Experiential Learning has come to two different types of learning: 

1. Learning By Yourself; learning from experience by yourself might be called "nature's way of learning". It is "education that occurs as a direct participation in the events of life" (Houle 1980's, p221, quoted in Smith 2003)

2. In Experiential Education, the student becomes more actively involved in the learning process than in traditional, didactic education. For example, going to a zoo and learning through observation and interaction with the zoo environment is experiential and in contract to reading and talking about animals in classroom. The main difference here, from a pedagogical point of view, is that the educator who takes his/her students to the zoo rather than stay in the classroom probably values direct experience more highly than abstract knowledge. 

12 Reasons why Experiential Learning is effective (Luckner & Nadler): Equality, Developing relationships quickly, Disequilibrium,Projective technique, Decreased time cycle, Meta Learning, Chaos and crisis in a safe environment,Kinaesthetic imprint, Common language, Encourage risk taking, Diversity of strengths, Fun

Outdoor learning environments are as varied and diverse as each setting and the children and adults that make use of the space. Each space, whether large or small, shared or segregated, sunny or shaded, will have unique features that affect the way it can be developed and used. Therefore identifying and overcoming any barriers to making good use of the outdoors is a vital first step towards effective practice in supporting outdoor learning. However, whatever the variation in the size and design of outdoor spaces, there are some identifiable common elements that are recognised to have a positive impact on children's outdoor learning.

Physical Features Outdoor learning will be more effectively supported if adults and children have good access to outdoors and opportunities to move freely between the indoor and outdoor environment. Secure entrances, exits and boundaries are vital safety features and offer adults the peace of mind to let children roam and explore freely. Both adults and children need to have protection from extreme weather condition through provision of shade and shelter. A supply of water outdoors enriches children's play and learning opportunities all year round and makes caring for plants easier during the hot weather. A variety of hard and soft surfaces and low-level slopes offer added interest, exciting new perspective and often act as a catalyst for children's play ideas. 

Organisation and Management of outdoors The attitude and behaviour of adults outdoors has a profound impact on what happens there and on children's learning. It is therefore vital that children have the support of attentive and engaged adults who are enthusiastic about the outdoors and understand the importance of outdoor learning. Similarly, the outdoor environment will be fully effective as a place for high quality learning experiences only if the adults involved in the organisation and the use and maintenance of the space recognize the importance of risk assessing to enable rather than restrict children's experiences. The organisation and design of the outdoors should include safe places where children can observe events without having to get involved unless they choose to, as well as active places where children can be boisterous and noisy.

The availability of appropriate clothing and protection enables adults and children to go outside all year round, whatever the weather. In practice this means providing everyone with good protection against extreme heat and cold and muddy, wet, windy weather conditions. Independent access to well organized storage facilities enables children to select and return resources as and when they need them. Play and learning experiences outdoors are improved, and setting up and clearing away becomes a shared responsibility in which both adults and children can participate. 

Source: the early years foundation stage ~ effective practice outdoor learning