Abraham Maslow in his “Hierarchy of Needs” believed that children develop and learn best in the context of a community where they are safe and valued, their physical needs are met, and they feel psychologically secure.  So it is essential to provide a safe and nurturing environment where respect and reasonable expectations are key ingredients.

Young children are affected by, and have an effect upon, almost everyone and everything that they come in contact with.  Learning of some kind is going on in every child every waking moment of every day. This learning can be both positive and negative. Adults must understand; there are consequences of direct, indirect or unintended teaching.

Infants: Learning From Success – Jean Piaget said that “changes in a child’s thinking or cognitive structure were a direct result of a child’s exploration of the environment.”  Infants tend to learn whatever brings feelings of success and positive outcome. The results of infant’s behaviors are a crucial, because they learn to avoid behaviors that result in failure or negative consequences.  Adults need to present tasks step by small steps, and build in positive feedback as infant’s move through the steps. Learning environments where infants have frequent success motivate them to learn more.

Toddlers: Effective Learning Environment – Erik Erikson felt that critical to their development are children’s sense of trust, their sense of who they are, and their sense of belonging.  Toddlers learn more in the first three years of their lives than they will ever learn at any other time.  Adults need to respond, support, and guide toddler’s exploration of everyday material, which reflects a blend of developmental and behavioral tasks that include: (1) a prepared learning environment matched to toddler’s current skill levels. (2)  materials and activities sequenced in small enough steps to provide both success and challenge.  (3) emphasis on learning through play and active involvement with appropriate materials and peers.

Preschoolers: Supporting Children’s Efforts – Lev Vygotsky saw learning as taking place through social contact.  His theory of scaffolding included offering the right amount and kind of assistance by encouraging other children to help.  He believed that adults need to recognize that experience, not adults, are the best instructors for young children. Supportive adults should try to: (1) provide a range of interesting and appropriate materials and activities.  (2) present things in ways that are attractive and conducive to learning.  (3) be aware of what the next step is for each child on developmental tasks.  (4) respond with ample feedback as to the effectiveness of each child’s efforts.  (5) Don’t demand perfection. (6) increase children’s sensitivity to others by making courtesy a primary goal, and help them to reflect on moral issues as they arise.

M.R. Bawa Muhaiyaddeen said that:

Teachers in school should bring children up with

compassion, respect, patience, acceptance, peace,

unity and moral qualities…. They must be raised

with love, allowing their natural goodness to develop.