1. ZPD described as "the distance between the actual developmental level (stage) as determined by autonomous problem solving and the level (stage) of potential development as determined by problem-solving and the level of potential adult and peer support"
2. ERICKSON

• If our students are to feel safe, appreciated, supported, and cared for in our classrooms, connections are essential. As a result, some understanding of learning and developmental theories that emphasize and support this is also required.

PIAGET

• One of the most crucial factors to consider when discussing children's cognitive development, according to Piaget, is to recognize that children think differently than adults.

VYGOTSKY

• Vygotsky felt that cultural growth and thinking are mastered and transferred through symbols relating to symbols and tools such as language, counting, and writing, and that these abilities are an intrinsic element of self-regulatory capacities.

4. All aspects of a child's growth and skills for school readiness, including cerebral, social-emotional, motor, linguistic, and total literacy, are sparked by music. It aids in the coordination of the body and mind. Children who are exposed to music early in life are better able to learn the sounds and meanings of words.
5. Rhythm skills, singing skills and movements abilities
6. A vital role to play in the lives of our students in terms of giving them with adequate extrinsic motivation and encouragement in order to create sentiments of competence, self-esteem, and confidence. Because children's brain processes are mostly concrete and literal during the concrete operational stage, they may struggle with abstract thinking and hypothetical concepts. When teachers use scaffolding in their teaching, they provide support and use peer scaffolding to help students realize their full potential and gain new skills or knowledge.