All children enter formal education at the same age, but what makes a child ready to learn? There are many factors to take into consideration when it comes to preparing children to learn. The first step towards a child's willingness to learn is self-regulation. A study shows that there is a "sensitive period", from three to five years, in which a child's self-regulation can develop. But what is self-regulation? A child with self-regulation skills should be able to focus their attention, control their emotions, and manage their thinking, behavior, and feelings. Although self-regulation develops into adulthood, if a child develops these skills at an early age it will help their learning development when they start school. Skills such as following instructions, staying focused, and managing emotions in social situations will become easier to manage (Bronson, 2001). An environment that offers the opportunity to grow a child's imagination and curiosity will ensure the proper development of his or her self-regulation skills (Day 2 Day Parenting. 2013). Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an original essay Another factor that determines a child's readiness to learn is health and physical development, which is a very important factor. Connecting to Maslow's Hierarchy of Needs, a child's basic needs must be met for them to be willing to learn (Early Childhood Knowledge and Learning Center 2016). Fine and gross motor skills also play an important role in preparing your child for learning. If a child can't hold a pencil properly, it could affect their writing skills. However, pencil grips are now used in schools to help children who have difficulty developing fine motor skills (Landy et al., 1999). An essential part of a child's preparation for learning is whether or not they have developed language and literacy skills. Children begin to develop language at birth, this is a skill they learn by imitating the vocabulary used at home by their parents and possibly by other children in a social environment. Well-developed language skills are essential for a child; However, if delays in language development occur, teachers and parents need to quickly address the issue with professionals. If problems were to arise, it could affect the child's social interaction and understanding of words and sentences (Gorski, Deb 2006). When children start school, they are placed in groups or groups by teachers. This is to help children with diverse and mixed abilities get the appropriate help they need to continue to develop their skills without the pressure of competing with their classmates. These groups are organized mainly with core subjects such as mathematics and English; this is because mathematics and English are very important for children to learn and speak fluently. This does not mean that children need to know everything about said subject, but have at least some basic knowledge. By putting numbers in order, being able to add simple equations, children must know how and why numbers have place value and must understand the relationships between operations (Hiebert, 1999). How can teachers help children become “fluent” in mathematics? This link to remembering, practicing a certain mathematical equation and distributing tasks is very effectivefor children as a way of practicing outside the classroom (Amass, Helen 2015). Literacy and reading skills are crucial when it comes to children starting school, because 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 developing these skills, it may be because he or she has a language disorder or any other learning disadvantage. Teachers and parents should understand this easily and will be assisted by professionals (Gorski, D. 2006). There are many factors that influence a child's learning at school, using Maslow's Hierarchy of Needs shows the different elements of a child's needs to learn effectively. The first step of Maslow's pyramid concerns the fundamental needs of every child; food, sleep, water, clothing and warmth. In an educational context this could be done by having breakfast in the morning before lessons start and having a good meal at lunch. If a child is thirsty, having water fountains around the school is a good idea and will keep children hydrated while learning. When it comes to sleep, there is usually a nap time in kindergarten, but in primary and secondary school there is not, which is why it is important for parents to ensure that children get at least eight to nine hours of sleep every night. Without these, a child will not be motivated to learn nor will he be 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 school environment? A child also needs security at home, if a child does not feel safe at home, they are likely to not do well in school. The third level of the pyramid is belonging and love, in an educational context; children need to form friendship groups and also 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 that of esteem needs, which play a fundamental role in the child's education. If a child has low self-esteem, he or she may withdraw from lessons; 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 doing tasks in front of the class or even lacking motivation to do their work well. Teachers should strive to help children gain confidence in the classroom; these skills will help them with their work and motivation (Sunderland et al., 2003). The fifth level or the highest level of the pyramid is self-realization, without the lowest level a child cannot reach the highest level. To achieve self-actualization, a child must be motivated and guided with his or her personal goals in mind, engage in his or her interests and school work. When a child sets goals, it helps with 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, fixed and growth mindsets have a fixed and growth mindset. effect on motivation. If a child has a fixed mindset, he is most likely unmotivated, accepting the abilities he has but not developing them. Children may avoid challenges and group tasks; they might not even ask for help if you don't, 2012).