We see that when we describe the holistic approach to learning and teaching interaction it is something that has been taught in undergraduate and postgraduate degrees and doctoral programs as well. We can use it for other things as well such as for erp full form. We see that the holistic approach develops students to be critical, as well as confident and independent. We see that it aims to make learning a process of self-improvement that explicitly recognizes the self and the social context of learning and teaching, as well as recognizing the needs of the individual learner. We see that its premise is that the social context of the interaction is significant as well. We know that it recognizes that the exchanges that take place within this social action are the foundation for developing critical learners, thus including experiential knowledge of learners as well as teachers to improve the quality of the teaching situation and levels of achievement of learners as well. We see that it is invoked to explain how the holistic approach leads to the development of learners as critical thinkers as well. We see that the result of practicing the holistic approach has been sustained high levels of student attendance at lectures as well as seminars, improved progression, and appreciative and satisfied cohorts. We see that learning in a large classroom constitutes a real challenge for some students as well. We see that children learn at different paces, as well as have their strengths, challenges, and interests, as w ell often use learning styles that reflect their unique personalities. We see that holistic learning supports personalized learning for every young student as well as when properly supported by teachers, it can help students learn independently and work at their own pace at the same time. We see that pre-kindergarten and elementary teachers have developed pedagogical approaches to best teach young learners over the years as well. Therefore, we see that not all holistic learning is self-guided as well. However, we see that self-directed or self-guided learning is encouraged, as it builds curiosity in the child to learn as well. We see that it gives them self-confidence in their ability to do something on their own as well. We see that Holistic learning is not constrained within the four walls of the classroom as well. We see that it recognizes the important role that parents, caregivers, as well as community members, have in providing a safe and nurturing environment for children to learn as well. We see that social and emotional growth are closely related to early childhood development as well. We know that by interacting with others and navigating through their emotions, a child learns what is set out for them as well. As such, we see that holistic learning understands that, beyond academic achievement, there is a need to support the social and emotional needs of all children as well. We see that as important as curriculum and learning materials are, it’s the educator as well as the student who must work in partnership during the learning process. We see that as such, a strong relationship and a sense of trust between teachers and students are critical as well. Similarly, we see that the home learning environment is a big part of holistic learning as well. Caregivers, as well as teachers and children all, require strong bonds that support early learning in the school, home, and community as well. We know that too often, education curricula focus on academic learning and forget about arts and music. We see that arts can involve embracing the value of painting, drawing, and pottery. But we know that it might also involve learning to build huts in the woods (like in the forest schools approach) or learning an instrument as well. We see that it may similarly involve going on bush camps or taking up canoeing as well. They must also work on inquiry-based learning. We see that experiential learning can be achieved through an inquiry-based approach as well. We see that this involves using investigation, discovery, scientific method as well as systematicity to find new information as well. When they learn through inquiry, the focus is on genuine knowledge building through life experience rather than passive learning as well. We see that in the 21st Century, we are expected to have multiple different careers. People’s careers are more likely to require critical and creative thinking skills than in the manufacturing societies of the past as well. We know that to be ready for the challenges of the future, young people need a broad range of knowledge as well as social skills that can be gained through a holistic curriculum. We see that it is motivating as well. We see can assume that a holistic approach will give young people a broad-ranging education in the arts, humanities, sciences, and so on – as a way of allowing them to find what they love as well as pursue it. We see that it also creates cohesive communities as well. We see that when young people are raised to acknowledge as well as respect their interconnectedness to communities, they learn how to live with other people and care for them as well. We see that this is not only good for the child but also good for everyone as well. We see that holistic education is powerful, caring as well as thoughtful 21st Century approach to education as well. We know that it can help young people to grow to be balanced and well-rounded as well. We see that it has great similarities to other approaches such as humanism as well as sociocultural theory, as well as pays important regard to the role of emotions in education at the same time. This can work on the LMS (LMS Full Form) as well for the students and teachers. We see that intending to educate the whole child, holistic education promotes several strategies as well.