An analysis of this fact explains that it is of the essence that the teaching and learning processed be set in a manner that will help unfold the mental abilities of the learners. Since learning results in different forms of change, it is fundamental that the learning process be created in a way that will help the children acquire a new skill. A developed learning process is also directly linked to cognitive, social as well as affective development (Daniels, 1996). In line with this argument, the teaching and the education processes need to be practical in such a way that will lead to deeper insights on the mind of the children.
Through learning, the mind of the children is helped to develop. As seen in the research conducted by Donaldson (1978). Through the process of learning children adopt and learn new ways of mental functioning. In the course of learning for example, the child may learn aspects touching in culture and language and manipulate the same to developed new ways of thinking and self-regulation (Wood, 1998). Through the language structures and the pragmatic concept of the same, children in turn form new facets that shape their minds (Wood, 1998). From this perspective, it is evident that the mind of the child indeed determines the way in which they learn, think, and perceive things in their surroundings.
For learning to take place in the case of the children, the entire learning and teaching process has to be active in approach. Vosniadou (2001) indicates that it is only in an active teaching and learning process that active learning takes place as well as the mutant development of children. Through an active learning process, it is indicated that the minds of the children are stimulated; thus, allows for a mastery of contents and a complete transformation of the general development of child since the building blocks of the mind have been