In addition to learning in organized settings, modern learning research also focuses on learning in everyday life. An important source of learning is, among others, the study of learning during life-changing transitions, such as pregnancy. Many women do not attend any form of long-term education to learn how to “become a mother”. They learn what it means to be a mother through experience within the processes of socialization or informal learning. This master's thesis attempts to illustrate how women use experiential learning during pregnancy through narratives. The main theories of experiential learning are presented, with an emphasis on the theory of learning of Peter Jarvis. We also present the main characteristics of pregnancy and learning during pregnancy. Finally, we present the results of an analysis that show that women learn to a great extent both through their own and through secondary experiences throughout their entire pregnancies. They acquire new knowledge, skills, habits, positions and emotions before, during and after pregnancy by using different ways, methods and types of learning. We found out that during their pregnancies the interviewees acquired new facts and ideas, beliefs, skills and socio-cultural knowledge. They also improved their relationships with their partners (relationship skills have evolved), and, according to their narrations, gained most of their knowledge in said field in connection with communication.
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