Cognitive Development of Elementary School Children and its Implications for Humanistic Learning Design
Keywords:
cognitive development, elementary school children, humanistic learning, instructional design,, merdeka belajarAbstract
This study aims to examine the cognitive development of elementary school children and its implications for designing humanistic learning. A Systematic Literature Review (SLR) was conducted on publications from 2020–2025 that discuss the cognitive characteristics of children aged 6–12 years and their relevance to instructional practices. The findings indicate that elementary students are in the concrete operational stage, requiring contextual learning, concrete media, and opportunities for exploration. Cognitive development is also significantly influenced by environmental factors, social interaction, and the quality of teaching. This study contributes to the development of humanistic learning design by identifying key principles that align instructional strategies with students’ cognitive stages. Specifically, it emphasizes the use of contextual and experience-based learning, the integration of concrete and manipulative media, the provision of active exploration activities, and the creation of a supportive learning environment that fulfills students’ psychological needs, such as safety, appreciation, and intrinsic motivation. The literature synthesis reveals that a humanistic learning approach optimizes cognitive growth through empathetic communication, meaningful learning activities, and opportunities for student autonomy. These findings provide a conceptual and practical framework for teachers in designing adaptive, student-centered, and developmentally appropriate learning environments. Such an approach not only enhances students’ cognitive development but also strengthens motivation, engagement, and overall learning outcomes.
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