We learn by experiencing, such as sticking a crayon into our mouths, ears, or noses. We learn by seeing what the crayon can do, such as drawing, mashing, eating or crumbling it. We learn by comparing the crayon to other things that mark or are colorful. All of us begin life as experiential and relational learners. It seems logical then to believe that education must validate these processes of learning in order to meet the needs of all learners, not just those who do well on pre-determined standards.
Children are experts in creative ways of learning and self-expression.
They have considerable experiences in questioning, inquiring, searching, manipulating, experimenting, creating, exploring and playing. However, as children enter school, many restrictions are placed on their manipulativeness and curiosity. Schools target the cognitive and intellectual areas for development, with the ares of intuition, affect and self-expression being left to develop on their own. As a consequence, many children do not learn to express themselves or their creativity and do not learn to deal with personal difficulties in a healthy manner. These obstacles include pressure to conform, ridicule of unusual ideas, the drive for success and rewards based on other's demands and standards, and the intolerance of a playful attitude.