Source: Teaching and Teacher Education, Volume 25, Issue 3, April 2009, Pages 400-408
Experiential learning has become an essential part of many educational settings from infancy through adulthood. While the effectiveness of active learning has been evaluated in youth and adult settings, few known studies have compared the learning processes of children and adults within the same project. This paper contrasts the active learning processes of children and adults by chronicling a service learning project in the United States. The project included 19 university students implemented an anti-bias curriculum with 112 young children. Findings are interpreted in relation to David Kolb's model of experiential learning. Implications for classroom practice and theory are discussed.