Peer-reviewed article
Constructivist Pedagogy, Experiential Learning, and Creativity in Early Childhood Education: A Systematic Review with Implications for the Qatari Context
Brdarova V ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This systematic review examines how constructivist and experiential learning approaches—such as nature-based learning, role-play, and hands-on activities—support creativity and cognitive development in early childhood education. The review of 15 peer-reviewed studies found that while constructivist principles are embedded in policy frameworks, their effectiveness depends on teacher capacity, institutional conditions, and contextual fit. A gap exists between curriculum design and actual classroom practice, with creativity emerging from the quality of experiential engagement rather than formal structures alone. The research has implications for early childhood education in Qatar.
Key points
- Constructivist pedagogy is widely embedded in policy frameworks but implementation remains uneven
- Experiential pedagogies including nature-based learning, role-play, and hands-on activities support creativity and cognitive development
- Teacher capacity and institutional conditions are critical factors for effectiveness
- A persistent gap exists between curriculum design and actual classroom practice
- Creativity emerges from the quality of experiential engagement rather than formal structures alone
Limitations
This is a literature review that synthesises existing research rather than conducting primary data collection. It does not provide direct evidence of outcomes for children in Qatar or other specific contexts, only implications based on reviewed studies.
Abstract
Abstract This study examines the relationship between constructivist pedagogy, experiential learning, and creativity in early childhood education through a structured literature review, with implications for the Qatari context. While contemporary curricula increasingly promote child-centered and inquiry-based approaches, their implementation remains uneven. The objective is to synthesise existing research to understand how experiential pedagogies—particularly nature-based learning, role-play, and hands-on activities—support creativity and cognitive development. A structured search of major academic databases identified a set of peer-reviewed studies, of which 15 were selected for thematic analysis. The findings indicate that while constructivist principles are widely embedded in policy frameworks, their effectiveness depends on teacher capacity, institutional conditions, and contextual alignment. The review highlights a persistent gap between curriculum design and classroom practice, suggesting that creativity emerges not from formal structures alone but from the quality of experiential engagement.