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Conducted in a kindergarten in Northeast Thailand with 56 randomly assigned children, the experimental group received a two-month program of 24 structured experiential sessions, while the control group received traditional face-to-face instruction. Validated scales and statistical tests (paired t-tests, one-way MANOVA) showed significant post-intervention gains, with the model proving more effective for fostering both skill domains.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/learning-by-doing-enhancing-life-and-social-skills-in-early-childhood-through-an-experiential-learning-management-model-article/593372/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/learning-by-doing-enhancing-life-and-social-skills-in-early-childhood-through-an-experiential-learning-management-model-article/593372.png","ImageObject",300,407,{"name":92,"@type":93},"Elsa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the study designed to test?","Question",{"text":112,"@type":113},"It tested (1) changes in children’s life and social skills before versus after the learning intervention, and (2) differences in outcomes between experimental and control groups.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the intervention implemented?",{"text":117,"@type":113},"The experimental group participated for two months in 24 sessions of structured experiential learning activities, while the control group received traditional face-to-face instruction.",{"name":119,"@type":110,"acceptedAnswer":120},"What assessment and analysis methods were used?",{"text":121,"@type":113},"Life skills and social skills were measured with validated scales before and after the intervention. 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The study was conducted in a kindergarten in Northeast Thailand, involving 56 children who were randomly assigned to an experimental group and a control group. The experimental group participated in a two-month intervention consisting of 24 sessions of structured experiential learning activities, while the control group received face-to-face traditional instruction. Life skills and social skills were assessed using validated scales before and after the intervention. Data were analyzed using paired t-tests and one-way MANOVA. The experimental group demonstrated significant improvements in life skills (pre-test M=24.75; post-test M=29.28, p\u003C0.05) and social skills (pre-test M=26.78; post-test M=29.10, p\u003C0.05) . Comparisons between the experimental and control groups indicated that the experiential learning model was more effective in fostering these skills (p\u003C0.05) . The findings highlight the effectiveness of the experiential learning model in enhancing preschool children's life and social skills. The study supports the adoption of experiential learning in early childhood education.  \nKeywords: Constructivist theory, Experiential learning management model, Life skills, Preschool education, Social skills.  \nCitation | Astprachon, N., Srikao, S., & Jantharajit, N. (2025) . Learning by doing: Enhancing life and social skills in early childhood through an experiential learning management model. Asian Journal of Education and Training, 11(4), 172–178. 10.20448/edu.v11i4.7527 History:  \nReceived: 13 February 2025  \nRevised: 15 September 2025  \nAccepted: 3 October 2025  \nPublished: 10 October 2025  \nLicensed: This work is licensed under a Creative Commons Attribution 4.0 License   \nPublisher: Asian Online Journal Publishing Group  \nFunding: This study received no specific financial support.  \nInstitutional Review Board Statement: The Research Ethical Committee of Nakhon Phanom University, Thailand has granted approval for this study on 2 June 2022 (Ref. No: HE05767) .  \nTransparency: The authors confirm that the manuscript is an honest, accurate, and transparent account of the study; that no vital features of the study have been omitted; and that any discrepancies from the study as planned have been explained. This study followed all ethical practices during writing.  \nCompeting Interests: The authors declare no competing interests.  \nAuthors’Contributions: All authors contributed to the study's conception, design, data collection, analysis, and manuscript preparation. All authors read and approved the final manuscript.  \nContents  \n1. Introduction .................................................................................................................................................................................... 173  \n2. Background ..................................................................................................................................................................................... 173  \n3. Methodology .................................................................................................................................................","cbCaihiyus9r7Ld9","https://ap.wps.com/l/cbCaihiyus9r7Ld9","pdf",321320,"English","# Introduction\n## Background\n## Methodology\n## Results\n## Discussion\n## Limitations\n## Conclusion\n## References","[{\"question\":\"What was the study designed to test?\",\"answer\":\"It tested (1) changes in children’s life and social skills before versus after the learning intervention, and (2) differences in outcomes between experimental and control groups.\"},{\"question\":\"How was the intervention implemented?\",\"answer\":\"The experimental group participated for two months in 24 sessions of structured experiential learning activities, while the control group received traditional face-to-face instruction.\"},{\"question\":\"What assessment and analysis methods were used?\",\"answer\":\"Life skills and social skills were measured with validated scales before and after the intervention. Paired t-tests and one-way MANOVA were used to analyze the data.\"}]","Learning by doing - Enhancing life and social skills in early childhood through an experiential learning management model - Article | PDF",1792077138,18]