The Hierarchy of Needs proposed by Abraham Maslow has been adopted by many

groups of practitioners as a way to understand their customers and users and more
introspective is in education understanding learners. Maslow’s hierarchy of seven is an
assumption of human needs in respect to their importance from the bottom to the top which is
illustrated in a pyramid as Abraham Maslow also stress it’s aims of a man aim of achieving
self-actualisation even in his needs. The following academic writing discusses Maslow’s
Hierarchy of needs. Furthermore, Maslow’s hierarchy of needs is sub-divided in two ways of
its seven needs.

According to Kundu (2008). are many good reasons for ensuring that children are
well fed, and the adverse effects of poor nutrition on intellectual development are among
them. Except for prenatal effects of iodine deficiency, these adverse effects are not very
large, but they are likely to be very widespread and to be associated with other risk factors
that also have adverse effects. The effects of malnutrition on cognitive development in
children appear to be rather general and may operate by multiple pathways.

Although progress is being made with the neuropsychology of this area, the evidence
across studies that malnutrition affects specific psychological functions is not sufficiently
clear to be practically helpful. As far as we know at the moment, all those features of an
educational system that improve the attainments of other children are also likely to improve
them in children whose early nutrition has been poor. And not forgetting the second reason of
this writing the implications of Maslow’s hierarchy of needs in ensuring effective teaching
and learning.

Maslow theorized that needs explain much (but not all) of human motivation and
striving, and that the gratification of basic needs leads to a holistically healthy or self-
actualizing personality, whereas a lack of gratification of the basic needs results in
psychopathology or sickness.

Cole (2009). States that, it been argued that when one thinks about educational
psychology in an historical context, one should focus on the scientific and empirical study of
education. According to Abraham Maslow himself, new developments in psychology have
always generated a revolutionising many theoretical developments in psychology have been
later found to have been based on insecure empirical foundations, something that will be
discussed in this article in relation to Maslow’s hierarchy of needs.

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 Mangal (2008). Asserts that, It has been established by this paper that Maslow's
hierarchy of needs is not suited as a teaching and learning strategy in a range of online
contexts, such as networked learning. This section will explore how the benefits sought by
those who like Maslow’s model for its simplicity, can be achieved with a more recent post-
cognitivist model design for the digital age, namely ecological cognition. To do this the use
of a range of ‘educational activities will be deployed and evaluated, including their
advantages and disadvantages as delivery modes in contrast with those typically used to
apply Maslow’s hierarchy. Whilst Gilly Salmon says there are 5 levels of providing education
activities this section will focus on the first, namely

Abraham Harold Maslow’s theory of human motivation postulates that all human beings,
regardless of culture, have basic needs that can be arranged on a hierarchy according to pre-
potency or pressing drive for gratification. His earlier writings presented five basic sets of
needs (or need groups), and he later added two additional need groups. From the lowest level
of needs (the most prepotent needs) to the highest level, these include physiological needs,
safety needs, belongingness and love needs, esteem needs, cognitive needs, aesthetic needs,
and need for self-actualization Motivation can be defined as the process that influences and
directs behavior in order to satisfy a need.

Cashin (2002). Asserts that, Maslow developed a theory of how all dimensions of motivation
are interrelated, based on the idea that human behavior is determined by a limited number of
developing fundamental needs which emerge and operate in a sequential order (Kundu,
2008). He called his theory a need hierarchy. Maslow's hierarchy of needs consists of five
dimensions of motivation: physiological needs, safety, love and belonging, esteem and need
for self-actualization. When a lower level need is met or overtaken by a higher level one,
people tend to be no longer motivated by satisfying that need.

Furthermore, people will try to meet the needs of the next level. Maslow's theoretical tenet
indicate that it is necessary for proponent needs to be satisfied before the next level need
emerges and the person becomes concerned by satisfying it.

According to Hendrikz (2006). Maslow's model was studied in various disciplines: in social
sciences, psychology, sociology and education including adult learning and was used as a
model to understand the individuals' needs, while in business it was approached as a model to
explain employees' motivation. Since it was first formulated.

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The theory was also subjected to empirical testing and criticism that contested its empirical
basis and applicability within an organizational context. In sum, Maslow's theory highly
influenced the way of thinking and subsequent research and became the most well-known
theory that attempted to explain the mechanisms of human motivation ( Tutoo, 2008).

There are many good reasons for ensuring that children are well fed, and the adverse effects
of poor nutrition on intellectual development are among them. Except for prenatal effects of
iodine deficiency, these adverse effects are not very large, but they are likely to be very
widespread and to be associated with other risk factors that also have adverse effects. The
effects of malnutrition on cognitive development in children appear to be rather general and
may operate by multiple pathways.

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 REFFERENCES

Hendrikz .E. (2006), Introduction to Education Pyschology, China; Macmillan.

Jordan W and Jordan J (2000), People in Context, Johansberg: Heinmann

Kundu, C.L and Tutoo, D,N (2008), Educational Psychology, New Delhi: Sterling
publishers

Mangal, S.K (2004), General Psychology, New Delhi: Sterling publishers

Muenzinger , K,F (1942), Psychology, The science of Behaviour, New York: Harper.

Sperling, A (1975), Psychology Made Simple: London: W.H.Allen

Young P.T (1936), The Motivation of Behavior, New York: Wiley

Ames, R., and Ames, C. "Motivation and Effective Teaching." In B. F. Jones and L. Idol
(eds.), Dimensions of Thinking and Cognitive Instruction. Hillsdale, N. J.: ErIbaum, 1990. .

Cashin, W. E. "Motivating Students." Idea Paper, no. 1. Manhattan: Center for Faculty
Evaluation and Development in Higher Education, Kansas State University, 2002.

Carroll, J. B. (1993). Human Cognitive Abilities: A Survey of Factor-Analytic Studies. New

York: Cambridge Un

iversity Press.

Cole, M., Gay, J., Glick, J. A., & Sharp, D. W. (2009). The cultural context of learning and
thinking. New York: Basic Books.

Forsyth, D. R., and McMillan, J. H. "Practical Proposals for Motivating Students." In R. J.

Menges and M. D. Svinicki (eds.), College Teaching: From Theory to Practice. New
Directions in Teaching and Learning, no. 45. San Francisco: Jossey-Bass, 1991.

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McMillan, J. H., and Forsyth, D. R. "What Theories of Motivation Say About Why Learners
Learn." In R. J. Menges and M. D. Svinicki (eds.), College Teaching: From Theory to
Practice. New Directions for Teaching and Learning, no. 45. San Francisco: Jossey-Bass,
1991.

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