As parents, we are continually impressed at how quickly children seem to learn new things. If the truth be told however, we never stop learning – our whole life is a learning experience.

For children, of course, the learning process is of paramount importance. Over the past ten years, significant advances have been made in the understanding of learning development of children. The focus is to move beyond ‘what’ and ‘why’ we learn towards ‘how’ we learn. Learning is to be understood not only as a rational process but also as a biological, perceptual and emotional process. Children develop learning capabilities through the stimulation of all these sensors. Children develop or progress in their learning capabilities as their bodies and minds grow.

Learning is a function of the brain. Through interaction with the environment the brain receives information from the eight sensory systems of the body; and by processing, categorizing and storing information the brain creates memory and knowledge.

Intelligence is something we develop through learning as the brain is given both the opportunity and stimulation.

Sheena Reynolds, Learning Development Director at the British Institute for Learning Development, explains: ‘The brain, with some 100 billion cells, is the most complex organ in the body and it has an infinite capacity to learn. In order to learn children need to be both calm and alert. They also need just-right interaction-learning opportunities to suit their stages of development. Children also need to be ready to learn. It is therefore useless to try to get a child to read or write if his mind and body are not ready for such an activity.’

As our first language, touch is essential to our development. We learn through what we touch. Thus, an infant requires a range of physical experiences of movement, shape and form in order to develop knowledge of his world and the skill to use his body in the world around him.

Our skin senses pressure, temperature, texture, pain, vibration, movement and shape; as well as differentiating between soft and deep touch. Over time we learn by perceiving information and interpreting it to build up habits of response to our activities. Where there is poor and inadequate information, the sensory process malfunctions and our learning is impaired and so are our capabilities. Thus, there is a direct link between our perception and the development of intelligence.

We learn to hold and control a pencil because we can feel the pencil, and through it, the paper. We can therefore plan out what we are doing by mapping and coordinating our activities in writing and drawing.

Creating the right environment for learning and appreciating the importance of movement to neurological development, raises the question of whether there is something that parents can do to help their children become more receptive and perceptive. ‘Parents can certainly take steps to help prepare their children for class,’ says Sheena.

Firstly, children need their rest. Getting about ten hours of sleep each night and doing some reading or creative activities before bed will help children get the rest they need. Secondly, parents need to appreciate that movement is good for children. Lots of play, as well as getting children to do as many things themselves as possible, will develop both fine motor skills and levels of self-reliance. And thirdly, parent must make sure their children have nutritious food and drinks with low sugar content before going to bed and to school.

Parents and teachers can accelerate the learning process and help children overcome learning difficulties can be helped by seeking an understanding of the level the child has reached in his development and processing capabilities, then providing the right development interaction to promote the learning process.

Because boys learn differently than girls, and to try and help boys through schools, there needs to be some radical changes in the philosophy of education to take into account the neurological developmental needs of children.

Having said that, there are several things teachers and schools can do on a practical level to improve learning environments for boys. They can look for ways to bring more energy into the classroom. As a rule children are supposed to be quiet and compliant in class, which is not the natural tendency for boys. While many teachers may already do this, it is a good idea to try and bring some fun and excitement in to the classroom.

For boys, learning needs to be physical, energetic, concrete and challenging. Schools could also seek to employ more male teachers as boys tend to hunger for good male examples and male encouragement.

Besides being a biological, perceptual and emotional process, learning is also a rational process and children learn through a combination of all these sense capabilities.