What Children Need to Learn

What Children Need to Learn

One of the first things I remember learning in my college classes for elementary education majors was Maslow’s theory of the Hierarchy of Needs. Abraham Maslow was an American psychologist who is actually credited with developing the humanistic model of psychology, which is centered around individuals’ potential and personal growth. Maslow studied highly successful people and found that human achievement is limited to extent that their needs are met. He broke these needs into a hierarchy that can be used to understand an individual’s growth.

Maslow’s theory is that individuals must have their needs met from the bottom up of the pyramid to succeed at the next level. For example, one must have their basic needs for food, water, and shelter met before they can focus on meeting their need to find employment or focus on their health. After 30 years in education, this is one of the most valuable and important things I learned in school. And I feel like it is something rarely addressed directly in our training. I mean, we dance around it and if you look carefully at every training you have ever attended about children’s behavior, you can see this theory running through it.

What Teachers Need to Know

Children can’t learn when their most basic needs for food, water, and sleep are unmet.

Our brains are wired for survival. A child who is hungry, tired, or ill will only be able to put their focus on getting those needs met before they can learn. This can look like inattention, fidgeting, or defiance. As teachers, we have to remember that the child is not choosing to misbehave, their ‘survival brain’ is in charge, not their rational brain. Teachers can help by providing predictable daily schedules and routines for snacks and mealtimes. Young children should also have access to spaces for quiet and rest and options for movement and sitting comfortably.

Safety is more than physical.

Children feel unsafe when they don’t know what to expect from others or what others expect from them. They really do need kind, gentle reminders of the classroom expectations. Unpredictable situations and adult can be scary for kids. Make sure there is consistency between the expectations from all the adults in the classroom. A child’s brain interprets all types of danger; physical, emotional, and physiological, in the same ways.

Young children learn best in relationships in which there is a sense of belonging and connection.

Children need to feel accepted, known, and valued and have a sense of security in their attachments. Most teachers understand this and work hard to create inclusive, loving, accepting classroom environments. Building a sense of community and a spirit of collaboration and cooperation through daily activities helps children feel like a valued member of their class.

Esteem grows through competence.

Children need opportunities to try hard things. Don’t be afraid to provide activities that may seem a little out of the children’s competence level. It is so important that children learn how to persist and try again. At the same time, the teacher needs to be prepared to provide encouragement and support to learners when they are struggling. Young children also need to be trusted with opportunities to serve and practice responsibility. This is why classroom jobs are such a valuable practice. All of us need to feel capable and respected.

Play is how children meet their highest level.

Through play, children learn basic knowledge, but more importantly, process new learning using higher-level thinking skills. Children learn critical skills such as problem-solving, communication, and collaboration through play. Play allows children to build meaning of the world around them. The most effective learning environments for young children provide long, uninterrupted blocks of time for free play and a wide variety open-ended materials. Teachers should allow children to be creative with materials and follow children’s interests and ideas.

Each child who walks into your class each day has a unique set of needs. Our job as teachers is to get to know each of these little people well so that we can translate their behavior to determine their needs. It certainly isn’t easy, but it is important work. This is how we make a difference in the lives of children.

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Climate or Curriculum; Which Matters Most?

By Kris Ramos • June 24, 2026

Over the course of my career as a preschool director, I gave hundreds of tours to parents that were searching for the best program for their child. All of them asked great questions about security, health practices, and daily schedules. The most asked question though, was always about what curriculum we used. In all my years, I can’t remember anyone asking me directly about the climate of our school. I like to think that is because they could feel the climate as soon as they entered the building. And, while curriculum is important, what every parent really wants to know is, “What is it like here?” I guess this is true for most parents, but the first 5 years of parenting were incredibly challenging and transformative for me. I struggled to find my footing and feel like a ‘good’ mom. What I have discovered is that 90% of the parents I encounter are having a similar experience. They ask questions about curriculum because that is the lingo. That is the question on the list on the parenting forums. Curriculum is a safe topic to discuss with other parents without risking vulnerability. What parents really want is a place where they, and their children, feel safe and loved. I suspect that these are the questions parents really want to ask: “Am I being judged as a parent on whether my child is wearing a designer outfit?” “Is there grace for me if I make a mistake, such as forgetting the extra diapers?” “How will I be treated if my child misbehaves?” “Will the other parents like me?” “Will the teachers like me? “Will they like my child?” “Will my child feel accepted?” “How will I be treated if my child struggles?” “Will my child be loved?” How would you describe the climate of your classroom or program? Is it warm, accepting, and loving? Or is there an undercurrent of gossip and mistrust? I was interviewing for a job once and the principal was sitting in front of a large window that overlooked a busy hallway. I was mesmerized by the smiles on the teachers’ and children’s faces. I could hear laughter. I could feel the warmth and regard the staff had for one another and the love they had for their students. After 5 minutes, I knew I wanted that job more than anything in the world. I wanted to be at that school with my whole heart. Instinctively, I knew my life would be better if I could spend my days in a place like that. I never forgot that experience and as a director I put an incredible amount of thought, time, effort, and prayer into recreating a similar climate. A school with a good climate looks like smiling teachers, children, and parents. It sounds like laughter and kind voices. It feels good. The bright smiles and kind voices feel authentic. You can’t fake it. And here’s the secret, a good climate is conducive to good teaching. Teachers who feel safe, respected, and cared for put their hearts into their work and give their best. They are the lead learners, always interested in growing in their craft and bringing innovation to their classrooms. So, how can a prospective parent assess the climate of a school? 1. Always take a tour! 2. Ask about teacher turnover and average years of experience. 3. Are the children actively engaged in learning activities? 4. Notice how the teachers react to the director entering their classrooms. Do they tense up and seem nervous? 5. How do the teachers respond to you? Are they warm and welcoming or do they seem overwhelmed or bothered? What do you think? What experiences have you had? Do you agree or disagree?

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kris@theinspiredllama.com

(832) 217-0703

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