There are several factors that affect learning, and these factors readiness factor and maturity, motivation, practice and experience. It is intended to prepare a situation where the learner is ready to prepare public or private, in preparation to receive the experience. The show comes this:

First: Standby:

It is intended to prepare the public determined Gagne (Gagne, 1985) the situation where the learner is prepared organically in preparation for success in carrying out the tasks which are expected to be encountered in school, and determined this willingness to enact acceptance in the Arab school, is six years of age. That in the six years of the age of the child has grown enough growth allows him to use his fingers to carry out the catch pen, and have been available for a friendly synergies kinesthetic ability that connectivity is where between what he sees and what is written, as well as to provide a child's ability to stay in place one for not less than forty minutes of regularity in the classroom stake. The willingness of the private learner Vihdd providing what he called Gagne (Gagne, 1985) Balmekdrat Capabilities that include the idea that each new learning experience require previous experience (capabilities) or concepts necessary to learn new experience. So the teacher to explore the availability of these experiences when students by providing new experience.

Has identified Thorndike Edward Lee Thorndike (1949 - 1874) three cases of a willingness to endorse the idea of ​​physiological readiness to learn and see that these cases are:

  1. When the learner is ready to learn and advance to learn the experience of learning subjected to make him happy.
  2. When the learner is not ready to teach, nor to have the opportunity to learn, that makes it naughty.
  3. When the learner is ready to learn and be forced to receive the learning force him to learn.

It has identified Piaget Jean Piaget (1896 - 1980) to prepare the case that developmental cognitive called by the learner and that allows him to develop cognitive Trakiph Cognitive Structure, which wants to integrate them in the construction of knowledge. He believes that the willingness to learn is determined by the initial developmental stages through which during the development phase of the kinetic sense (from birth), even with the naked stage (age 15.14) and it shows the importance of maturation factor in determining the readiness factor.

أAs Bruner Bruner believes that readiness is determined by the availability of representations cognitive Representations that are available to the individual without attention by a factor of maturity, where he raised the assumed great importance in this regard so I suppose "that can effectively teach any subject, and in my mind Amin, any child at any stage of growth ".

And Hilgard Ernest R. Hilgard Studies indicate to explaining the importance of maturation Maturation factor to determine the willingness to be more mature children were the fastest of the least educated children mature. His experiments have shown that the physiological maturity year and exposed to the experiences of children contributes greatly to the rapid growth and learning skills..

Geisel Gessell also noted that the growth of the learner and his behavior at all ages is governed by the forces of internal maturity, thus showing the importance of taking into account the maturity and readiness of the learner in determining learning experiences.

Second: Motivation

The importance of motivation in raising the learning of the learner, and has identified Atej motivation as "any situation and help in moving the continuity of the organism's behavior," as it is without the motivation of the organism in the performance of learned behavior that already fails..

The work motivation and important functions in terms of learning:

  1. Function animate and energize the Activation behavior in order to achieve learning.
  2. Orienting learning guide to the specified destination, so that teaching behavior purposeful behavior.
  3. Maintaing maintain continuity of behavior in order to achieve learning to be learned is these jobs to learn.

Third: The Experience

The experience and practice Experience factor of the important factors in behavior change. It is intended experience Experience: the situation faced by the learner in environmental stimuli interact with them and there is a change has by this interaction. So it gives great importance to environmental conditions where it is determined to a large degree the growth and development of the learner and to increase the educational attainment and experience. Some of them believe that the environment contributes to a large degree in the formation of cognitive ammunition of learners, can be explained by the fact that the environment that includes rich features allow children opportunities for interaction and growth unlike the poor environment for all their virtues as to limit the capacity and preparations for their children and this gives the value of the trend known the value of experiences directed Directed Experiences a the direction in which it builds Bruner Bruner, and behavioral scientists importance in planning the necessary and appropriate to learners experiences.

Fourth: Maturity

Although we are excluded from learning positions, those positions resulting from the maturity, the maturity is a necessary condition but not enough to avoid learning, it can not be that a child learns motor or mental skill, if you do not reach the degree of maturity enables him to learn. And may we have already pointed out the relationship between the maturity and learning. And we showed that maturity is a prerequisite for learning we can not, for example, to know the child in kindergarten some complex calculations, because it is not up to the level of mental maturity and knowledge that can learn these processes, as we can not know the young child to read or to speak fluently, because it is not up to the appropriate level of maturity in mental abilities, or the members of the speech, being able to speak fluently, as when we want to know the child certain skills, we must ascertain the level of maturity of the members responsible for carrying out those skill.