All children enter formal education at the same age, but what makes a child ready to learn? Many factors must be considered to get children ready to learn. The first step toward preparing a child to learn is self-regulation. A study shows that there is a “sensitive period” between three and five years of age, during which the child's self-regulation can develop. But what is self-regulation? A child with self-regulatory skills should be able to focus attention, control emotions, and manage thinking, behavior, and feelings. Although self-regulation develops in adulthood, if a child develops these skills at an early age, it will contribute to their learning development by the time they enter school. Skills such as following directions, staying focused, and managing emotions in social situations will become easier to manage (Bronson, 2001). An environment that offers the child the opportunity to develop his imagination as well as his curiosity will guarantee the proper development of his self-regulation skills (Day 2 Day Parenting. 2013). Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get an Original EssayAnother factor in a child's ability to learn is health and physical development, which are very important factors. Related to Maslow’s Hierarchy of Needs, a child’s basic needs must be met in order to even be willing to learn (Early Childhood Knowledge and Learning Center 2016). Fine and gross motor skills also play an important role in a child's ability to learn. If a child cannot hold a pencil correctly, it could impact their writing skills. However, pencil clips are now used in schools to help children who have difficulty developing fine motor skills (Landy et al., 1999). A critical component of a child's ability to learn is whether or not they have developed language and literacy skills. Children begin to develop language from birth, it is a skill they learn by imitating the vocabulary used at home by their parents and eventually by other children in a social environment. Well-developed language skills are essential for a child; however, if there are delays in language development, teachers and parents should quickly address the issue to professionals. If problems arise, it can affect the child's social interaction and understanding of words and sentences (Gorski, Deb 2006). When children start school, they are divided into groups or groups by teachers. It's about helping children with different and mixed abilities get the appropriate help they need to continue developing their skills without the pressure of competing with their classmates. These groups are mainly set up with core subjects such as mathematics and English; Indeed, mathematics and English are very important for children to learn and speak fluently. This does not mean that children must know everything about said subject, but have at least some basic knowledge. By putting numbers in order, by being able to add simple equations, children must know how and why numbers have place value and understand the relationships between operations (Hiebert, 1999). How can teachers help children master math? This linktowards memory recall, practicing a certain mathematical equation and distributing homework is very effective for children as a way to practice outside the classroom (Amass, Helen 2015). Literacy and reading skills are fundamental when it comes to children starting school, as they are linked to language and oral skills. Children starting school should already have a developed vocabulary. Teachers should focus on teaching children to read; This will help children develop their writing and spelling skills. If a child has difficulty learning these skills, it may be due to a speech disorder or other learning disability. Teachers and parents should understand this easily and be assisted by professionals (Gorski, D. 2006). Many factors affect a child's learning in school, using Maslow's hierarchy of needs shows the different elements of a child's needs in order to learn effectively. The first step of Maslow's pyramid concerns the important basic needs of any child; food, sleep, water, clothing and warmth. In an educational setting, this could include having breakfast clubs in the morning before classes start and having a nice meal for lunch. If a child is thirsty, installing water fountains around the school is a good idea and will help children stay hydrated while learning. Regarding sleep, usually in nursery there is an hour of nap time, but not in primary and secondary school, which is why it is important that parents ensure that children sleep at least eight to nine hours a night. Without it, a child will not be motivated to learn or even able to concentrate, which is why the first level is so important for children (Mcleod, S. 2007). The second level of Maslow's pyramid concerns security needs; Does the child feel safe at school and in the classroom environment? A child also needs security at home. If a child doesn't feel safe at home, they may not succeed in school. The third level of the pyramid is belonging and love, in an educational setting; children need to form friendship groups and even good relationships with their teachers to be motivated to learn. Having friendships can help children with their social skills and mental health (Ferrer & Fugate, 2007). The fourth level of the pyramid is esteem needs, which play a vital role in a child's education. If a child has low self-esteem, he or she may withdraw from classes; not wanting to read in front of the class or get up to present your work. This could lead to children being anxious when it comes to completing tasks in front of the class or even lacking motivation to do their work well. Teachers should strive to help children develop confidence in the classroom; these skills will help them in their work and their motivation (Sunderland et al., 2003). The fifth or upper level of the pyramid is self-realization, without the lower level a child cannot reach the higher level. To thrive, a child must be self-motivated and self-motivated with their own personal goals in mind, and committed to their interests and school work. When a child sets goals, it helps them develop their organizational skills and gives them a reason to be motivated (Evitt, M. 2015). Dweck believes that children and adults have a fixed and growth mindset, in education both fixed and growth mindsets have an effect on motivation. If a, 2012).