Teachers are very good at providing excellent opportunities for children's learning to progress.
Often, without fully understanding the reasons why, teachers encourage learning in their charges
which works very well, and is a very good approach at a particular time with a particular child
or group of children. With greater insight into what is currently known about the processes of
learning and about individual learning preferences, teachers are able to provide even better
learning situations which are even more likely to lead to effective learning. This book seeks to
provide the detail which teachers can make use of in their planning and teaching in order to
provide even better opportunities for effective and lasting learning. The first edition of this
book has been used widely and has now been revised to include updated information in the existing
chapters as well as a new chapter which covers the area of learning difficulties and special
educational needs.

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