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In early education, motivation should be displayed and promoted throughout the student's daily routines being that early childhood is a stage where the foundation of a child's motivational mindset is more firmly established. Three important human needs a child need in order to develop motivation physiological needs which are food and clothing necessities, safety which is a layered umbrella that consists of a sense of security, comfort, and belonging within the environment they are in, and lastly love and reassurance.

When these basic human needs are being met self-actualization is developed which is recognizing potential and capabilities within themselves, ultimately developing MOTIVATION.

If these needs are not met students may experience hardship in prioritizing educational environment expectation
, behaviors, and requirements, ultimately struggling in social, emotional, and cognitive development in classroom settings.

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Motivation and engagement in class and at home can be encouraged through:

Relationship building
Involving parents
Student-centered learning
Open-ended materials and learning materials.
Encouragement, reassurance, praise

The ultimate way of supporting motivation and engagement in classrooms and at home is by "taking it back to the basics" of the basic human needs that need to be met for students to develop motivation. Taking it back to the basics and supporting factors physiological, safety, and love/reassurance both in class and at home will support will contribute to the most important piece to developing motivation which is self-actualization helping the child recognize their potential and capabilities.

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What may hinder student motivation and engagement:

Teacher quality/style
Poor classroom environment
Peer influence
Family issues
Lack of diversity in teaching approaches and instruction

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Teacher attributes that promote student motivation and engagement may be heightened "when teachers incorporated interactive methods, hands-on learning, and small group learning environments to make learning engaging"  (Bhatnagar, R., & Many, J. 2022). Also, a small group table and collaborative fun learning style environment may encourage students participation that may be shy, or intimidated when learning in large groups.

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In early childhood classrooms, cognitive factors (personal factors) include but are not limited to the way children are introduced to and learn questioning, creating relationships, exploring problem-solving, imitation, memory, and much more.

Social-culture factors (environmental factors) in early childhood classrooms are in what way and how students and teachers communicate promoting relationship building verbally, and nonverbal in order to make connections through diversity/religion, attitudes, family, and community.

All the factors mentioned previously of cognitive and social-culture factors ultimately encourage children's efforts and heighten the motivation they will display in the learning environment. Also, these factors will assist with relationship building in the classroom that ultimately supports and help the student's motivation to learn.

Teachers may overcome cognitive and social-culture factors in the classroom is express interest in the children's background you may execute this by encouraging parent involvement through things such as: (family/culture events) where diverse home life/food/materials are shared. Sharing control (teach and child-led classroom environment) with set expectations and rules. Last but not least helping students explore and understand how ideas are connected, and how cause and effect works in the classroom will motivate child engagement.

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Fitton Davies, K., Watson, P. M., Rudd, J. R., Roberts, S., Bardid, F., Knowles, Z., & Foweather, L. (2021). Development and validity of the Motivation Assessment Tool for Physical Education (MAT-PE) among young children. Psychology of Sport & Exercise, 54, N.PAG. https://doi-org.lopes.idm.oclc.org/10.1016/j.psychsport.2021.101915

Bhatnagar, R., & Many, J. (2022). Teachers Using Social Emotional Learning: Meeting Student Needs during COVID-19. International Journal of Technology in Education, 5(3), 518–534