ABSTRACT
Learning experiences are influenced by the physical and social context. For instance, it would be difficult to learn to play the violin in a games hall or share intimate feelings with total strangers! Learning is also hindered when there is a prevailing mood of antagonism or a sense of despair. The quality of the interaction between a child and an adult, and between a child and a child, has a significant effect on learning. If you promote or allow an intolerant or intimidating atmosphere, where mistakes are lampooned and unusual suggestions dismissed unthinkingly, then learning suffers as a result. While anxiety can hinder learning, enthusiasm produces a surge of energy due to the fact that more oxygen is pumped around the body and chemicals are released in the brain, stimulating its operation as a result. Teachers can help to make learning pleasurable by promoting a ‘can do’ mentality and ensure that the children enjoy the work and find it satisfying. It goes without saying that while there needs to be a sense of urgency about completing work, it should be done in such a way that it avoids unduly raising tension, thereby inhibiting children’s ability to think clearly. If teachers sponsor a supportive climate where mistakes are seen as a normal part of life and mutual support is promoted, then learning will happen more spontaneously.
