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This unit focuses on the different teaching and learning processes that take place in a young learners' educative ladder. It consists of the different learning theories such as the maturation which believes that the level of maturity of children should be taken into consideration in order for a child to learn better, environmentalist theory which emphasized on the role of the learning environment to children for them to experience meaningful learning, constructivist theory which believes that in order to have a meaningful learning children should have the opportunity to construct their own meaning to the things that they learned and should also consider their environment where the learning takes place and the cognitive development theory which views that learning occurs through developmental stages. Aside from the learning theories, this unit also provide information about the different learning practices that we as educators can apply in our classroom. These set of practices involve varied methodologies depending on the ages and levels of our students. Since, our students can be group into 2 which are group 1 (5-9 years old) and group 2 (9-13 years old). Different activities can be given to these group of children considering that the activities that we will provide to them are developmentally appropriate and student-centered meaning we as educators will act as facilitators rather than being dictators of our classroom. Moreover, proper environment should be provided to our students to promote better learning. Some of the things to be considered are the seating arrangements, teacher's position, teacher's resources, student's resources, student's work and of course our role as their teachers. We should promote an environment that is child-friendly and allows differentiation. It should also respect different cultures and beliefs of our students in order to promote internationalism among them. Thus, in able for them to learn L2 easily, interactive approach should be provided. Letting them exposed with different materials and tools that will develop and nourish their language acquisition in terms of learning the English language should be part of our teaching process. And lastly, the development of their productive and receptive skills should not be forced but rather we should think of ways on how to enhance them through creating activities that will catch students' interests and view learning the L2 fun and essential as part of their roles in the society where they belong not just as mere knowldege.
