Teacher’s Instructional Behaviour in Instructional Management at Elementary School Reviewed from Piaget’s Cognitive Development Theory

Abstract

This writing aimed at (1) describing the importance of teacher to review instructional management at elementary school based on Piaget's cognitive development theory; and (2) describing teacher's instructional behavior in managing instructional at elementary school reviewed from Piaget's cognitive development theory. In general, Piaget' cognitive development theory divides children' cognitive development into four stages. In the elementary school ages of 7 to 11 or 12 years old, Piaget classified the cognitive development into concrete operational marked by the use of clear and logic rules. The children implement logic thinking on concrete object, yet abstract or hypothetical. Although the intelligence of this step has been advanced, the way of thinking of the children is still limited because still based on concrete object. Therefore, teacher should comprehend the importance of concrete operational instructional at elementary school so the children could maximally achieve the learning goal in accordance to their thinking level that they acquire. The suggestion that can be proposed is that the teacher should synergize the characteristics of elementary school students in concrete operational stage with the instructional readiness in the steps of planning, implementation and evaluation.

From theory to practice: Student-centered pedagogical implementation in primary music demonstration lessons in Guangdong, China

“…Although the reason causing the significance of learning new content was explained as the compulsory teaching resources (Yu & Leung, 2019), the lacking opportunities for students to review what they had learned in the past might cause the new-learned content stored in their short-term memories only and forgetting easily in a long-run (Monetti et al, 2006). Also, the missing in-class connection between the newly received, and past learned knowledge would expose students to a high chance of passively memorizing the continued cumulating new facts – rather than actively constructing their own holistic understanding of knowledge (Eni Astuti, 2018).…”

“…Cognitive constructivism emphasizes the process of adapting, achieving, and constructing knowledge in highly individual ways. Thus, people maintain ideas, configure new information from their environments, adapt themselves to new environments with fresh abilities, and eventually create a logical understanding of their updated circumstances (Eni Astuti, 2018; Piaget, 1964). In contrast, social constructivism views knowledge as being shaped by involvement with cultural and social interaction.…”

The relationship of Grasha–Riechmann Teaching Styles with teaching experience of National-Type Chinese Primary Schools Mathematics Teacher

“…Children of this age are seen applying logical thinking over concrete objects, but neither in the abstract nor hypotheses. Hence, the children’s way of thinking is still limited as the focus is more on concrete objects and can only solve problems encountered directly ( Astuti, 2018 ).…”

A Lesson Plan for a Specific Teaching Language to Young Learners Classroom

“…The children before age of seven are considered to be able to think beyond here and now, but they are unable to perform mental transformations. Age seven are capable to view and react the reality analytically [2]. In this stage, students have logical thinking, but still limited to specific things, which means children are solving problems that they face directly.…”