Teaching is one of the most demanding and demanding jobs in the world because it is the job that holds the future generation together. Raising children is a very complex process that requires an individual approach for each student, based on their specific psychological development and lifestyle. Even the most minor and seemingly insignificant details can be decisive factors, but the essence of teaching is not only to teach the right subject but also to find an approach for the student. Especially in elementary school, since school at this age, students play a crucial role in their development. At this stage, the student experiences the most significant stress, which can affect not only the learning process but also life in general (Ashman, 2015). It is therefore essential to have the right approach to learning at this stage, as in many ways, it is considered decisive in how the student will spend their school life in the following years and what level they will achieve in their discipline.
As in any other area, teaching children has its concepts. While it is essential to pay special attention to children in elementary school, the general rules do not change throughout education because they are universal and time-tested, which has proven to be influential and vital throughout the process. The essential principles are curriculum, inequality, inclusion, teaching, and learning. These are the most basic and should be followed at any age. In early school, they are laid down for children to have a general understanding of the learning process and how it will be carried out in the future. Therefore, each is essential, as is the discovery of these concepts and their application in practice (Mcdevitt & Jeanne Ellis Ormrod, 2019). It is necessary to create an educational system that is equal for all and provides the same opportunities for learning despite different psychological or physical disabilities, as well as consideration of the subject of teaching to the full because it is the most key action that takes place in school.
Several skills need to be developed for a quality learning process. This should also be laid at an early age meaning that in the future, there will be no difficulties with the process and allow the child to develop further. One of these components is the process of working memory and encoding of information into long-term memory. Each of them is unique and important in the educational system (O’Donnell, 2016). However, it is worth saying that it is impossible to directly mention the need for these factors in further development at such an early age, as this can discourage the child from learning. This requires a subconscious approach to both methods of knowledge, which will bring much better results and influence the child.
Thus, it is necessary to give tasks to memorize texts or poems, which helps to develop skills for long-term memory and the ability to use the material learned in class productively. Equally important in this regard is the use of environmental objects. They help visualize things for students and help them better absorb what they have learned (Woolfolk & Margetts, 2016). To this end, the use of materials that students go through in class as a program is suggested so that they develop a memory for visual objects, which in turn creates without direct reference to them.
The famous psychologist Lev Vygotsky published many works concerning psychology as a separate science and pedagogy during his life. His works are still used as a methodological guide for the education of the younger generation because the approaches he used in considering pedagogical disciplines are considered generally recognized and essential in terms of the development of the younger generation. He is the creator of many methodologies for developing a child and which ways are best suited for specific tasks (Hyde et al., 2017). Despite the time of his writing, his theories on Zone of Proximal Development (ZPD) are considered classics and are still popular among educators.
Zone of Proximal Development Analysis
The basic principle that Vygotsky puts forth is to follow rules that will help the student focus on learning and establish a connection with the teacher. The most critical component is having one with the proper knowledge to help guide the student through the initial stage of adjustment and stabilization as a member of society (Ashman, 2015). This person should be the teacher, as they are the ones to replace the parents during school time and the one the student trusts the most. However, it is essential to note that having such a person plays a role, as well as their competence in teaching and personal qualities, which junior and high school students perceive as a reference. For this reason, it is crucial to be a person with the right moral stance that will be broadcast to the children.
The second essential component in the psychologist’s system is social interaction with the mentor and learning in direct contact. This applies not only to the students, who are constantly near the teacher but also to the teacher himself, who must develop his skills and adapt to the situations in the learning process. This kind of involvement in the interests of the students and the mentor plays a significant role, as it raises the level of professionalism and generates a shared interest in the teaching process. As mentioned earlier, personality traits play an important role in learning because children project behavior onto themselves. The teacher’s commitment to education also emphasizes hard work and intentions to continue learning their discipline, which will have a positive impact on the child and their future development (Slee et al., 2012). Moreover, it should be understood that such a mentor for students will help them learn the material better and provide the necessary support in the overall adaptation process.
The third principle that Vygotsky describes in his works is a slight modification and combination of previous teaching methods, namely the help of a teacher or peer in the process of ZPD adaptation. Speaking specifically about the influence of the educator, it is crucial to understand that there is a difference between junior high and high school. It concerns not only the methods and ways of teaching but also the psychological features. One of these is the perception and influence of the environment (Duchesne et al., 2021). Speaking of junior high school, the role model is the teacher. While the development passes and the child goes to middle school, he begins to refer to the behavior of his peers. Therefore, it is important to pay attention to the students’ social interaction and how they influence each other.
Bandura’s Social Cognitive Theory Analysis
As for Bandura’s work, his contribution to the general science of human interaction at the socio-psychological level cannot be overestimated. Through his writings, he was able to pose a challenge to the notion of the inner self and to the modern teaching theory of the time. His principles enabled the development of sociology as a science that is very much in touch with teaching. The ideas he laid down in his writings became key reference points in constructing connections between people and allowing each student to be viewed as an individual, referring to the principles he described (Hyde et al., 2017). Such an application enables the development of methods that will help develop a plan for individual instruction and, in some cases, group instruction that will treat each person as an individual.
Bandura’s principles state that each individual should have a system of critical beliefs, which should not be based on the views of others but should be formed by reference to personal statements and assume a subjective opinion on various issues. This principle helps to have a more unambiguous stance on the multiple issues concerning teaching methods, primary socialization, and the development of communication skills with other people of different backgrounds and perspectives. Although it is impossible to live in today’s society without accepting the views of others and denying that this or that person’s opinion helped to formulate his own, this kind of problematic situation, judging by this principle, should be reduced to a minimum (Underwood & Rosen, 2011). In this case, the formation of personal qualities and the formation of a person in society as a separate unit will take place.
This system of principles looks at the individual in terms of personal qualities, making him stable and more socially significant. On this basis, it is suggested that personal feelings should guide everyone and that they should regulate the behavior of the individual in society, including the school. However, this theory also has a number of disadvantages because, on the other hand, it can be a precursor of disorderly behavior on the territory of an educational institution (Lally & Valentine-French, 2019). Suppose each student puts forward and adheres to their own opinion, the teacher and the administration. In that case, there will soon be a loss of control over the situation, which may exacerbate the problem.
To this end, it is important to ration the dose of one’s behavior and thoughts, allowing for expression during class time and putting forward one’s point of view regarding the teaching disciplines. It is necessary to understand that there is no correct answer to the questions that relate to the sciences related to the humanities (Ashman, 2015). Therefore, it is vital to start from your reasoning and have a personal point of view on this or that issue.
Such a solution also helps stabilize self-development and instills the idea that everyone has the same opportunities despite different social statuses, which makes each student unique. This idea is necessary so that all of the techniques described earlier, such as improving memory and cognitive capacity of the brain, can be implemented. It is to give the right to speak out in class, regardless of the correct. Thus, such concepts allow a child to develop the cognitive functions of the brain at a rate that meets the standards of the Ministry of Education.
References
Ashman, A. F. (2015). Education for inclusion and diversity. Pearson Australia.
Duchesne, S., McMaugh, A., & Mackenzie, E. (2021). Educational psychology for learning and teaching. Cengage Australia.
Hyde, M., Carpenter, L., & Dole, S. (2017). Diversity, inclusion and engagement (3rd ed.). Oxford University Press.
Lally, M., & Valentine-French, S. (2019). Lifespan development : a psychological perspective. College Of Lake County.
McDevitt, T. M., & Jeanne Ellis Ormrod. (2019). Child development and education. Pearson Education, Inc.
O’Donnell, A. M. (2016). Educational psychology. Wiley.
Slee, P. T., Campbell, M., & Spears, B. A. (2012). Child, adolescent and family development. Cambridge University Press.
Underwood, M. K., & Rosen, L. H. (2011). Social development : relationships in infancy, childhood, and adolescence. Guilford Press.
Woolfolk, A., & Margetts, K. (2016). Educational psychology (4th ed.). Pearson Australia.