IntroductionLearning theories are used to develop curricula that explain the learning models used in education. These models help streamline education from the early stages of childhood to formal education. This article will explore learning theories and how they can be applied in developing a curriculum for language learning and teaching. The curriculum will include epistemology, motivation and cognitive learning methods Jean Piaget and John Dewey helped develop the theory of cognitive development. According to them, cognitive development constitutes the sensorimotor stage and helps children develop their interaction through this development. For example, when a child understands objects, he will easily understand words (Piaget, 1970, p. 49). The theory seeks to understand the “black box” that is the human mind. According to cognitivists, the processing of knowledge occurs at different levels. Epistemology According to this theory, epistemology assumes that students are likely to remember meaningful information. Teachers should therefore ensure that children are taught meaningful information that will help them in their language development. Motivation Since the learning process is intrinsic, motivation should come from within the students. Teachers should therefore ensure that children carry out internal processing of information while engaging them in activities that create curiosity. Learning method Students' understanding of the current topic must be taken into account. Teachers should put structures in place that support the learning process by helping children connect new information to current understanding. For example, children may become involved in a discussion after watching a short film. They... half of the document... in & Good 1996, p. 78). Learning method Teachers should ensure that the learning environment is similar to that of the source language. This makes it easier to articulate out-of-situation procedures and structures that will help children learn the language. For example, teachers can urge children to stage a skit in London or New York, in the case of teaching English. References Lave, J & Wenger, E. (1990). Situated learning: legitimate peripheral participation Cambridge: Cambridge University Press.McCaslin, M & Good, TL (1996). The informal curriculum: Handbook of educational psychology. New York: Macmillan, 1996; 622-670. Piaget J. (1970). The science of education and child psychology. New York: Grossman. Vygotsky LS (1978). Mind in Society Cambridge, Massachusetts: Harvard University Press.