DOI: https://doi.org/10.36719/2706-6185/59/163-167
Nazrin Mammadova
Baku Slavic University
Master's Student
https://orcid.org/0009-0009-3075-902X
memmedovahnezrin@gmail.com
Fundamentals and Application Models of a Supportive Learning
Environment for 3rd–4th Grade Students
Abstract
This article provides a systematic analysis of the theoretical foundations and practical models of supportive learning environments for 3rd–4th grade students. Drawing on modern pedagogical paradigms—particularly constructivist, humanistic, and inclusive approaches—it argues for the necessity of creating learning spaces that foster not only academic achievement but also socio-emotional development. The paper conceptualizes the core components of a supportive environment—physical, psychological, social, and pedagogical—and emphasizes their interdependence.
Furthermore, the study examines the application of cooperative learning, social-emotional learning (SEL), differentiated instruction, and project-based learning models in primary classrooms. These models are contextualized within the Azerbaijani education system, with reference to national curriculum reforms and methodological guidelines. The pivotal role of the teacher—as a reflective practitioner and emotional facilitator—is highlighted. The article concludes with practical recommendations and synthesizes how supportive environments enhance student motivation, self-confidence, and social integration.
Keywords: supportive environment, primary education, constructivist approach, socio-emotional learning, differentiated instruction