A psychopedagogical analysis of the teacher’s role in developing child independence

Abstract

This study aims to comprehensively examine the role of teachers in fostering children’s independence from a psychopedagogical perspective. Independence is a crucial aspect of child development that contributes to their ability to take responsibility and effectively manage themselves in the learning process. This research employs a library research method with a systematic literature review approach. Data were collected through an in-depth examination of various credible scientific sources including journals, books, and research articles published within the last five years. Data analysis was conducted using thematic synthesis to identify concepts, strategies, and psychopedagogical implications related to the teacher’s role in nurturing children’s independence. The results indicate that teachers hold a central position as facilitators and role models in developing independence by implementing learning strategies that support exploration, decision-making, and positive reinforcement. The psychopedagogical approach emphasizes understanding the psychological development of children as well as applying adaptive and contextualized teaching methods. Internal factors such as teachers’ emotional and pedagogical competencies, along with external factors like the learning environment, also influence the successful development of children’s independence. In conclusion, the teacher’s role in fostering children’s independence is vital and requires a holistic and continuous psychopedagogical approach. This study recommends enhancing teacher capacity through training integrated with psychopedagogical theories and providing a conducive learning environment to optimally achieve the goal of building independence.