As the experiential learning process emphasizes heavily on the experience factors in gaining knowledge for children, it supports and requires collaborative nature of activities to enhance the nature of experiences the students face. When students engage in collaborative activities with the teachers or parents, they open up to possibility of having new and more challenging experiences that they might not face under normal circumstances in conventional classroom study environment. The collaborative activities can be included in the coursework by means of team formation tasks and collaboration with tutors and family members in play activities. This sort of practices allows the students to open to more experiences where they learn to use communication skills and other means of collaboration, which in turn allows them to gain new knowledge.
Such an activity also reflects positively on the social and emotional response development of the student. The meaningful collaboration within play environment provides highest quality results when combined with collaboration of family members and the most influential teachers of the student (Bruce, 2011).
Over time, many learning framework have become popular in education industry and many of these framework have been approved for their versatility, longevity and accuracy in implementation of learning processes. It is a good approach to implement an approved framework within the experiential learning. Such framework provides a basic structure for the experiential coursework to work on. One example of an approved framework that can be very useful in the implementation of experiential learning is the BBB: EYLF framework.