The environment and culture of the rural community in Sarawak has a profound impact on the experiences, values, effectiveness and affective realities of children in the area. The rural communities living in Sarawak are still practicing and maintaining their unique culture and lifestyle. For instance the “nakap kikid” culture which mean the activity of searching or hunting the forest produce as their main sources of daily family food, wedding culture that called “adat aweh” and “petated”, and also the usage of folded leaf as a rice container or “nanga luba tinga” are still commonly practiced. This local living culture has become a meaningful experience in these children's lives and even builds their potential into a great extent. This paper work discusses the self-learning through these experiences can also shape children's identity and personality through the implementation of informal knowledge and skills. Self-regulated learning among children living in the rural is made by the interaction between the experiences that comes from the unique environment and culture within the area. Past literature reviews and studies focused merely on cognitive aspect as benchmark for children potential, which has become a barrier for the rural children. Children living in rural area have different sets of potential and development, as the potential seen through the children living in rural area which involve learning based on experiences is impossible to be thought in a formal learning.
Self-Regulation, Experiential Learning, Community Culture