Teaching Strategies Based on Students' Psychological Development Stages

Abstract

Purpose: This study aims to investigate teaching strategies tailored to each stage of student development. Therefore, a systematic review of various teaching strategies that have been implemented is necessary to identify teaching strategies relevant to children's developmental stages, analyze the relationship between student age and learning approaches, and formulate effective teaching strategies based on student developmental stages.

Design/Methodology/Approach: A qualitative approach, SLR type, and PRISMA model were used in this study. A total of 30 scientific journals from various international and national databases (ScienceDirect/Elsiver, Google Scholar, and Scopus) published between 2020 and 2025 were included. Furthermore, these journals were analyzed using inclusion and exclusion criteria through the PRISMA 2020 flow with the stages of identification, selection, eligibility, and inclusion. The analysis was conducted through thematic synthesis of relevant research results.

Results/Findings: The results of the analysis show that learning effectiveness increases when teachers' teaching strategies are aligned with students' cognitive, social, and emotional developmental stages. Teachers who understand the theory of student development stages are able to create a learning environment that suits children's psychological needs.

Originality/Value: This study emphasizes that, in order to design adaptive teaching strategies, teachers need to understand the psychological developmental stages of students at the elementary school level in order to improve learning effectiveness.