We all carry favorite childhood memories in our hearts. Close your eyes for a moment and recall one. What do you see? What do you hear? What scents linger in the air? What tastes or textures return so vividly you can almost feel them again? Perhaps it is the comforting aroma of Ramadan drifting through the house, or the quiet stillness of sleepy suhoors before Fajr.
One of my dearest memories is sitting at the feet of my Sunday school teacher. We gathered on gleaming hardwood floors that offered little comfort, yet none of us seemed to notice. The small classroom was simple — just her chair and a felt storyboard propped beside her on another chair. I sat on my knees, leaning forward, completely captivated by the stories of the prophets, Sunday after Sunday.
Mrs. W. brought those stories to life with nothing more than felt figures and a gentle voice. It felt like an honor — a true privilege — to be chosen to place the felt well for Yusuf or the small sticks for Musa onto the board. In those moments, I was not just listening. I was part of the story.
That is the power of meaningful learning.
Children are active learners. They are not empty containers waiting to be filled; they are curious souls eager to explore. They learn best when they are engaged — when as many senses as possible are thoughtfully involved in the process.
In most classrooms and homes, vision and hearing are the dominant senses used for instruction. We talk, they listen. We display, they look. Yet learning can be strengthened profoundly when we intentionally incorporate touch, smell, and even taste where appropriate. The five senses, when carefully planned and balanced, can deepen retention and understanding.
However, thoughtful planning is key. Stimulation must be purposeful, not overwhelming. More is not always better.
Visual stimuli, for example, should be limited and relevant. When overused, they can become distractions rather than supports. Visual displays should directly connect to the task or lesson at hand. Over-decorating a classroom may feel warm and inviting to adults, but for many children — especially strong visual learners — it can be overstimulating and disruptive.
Researchers Anna V. Fisher and Karrie E. Godwin from Carnegie Mellon University found that children in highly decorated classrooms were more distracted, spent more time off-task, and demonstrated smaller learning gains than when excessive decorations were removed. Simplicity, when intentional, supports focus.
Visual learning can also be strengthened through demonstration followed by action. Looking at letters, saying them aloud, reading and writing them, completing puzzles, studying pictures, or watching short videos are all valuable tools. Yet when we add “doing” — physically writing, building, acting out, or manipulating objects — we reinforce and anchor the learning experience.
The lesson for parents, homeschoolers, and educators is clear: children remember how learning feels.
My childhood memory was not extraordinary because of expensive materials or elaborate decorations. It was powerful because it engaged my senses, invited my participation, and made me feel included.
As we plan our lessons and guide our children, may we aim not simply to cover material, but to create moments. Moments that awaken curiosity. Moments that invite involvement. Moments that linger for years — shaping not only what children know, but how they feel about learning itself.
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