls Club hopes to help all members have a plan for their futures, live healthy lifestyles, and build good character and citizenship. This research will allow preschool students to gain exposure to multiple disciplines, allow low-income students to participate in activities they otherwise may not have been able to afford, and will encourage more preschools to request funding for this type of program.

For Further Discussion

This serves as an overview of the project and does not include the complete work. To further discuss this project, please email Rebecca Hayes.

Course Overview

SO 400: Senior Seminar is designed as the capstone course for students majoring in sociology and gerontology. Students research a sociological or aging-related topic of their choosing and write a thesis based on their work. All senior theses represent a culmination of majors' academic experiences in the department.

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References

Bennett, Pamela R., Amy C. Lutz, and Lakshmi Jayaram. 2012. “Beyond the Schoolyard.” Sociology of Education 85(2):131–57. doi: https://doi.org/10.1177/0038040711431585. 

Boys & Girls Clubs of America. 2024. “Our Mission & Story.” Boys & Girls Clubs of America. Retrieved February 11, 2025 (https://www.bgca.org/about-us/our-missionstory/). 

Covay, Elizabeth, and William Carbonaro. 2010. “After the Bell: Participation in Extracurricular Activities, Classroom Behavior, and Academic Achievement.” Sociology of Education 83(1):20–45. doi: https://doi.org/10.1177/0038040709356565. 

Holochwost, Steven J., Cathi B. Propper, Dennie Palmer Wolf, Michael T. Willoughby, Kelly R. Fisher, Jacek Kolacz, Vanessa V. Volpe, and Sara R. Jaffee. 2017. “Music Education, Academic Achievement, and Executive Functions.” Psychology of Aesthetics, Creativity, and the Arts 11(2):147–66. doi: https://doi.org/10.1037/aca0000112.