Erikson's developmental theory for psychosocial phases focuses on the impact of social interaction and relationships on learning. As foundation phase instructors, we have a critical role to play in our students' lives in terms of extrinsic motivation and encouragement. In our classrooms, we must make them feel secure, appreciated, supported, and cared for. Piaget's theory of cognitive development Piaget's theory of cognitive development emphasizes the idea that children learn by interacting with the world and that they build new knowledge on the basis of previously acquired skills and information before. According to Piaget, one of the most important factors to consider when discussing children's cognitive development is recognizing that children think differently than adults. According to Piaget's theory of cognitive development, children in the foundation period are between the preoperative (26 years of age, i.e. grade R) and specific activity (712 years, i.e. grade R) periods of cognitive development knowledge (711 years old, ie 13th grade).

Preoperative steps during preoperative development, children usually think symbolically, so they use words and images to represent objects. They are very good at 4,444 role-playing games, but have the ability to think specifically about their environment and world. At this stage, children are able to express objects and knowledge through play, drawing, imitation, images, and words. Preoperative children often have difficulty considering the views of other children because they are still egocentric and believe that everyone thinks the same way. During the preoperative phase children struggle with inverse reasoning. That is, you start with the final product and struggle to "reverse engineer" the steps necessary to achieve the final product. Focusing on the factors that have changed rather than the reasons or consequences of the change.

Therefore, it is important to engage children in learning and educational activities related to real life to enable them to think about specific processes and products, causes and effects in real life contexts. Beginning at age 7, children can understand the concept of conservation concepts (eg, the amount of liquid in a short, wide cup equals the amount of water in a long, thin glass) and is more organized and logical, but still mostly specific. Children must experience music in its true context through active participation in order to understand their experiences concretely and logically through movement, imagery and dialogue. At certain stages of operation, children typically become proficient in thinking about the needs, feelings, and perspectives of others and thus become less egocentric (e.g the preoperative stage).

Vygotsky and the Zone of Proximal Development  Vygotsky's theory of development  draws attention to the sociocultural factors that  influence cognitive development and thus emphasizes the importance of social interaction and language development. Vygotsky believes that the social environment affects cognition through tools and that adults teach these tools to children, who then internalize them.  This therefore promotes the importance of using collaborative learning and peer- to-peer scaffolding in the classroom and not relying solely on the teacher self to act as facilitator. Knowledge As a teacher, you facilitate learning in the early stages to acquire new knowledge and skills, but in a way that allows learners to acquire knowledge needed to solve problems on their own (Woolfolk, 2016). Simply put, Proximal Growth Zone draws attention to a learner's potential to master new skills or successfully solve a problem through teachers and peers. When teachers follow the scaffolding approach to teaching, they provide support and use peer-to-peer scaffolding to help learners successfully solve problems to reach their potential and achieve new skills or knowledge. Reciprocal teaching draws attention to the importance of social interaction and scaffolds for the purpose of developing independent learners.

Musical development in the foundation phase

By the time children go to school, selective listening develops, and directive listening increases task performance and listening duration (Sims, 2005; Werner, 2007).This is a very important development because it allows children to focus on 4,444 specific musical aspects. Other forms of "selective" listening also develop during this period, when children are less open to music from non-Western cultures (Gembris, 2006). In addition to the ability to listen selectively, an average of children develop other abilities during childhood. In specific skills, the children not only increased pitch, but also improved the ability to match pitch more accurately (Kenney, 1997). Improving movement coordination in pre- schoolers not only improves the fine, general movement coordination in middle age, but also improves the ability to demonstrate choreographic movements (Huang, 2007; Miyamoto, 2007). Increased motor control provides the ability to play certain instruments, especially simple melodic instruments such as xylophones or keyboards (Frostik et al.  ,N.d.)

Singing improves dramatically in middle age, with a -fold increase in both range and accuracy (Kim, 2000). For children, by 6-7 years of age, the   voice range is approximately one octave inclusive of all stages (Gembris, 2006).  Rhythm ability has been improved. School-age children demonstrate the ability to exhibit rhythms in a growing number of modalities, including clapping, tapping, movement, and singing (Huang, 2007; Loong & Lineburgh, 2000). Perhaps two of the most important changes that occur during middle age are related to coordination and music reading. First, children show an increased ability to precisely coordinate 4,444 different musical aspects (Warrener, 1985). This allows you to be more active in different musical activities. Finally, starting at age 5, children develop the ability to associate sounds with signs (Miyamoto, 2007). Therefore, it has been suggested that 4,444 children can begin to read notes by the age of 6 (Kenney, 1997).

Children who are 5-7 years probably in grade 1, they are attending school selectively acquiring listening skills - ability to listen to specific music concepts such as tempo or dynamics. Overcoming generalized reactions and showing differential responses (Distinctive listening skills) - The learner can move according to the characteristics of a particular musical concept in the song (move fast or slow, show, loud or quiet music, Keep up the pace with music). 7-11 years which are (Gr. 2-3) learners. They are duration of attention increases with age, including preferences can improve learning. Think and ask your students questions. What songs do students like? That could mean dropping nursery rhymes/folk songs and including more Disney and contemporary music in sophomores. 5-7 years (Gr. R-1) when they respond to music they’re Preference for tonality increases around age 6 (Gembris, 2006) • Openness to non-Western music begins to decrease around ages 5-6 (Gembris, 2006) – learners tend to relate to the music of their culture/communities as well as music that they hear on their favorite TV shows or music that they often hear in their homes.