LEARNING takes place most effectively when learners are motivated to learn. This is because the learning process requires the consent and willingness of the learner for it to be meaningful.

When learning is characterized by less force and more willingness, much can be achieved. Discipline plays a vital role in this process, as it motivates individuals to do the right things even when they are not instructed to do so, once they understand the reasons behind those actions. Such discipline helps shape learners’ lives positively.

When learners are willing to learn, the teaching and learning process becomes easier and more productive. Learners need to perceive learning as a meaningful and enjoyable activity rather than as a punishment. This is especially important for young learners, who largely rely on intrinsic motivation derived from their academic achievements. 

Once young learners see their time in classroom is purposeful and they are able to meet teachers’ objectives, their motivation to put more effort into learning increases significantly.

Young learners are generally not capable of abstract thinking. As a result, they need learning experiences that are concrete and physically verifiable in order to demonstrate cooperation and active participation. They are driven by reality rather than philosophical or theoretical reasoning. Therefore, concepts that cannot be demonstrated physically or observed directly tend to be less meaningful to them.

Because of this limitation, it is often unrealistic to expect young learners to engage effectively in activities such as complex group discussions. They require a substantial amount of information from the teacher, teaching aids, and the surrounding environment before they can meaningfully discuss ideas or generate new ones. 

Young learners are primarily in the process of acquiring new ideas and skills rather than disseminating them. Consequently, they need to be enabled and guided through structured teaching approaches that provide them with the necessary foundational knowledge.

Young learners can easily become bored and lose interest in lessons if they are not actively engaged. Teachers must therefore consistently assess and foster learners’ readiness by designing activities that capture and sustain their attention. Urging, encouraging, demonstrating, and showing become essential teaching strategies at this stage. 

Teachers need to understand what motivates young learners and capitalize on these motivational factors to foster understanding and participation.

Immediate satisfaction plays a crucial role in sustaining young learners’ interest. They prefer their work to be marked regularly and often view ticks, stars, or short comments as significant signs of achievement. Additionally, young learners need to see and experience what they are being taught in order to build interest and comprehend concepts effectively. 

This explains why classrooms for young learners are often decorated with pictures, charts and other visual materials aimed at enhancing engagement and understanding.

In the Tanzanian education system, learners below Standard Five are generally considered young learners, as most of them are under the age of twelve. According to educational theorists such as Jean Piaget, this age marks the stage before the development of abstract thinking. This understanding calls for careful consideration to ensure that learning objectives and teaching strategies do not exceed learners’ cognitive capacity.

Classes Three and Four, which are regarded as part of upper primary education, require special attention. These classes represent a transitional stage between lower and upper primary education. Teaching methodologies and practices at this level should closely resemble those used in lower classes to prepare learners gradually for the more complex content taught in Classes Five to Seven.

Placing strong emphasis on writing, reading, and observation in the teaching of young learners is therefore crucial. One key importance of focusing on these skills is the production of notes for revision. Young learners generally have strong trust in what their teachers provide and often regard teachers’ notes as sufficient for learning. 

They rarely read extensively from other sources. For this reason, teachers must ensure that young learners are able to write clearly and accurately, and that they record all essential information provided during lessons.

To make note-taking meaningful, teachers should provide short, precise, and well-structured notes that enhance learners’ knowledge and skills. Young learners struggle to concentrate for extended periods and therefore find it difficult to write lengthy notes. They tend to feel motivated when they complete tasks within a short time. Long and time-consuming tasks often result in boredom and a decline in willingness to learn.

Another importance of emphasizing writing, reading, and observation is the consolidation of skills for further learning. Learning is a continuous process that builds upon previously acquired knowledge and skills. The ability to read and write is fundamental to academic advancement, as most knowledge is recorded in written form. 

Without these skills, learners face significant challenges in acquiring new knowledge. This reality explains why governments and educational stakeholders emphasize the development of literacy skills from the early stages of schooling.

A third importance of focusing on writing, reading, and observation is the expression of reality. Young learners understand concepts best when they can see, touch, or experience them directly. They can easily respond to questions by referring to their notes, observing pictures, or watching videos that illustrate the concepts being taught. 

The real environment also plays a vital role in teaching young learners, as it presents authentic experiences that enhance understanding and retention.

For teaching and learning to be successful among young learners, capturing and sustaining attention is essential. Young learners often learn best under the teacher’s close guidance. Continuous reminding, encouragement, and rewards are therefore necessary, as young learners rely heavily on extrinsic motivation. 

When these strategies are combined with strong emphasis on writing, reading, and observation, they create a solid foundation for effective learning and long-term academic success.