ABSTRACT
As we observe children, it often delights us to see some new feature of physical skill or language appear. Learning springs from their inquisitive play, their interest in a stimulus and responding in order to cause effects. Such exploratory learning happens in the course of everyday life, and usually children pass through its processes so fluently that they are thought of as instinctive, not taught. It is interesting to note how the essences of this cycle reoccur wherever a learning process is described. The same cycle is used to describe ostensibly different learning. Sometimes, classes in special needs settings can include pupils in all the layers and, where possible, it can often be beneficial to plan for socially inclusive learning activities so that pupils can participate together, each learning usefully at their own personal levels, benefiting from the power of peer modelling that communal learning can offer.
