This thesis focuses on the activation of a child in a primordial education. This kind of education includes initial years of learning, especially from first to third class of the primary school. The author based her opinions on a bibliography of resources on this subject and made a synthesis of this phenomenon, describing practical consequences of the activation of children in a primordial education. The report reveals the needs of children, the proper way of addressing to them by a teacher and practical advices concerning the motivation actions to encourage a child to cooperate with other as well. This thesis also contains the problem of a proper referring to children – communication with no sights of sarcasm or accusation made by a teacher and the communication carried in bearing of openness and frankness to make children feel secure. The author correlated the concept of the activation of children to the Maslow’s hierarchy of needs, which shows us that omitting any of the stages deprives ourselves of being successful.