PEDAGOGICAL FOUNDATIONS OF DIFFERENTIATED INSTRUCTION IN ENSURING THE PERSONAL DEVELOPMENT OF PRIMARY SCHOOL STUDENTS
Abstract
This study examines the pedagogical foundations of differentiated instruction as an effective approach to ensuring the personal development of primary school students. The research is grounded in constructivist, humanistic, and learner-centered educational theories, which emphasize the recognition of individual learner differences in readiness, interests, learning styles, and developmental pace. Differentiated instruction is analyzed as a comprehensive pedagogical framework that enables teachers to adapt content, instructional processes, assessment methods, and learning environments to meet diverse student needs. The study highlights the role of differentiated instruction in fostering cognitive growth, emotional well-being, social competence, and learner autonomy among primary school students. Particular attention is given to the teacher’s professional competence, formative assessment practices, and inclusive classroom strategies. The findings indicate that differentiated instruction significantly enhances student motivation, academic engagement, and personal development, making it a key pedagogical approach in modern primary education.
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