This chapter focuses on understanding how children's emotional and social experiences may affect their learning and on the extent to which teachers should use such understanding in aid of it in the classroom. The word 'emotional' is a difficult word in the English language. When used in an educational context it can give rise to ambivalent interpretations and unwarranted attacks as an 'elevation of feeling over reason'. Nor are terms like 'emotional education' or an 'emotional curriculum' very helpful to those who agree with the DfE's emphasis on the importance of children's emotional development as a central concern for mainstream education (DfE 1994). To forestall such polarisations, a quick reminder of available complementary workable paradigms about the interactive nature of emotional, social and cognitive development may be useful. They permit us to recognise the limits of anyone ideology and to work with mUltiple concepts (Norwich 1996a).