In the footsteps of learning: A reflection on childhood learning

This study reflects upon learning during childhood and its relationship with vital processes and experiences of a child. First, the transformations of learning as the subject of study both from an experimental as well as from a neuroscientific perspective are addressed. Second, a discussion on self-organization principles and their implications for childhood learning is conducted. Last, the principle of enacting proposed by Varela is considered to reconfigure the act of learning since childhood when playing and exploring are ways of developing cognitive processes, bringing us closer to the understanding of the concept of a childhood learner. In conclusion, this study seeks to widen the view of learning with the intention of focusing on the sensitivity of childhood with its potential of building comprehension mechanisms and redefining reality through worldly actions.