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  • Writer's pictureSaranya D/O Vasudevan

Nurturing Young Minds Through Experience and Exploration

Children learn through doing and experiencing things, which is known as hands-on learning. Children's developmental domains - including self-help, social, emotional, cognitive, and linguistic - are supported by hands-on activities. Studies have indicated that children's perspectives are positively impacted by meaningful hands-on activities. Little ones need time to experiment, make things, and think up new ideas. This enables kids to have a more comprehensive understanding and appreciation of the world around them.


Two students making fairy bread as part of hand-ons learning at Astor International School

Children can refine their fine motor abilities by manipulating tools and equipment during hands-on learning. It also aids in developing their critical thinking skills. Trial and error is another common requirement of experimenting. This then gives kids a useful way to learn from their mistakes.


Hands-on learning also supports the various learning styles, such as visual, auditory, tactile and kinesthetic. 

A student making a fairy bread as part of hand-ons learning at Astor International School

For younger students, the material can occasionally be a little abstract. Instead of being taught things, children can grasp in a realistic way through practical activities and experiments. As a result, when the time comes, students will be able to apply what they have learned to real-world circumstances more readily.


Children like playing and exploring their surroundings in nature. They can improve their capacity to concentrate through play. Hands-on activities assist them extend their attention span, in contrast to electronic devices and screen time. As students grow and move into more difficult and complicated learning contexts, focused engagement will be an essential skill that needs to be harnessed.  


A student eating a fairy bread as part of the hand-ons learning at Astor International School

For example, when the Year Twos at Astor International School were learning about Procedure Writing they made fairy bread. By going through the process of making the fairy bread, they were better able to articulate the ingredients and steps for their procedure writing task. They were also able to come up with the appropriate action words at the beginning of each step to ensure that the instructions were clear. And of course, this made their learning more fun and memorable at Astor International School!


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