The Different Factors Affecting the Learning Ability of a Child and Esteem Needs

All children go into formal education at the same age, but what makes a child ready to learn? There are plenty of factors to take into consideration when it comes to children being ready to learn. The first step to a child's readiness to learn is self-regulation. A study shows that there is a 'sensitive period' from age's three to five, where a child's self regulation can develop. But what is self- regulation? A child with self-regulation skills should be able to focus their attention, control their emotions and manage their thinking, behaviour and feelings. Although, self-regulation develops into adulthood, if a child develops these skills at an early age it will help their learning development by the time they start school.

Skills such as following instructions, staying focused and managing emotions in social situations will become easier to manage (Bronson, 2001). An environment that provides opportunities for a child's imagination to grow as well as their curiosity will ensure their self-regulation skills to develop properly (Day 2 Day Parenting. 2013).

Another factor of a child's readiness to learn is health and physical development, which is a very important factor. Linking to Maslow's Hierarchy of Needs, a child's basic needs must be met in order to be even willing to learn (Early Childhood Knowledge and Learning Center 2016). Fine and Gross motor skills also play a big part in a child's readiness to learn. If a child cannot hold a pencil properly. this could impact their writing skills. However, pencil grips are now used in schools to help children who have difficulty developing their fine motor skills (Landy et al., 1999).

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An essential part of a child's readiness to learn is whether or not they have developed language and literacy skills. Children begin to develop language at birth, this is a skill they learn by imitating the vocabulary used at home by parents and eventually other children in a social environment. Well developed language skills are essential for a child; however, if there are any delays in the language development, teachers and parents must address the issue quickly to professionals. If problems to arise, this may effect a child's social interaction and understanding of words and sentences (Gorski, Deb 2006).

When children start school they are put into sets or groups by teachers. This is to help children with different and mixed abilities get the proper help that they need to continue to develop their skills without the pressure of competing against their classmates. These groups are mainly put in place with core subjects such as Maths and English; this is because Maths and English are very important for children to learn and be fluent in.

This doesn't mean that children must know everything about the said subject, but have at least some basic knowledge. Setting numbers in order, being able to add up simple equations, children need to know how and why numbers have place value and they need to understand the relationships between operations (Hiebert, 1999). How can teachers help children to become "fluent" in Maths? This links to recall in memory, practising a certain maths equation and handing out homework is very effective for children as a way of practising outside the classroom (Amass, Helen 2015). Literacy and reading skills are fundamental when it comes to children starting school, because it links in with language and speaking skills.

Children who are starting school should already have a developed vocabulary. Teachers should focus on teaching children how to read; this will help children develop their writing and spelling skills. If a child is having difficulty forming these skills, it may be because they have speech impairment or any other learning disadvantage. Teachers and parents should pick this up easily and will be assisted by professionals (Gorski, D. 2006). There are many factors that affect a child's learning in school, using Maslow's Hierarchy of Needs shows the different elements of a child's needs in order to learn effectively.

The first step on Maslow's pyramid is the basic important needs of any child; food, sleep, water, clothing and warmth. In an educational setting this could be by having breakfast clubs in the morning before class starts and having a good meal for lunch. If a child is thirsty, having water fountains in place around the school is a good idea and it will keep children hydrated when learning. As for sleep, usually in nursery there is a nap time set in place but in primary and secondary school there is not, that is why it is important that parents must insure that children get at least eight to nine hours of sleep every night.

Without these, a child will not be motivated to learn or even be able to concentrate, that is why the first level is so important to children (Mcleod, S. 2007). The second level on Maslow's pyramid is safety needs; does the child feel safe in school and the classroom environment? A child also needs safety at home, if a child does not feel safe at home, he is likely to not do well in school. The third level on the pyramid is belongingness and love, in an educational setting: children need to form friendship groups and even good relationships with their teachers in order to be motivated to learn. Having friendships can help children with their social skills and their mental health (Ferrer and Fugate, 2007).

The fourth level on the pyramid is esteem needs, which plays a vital part in a child's education. If a child has low self esteem, they may distant themselves from their lessons; not wanting to read in front of the class or stand up to present their work. This could lead to the children having anxiety whenever it comes to doing tasks in front of the class or even lacking motivation to do well in their work. Teachers should strive to help children build confidence in the classroom; these skills will help them with their work and motivation (Sunderland et al., 2003). The fifth or the top level of the pyramid is self-actualization, without the bottom level a child cannot achieve to the top level. To fulfil self-actualization, a child must be motivated and driven with his own personal goals in mind, to be committed in their interests and school work alike. When a child sets goals, it helps with their organisation skills and gives them a reason to be motivated (Evitt, M. 2015).

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