• Joseph Schreiber, Victoria A Moerchen, Mary Jane Rapport, Kathy Martin, Jennifer Furze, Heather Lundeen, and Eric Pelletier.
• Physical Therapy Program (Dr Schreiber), Chatham University, Pittsburgh, Pennsylvania; Physical Therapy Program (Dr Moerchen), College of Health Sciences, University of Wisconsin-Milwaukee, Milwaukee, Wisconsin; Physical Therapy Program (Dr Rapport), University of Colorado Anschutz Medical Campus, Aurora, Colorado; Krannert School of Physical Therapy (Dr Martin), University of Indianapolis, Indianapolis, Indiana; Department of Physical Therapy (Dr Furze), Creighton University, Omaha, Nebraska; Physical Therapy (Dr Lundeen), Sanford Children's Hospital, Bismarck, North Dakota; Physical Therapy Program (Dr Lundeen), University of Mary, Bismarck, North Dakota; Department of Physical Therapy (Dr Pelletier), University of the Sciences, Philadelphia, Pennsylvania.
• Pediatr Phys Ther. 2015 Jan 1; 27 (4): 356-67.

PurposeThe Section on Pediatrics of the American Physical Therapy Association has developed a number of resources to support and improve the consistency of professional pediatric physical therapy education, including a set of core competencies that all graduates must attain. The purpose of this article is to advocate for the inclusion of experiential learning activities with children, including children with participation restrictions, as a necessary component to achieve the core competencies.Key PointsExperiential learning is a form of practice-based education that provides exposures and opportunities for students to explore the work, roles, and identities they will encounter as future professionals. Experiential learning is learning by doing, and occurs within a relevant setting. Six representative curricular exemplars are presented to provide readers with a variety of suggestions for development and integration of experiential learning.SummaryRecommendations for future research are provided and 4 key recommendations are provided.

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