Showcase Magazine Summer 2026 - Flipbook - Page 33
HE & FURTHER
EDUCATION
Maslow’s Hierarchy
of Needs
Abraham Maslow developed the Hierarchy of Needs in 1943 to explain human motivation and development. The theory
suggests that people must meet basic needs before progressing towards higher levels of personal growth (Maslow, 1943).
Within early years, the theory is useful because children’s learning is closely linked to their physical and emotional wellbeing,
and children are unlikely to engage effectively in learning if their basic needs are unmet. Maslow’s hierarchy is often shown
as a pyramid with five levels: physiological needs, safety needs, love and belonging, esteem needs and self-actualisation.
Physiological Needs: Physiological needs include food, water,
warmth, rest and physical comfort. In early childhood, these
needs are particularly significant because young children rely
heavily on adults to meet them. Children who are hungry, tired
or uncomfortable may struggle to concentrate, regulate
emotions or participate in activities. Practitioners therefore have
a responsibility to ensure that children’s physical wellbeing is
supported throughout the day. Examples within early years
settings include: providing healthy snacks and access to
drinking water; maintaining suitable room temperatures;
supporting rest and sleep routines; ensuring children have
opportunities for physical movement; and promoting good
hygiene practices.
Safety Needs: Once physiological needs are satisfied, children require
safety and security. Safety needs include physical protection, emotional
security, routine and predictability. Young children thrive in
environments where they feel safe and supported. In early years
settings, this may involve: consistent daily routines; secure attachments
with familiar adults; safe indoor and outdoor environments; clear
boundaries and behavioural expectations; and safeguarding policies
and procedures. Emotional safety is equally important. Children who
experience anxiety, instability or fear may demonstrate withdrawn
behaviour or emotional dysregulation. Bowlby’s Attachment theory
supports Maslow’s ideas by emphasising the importance of secure
relationships in promoting emotional wellbeing and resilience.
Practitioners can promote safety by responding sensitively to children’s
emotional needs and creating predictable environments that help
children feel secure.
Safety Needs: The third stage of Maslow’s hierarchy focuses on
relationships, affection and social belonging. Individuals need to feel
accepted, valued and connected to others. For young children,
relationships play a crucial role in development. Positive interactions
with parents, carers, practitioners and peers help children develop
confidence and emotional security. In early years settings,
practitioners can support belonging by: building warm and
responsive relationships; encouraging cooperative play; celebrating
diversity and inclusion; supporting friendships; and promoting
effective communication. The Early Years Foundation Stage (EYFS)
framework strongly reflects this principle through its emphasis on
positive relationships and enabling environments. Children who feel
they belong are often more willing to participate, communicate and
explore new experiences.
Esteem: Esteem involves feelings of competence, confidence,
achievement and recognition. Young children begin developing selfesteem through interactions with adults and peers. Positive reinforcement
can help children develop a sense of capability and independence.
However, practitioners should ensure praise focuses on effort and
perseverance rather than fixed ability. Strategies that support esteem
include: providing opportunities for independent learning; recognising
achievements appropriately; encouraging children to make choices;
supporting manageable risk-taking; and valuing children’s ideas and
opinions. According to Bandura’s theory of self-efficacy, children who
experience success and encouragement are more likely to develop
confidence in their abilities. This confidence can positively influence
motivation and future learning behaviours. Low self-esteem in early
childhood may affect participation, resilience and social interaction.
Practitioners play a significant role in nurturing children’s self-worth.
Self-Actualisation: Self-actualisation represents the highest
level of Maslow’s hierarchy. It refers to achieving one’s full
potential and engaging in creativity, problem-solving and
personal growth. In early years education, self-actualisation
may be seen when children demonstrate curiosity and
imagination; engage deeply in play; explore interests
independently; show creativity and critical thinking; and persist
with challenges. Play-based learning is particularly important in
supporting self-actualisation because it allows children to
investigate ideas, express themselves and develop autonomy.
Practitioners can support higher-level development by creating
rich learning environments that encourage exploration, inquiry
and creativity.
Maslow
Bowlby
Bandura
｜
Showcase Training 33
