Memory, Creativity and Self-Efficacy in Learning

The topic response aims to review the child's understanding based on the context of working memory, encoding the information for long-term memory, knowledge strategy and application and cognitive flexibility. The focus is on the primary-level child to justify the educational role of understanding and its application to schooling. The topic response has chosen the primary level child because there is more support for the class examples that may be productive in the gain of knowledge and offering evidence-based support for the gain of knowledge.

Primary level students are keen to learn and are found to be the best learners if they find a favourable environment (Spencer, 2020). It is analysed by Duchesne & McMaugh (2018) that the working memory is active, and the student is able to take more advantage of favourable situations for learning. In this context, using the books and the study exercises inside the class can be supportive in utilising working memory (Duchesne et al., 2022). For instance, one may see that applications seem to be productive while reviewing the need for working memory at the primary level. So, when the teacher delivers the lecture in class, the working memory starts progressing, and the primary-level child tries to learn about the specific terms and keywords.

Working memory functioning continues with the encoding of information that is also applicable under long-term memory application. For instance, in a mental maths class, the primary level students try to practice the encoding by understanding the numerical operations. This can be more productive, as Spencer (2020) revealed, for understanding the use of the decoding process for the numerical operations in maths class. The student may prefer to apply the same decoding practice in language classes by learning some translations and applying the relevant information while comprehending in class.

There is a need for encoding practice to be continued for strategy knowledge application. Gray et al. (2017) claim that the strategy of learning applies the use of retention and application of the concepts in the class. For example, the use of reading and comprehension inside the class is a strategy that is commonly applied in English teaching. It is analysed by Spencer (2020) that the strategy is helpful as the student can enhance reading skills and write down the answers to the given exercise at the end of the lesson.

The relevant support with the strategic application can be functional under cognitive flexibility. The cognitive device use is dominant, as agreed by Uddin (2021), which justifies that kinaesthetic movements and practising extensively may increase learning tendencies at the primary level. Duchesne & McMaugh (2018) reviews that there is more need for attention to the use of the cognitive device as it allows the movement of the body, and the child can manage the class activities in this manner. Inside the class, the cognitive device can be productive with the help of working memory, encoding the information for long-term memory, knowledge strategy and application and cognitive flexibility.

The four premises analyse primary-level children for working memory in the first premise and realise that the child is truly applying it (Duchesne et al., 2022). The second premise focuses on encoding the information for long-term memory, which is applicable in class in routine functioning. In the third premise, smart knowledge strategy is applied in the context of class activity and learning applications. In the last premise, the use of cognitive flexibility is reviewed, which frames that the primary-level child is energetic for the use of the relevant policy that emphasizes the class activities with the highest level of creativity.

It is summed up that the primary-level child is found to be energetic. This is why the child is seeking to learn more in the defined time frame. The psychological applications seem to be productive while reviewing the need for working memory at the primary level. It is summed up that the child is adept at encoding information into long-term memory using relevant strategy knowledge. In this context, it is supported by the evidence from various class examples that the child can use cognitive flexibility and be a good part of class participation.

There was a violent discussion among teachers in the staffroom on the topic of creativity among the children inside the classrooms. Stephanie claimed that all the kids are creative, while Melanie disagreed by saying that exceptionally creative people are limited in the world. This is discussed based on the names of Van Gogh or Mozart, who are rare. The topic weighed the main opinions and the changes between creativity and super creativity to understand the needs of the students and apply them in the current context. The response topic has summed up the main points that contribute to my input to the discussion to justify classroom creativity among the children.

Hanusch et al. (2016) analysed children's creativity and defined creativity as the uniqueness that can be visible in favourable environmental conditions. In this context, an ideal learning process can be helpful in the context of developing learners' creative plans and practical skills out of the mind. This is analysed through Sternberg's theory of intelligence, which is specific for each individual, with strengths and weaknesses in the learning process (Octavia, 2016). In this context, the use of creativity is different for different kids, so Stephanie's claim is right to the extent that all children are somehow creative.

However, the level of super creativity seems unique to the normal level of creativity. Stephanie analyses this in the light of affective perspective strategies in the discussion. I would like to add that if the focus on the learners' attitude should be higher, the feedback and receiving process will be more responsive and valued. This will lead to the progression of organizing and characterizing the information in the best possible manner. It can be God gifted to an extent, as agreed by the Australian Curriculum (2023), which emphasises promoting normal creativity. The role of the environment can be added when creativity is used as a tool to do things differently and make sure that another person did not do a different idea in the past.

Woolfolk & Margetts (2016) review that the input from cultural support is higher in this regard; there is some support for the facts in this context which aims to promote the situation and offers more to know the situation. This is ideal when the cultural tools are applied progressively. For instance, the village culture may offer uniqueness for the primary-level children who may see the same things their parents do as routine. Still, they add some uniqueness to make things easy with creative input.

The teacher can plan fun activities inside the classroom to generate students' inner motivation. Green (2017) recommends using music to apply the culture as a common practice to enhance the role of a smart creativity plan for the learners. This is further categorised with the input of the specific teaching plan that can develop the tunes and see how the students from different cultures connect the tunes to make new ones (Octavia, 2016). This is professional support of the teacher's input when there is more awareness to minimize the demand for their working memory and offering them a unique environment to open up with creativity.

Since they were low-level students, and to make them more responsive, Australian Curriculum (2023) emphasises the use of cultural practices to ensure critical thinking in collaboration with input from both teachers and students. My input to the current discussion on creativity agrees that creativity can exist in all students, but the level will be different. The need for the students to increase their creativity level can be possible with the help of the provision of the environment.

It is concluded from the response topic that creativity can be helpful and productive inside the class to enhance the cognitive devices of the students. It may also give the teachers awareness about the students' learning level when they can comprehend the knowledge they learned in the class. The topic has summed up the main opinions and the differences between creativity and super creativity to understand the needs of the students and apply them in the current context. I preferred creativity for all in the staffroom on the topic of creativity among the children inside the classrooms.

Self-efficacy is the belief in one's capabilities that are focussed on achieving a goal. This may lead to the correct outcome that may promote the working efficiency of the person. Students with a strong sense of efficacy can be productive and learn better. Studies show that challenging students, and managing learning during difficult tasks, may keep them intrinsically motivated (Xanthopoulos et al., 2017; Purewal et al., 2017). The current topic response aims to review self-efficacy based on Bandura's theory. Three examples are drawn from classroom work and cultural support, and the importance of parents and carers is highlighted.

Cao, Leerkes and Zhou (2022) analysed Bandura's theory of self-efficacy to believe in the value of motivation for children to influence a specific outcome. This can be done when someone is not driven to change things, and then they are less likely to exert effort. This shows that motivation is needed to ensure the change. This can be done by producing a particular outcome that may be helpful for overcoming obstacles. This needs energy, and doing so would otherwise be perceived as a waste of energy. Olivier et al. (2019) recommend that this energy comes from motivation.

Self-efficacy is a tool that is helpful in building a positive perception. The main aim is to use the belief that performing a task and managing a situation are not different aims. Olivier et al. (2019) claim that a child with high self-efficacy can do wonders, because belief in their skills can help them go through life. This also supports the positive perspective of applying Bandura's theory to achieving goals. Indeed, self-efficacy is about learning how to persevere, and the following three examples further justify this.

The first example narrates creating opportunities for children to make decisions. This can be done in class while taking tests, using a plan based on practising their skills. This shows that they try different paths to achieve their goals and better scores. This helps build a self-efficacy plan and allows the use of practising and decision-making skills while doing multiple-choice questions (Purewal et al., 2017), demanding the child's strengths so that they can choose the right option and achieve their goals.

In the second example, the student's experience of succeeding can be different, but the use of the mind is the most important source of self-efficacy beliefs. It can be done by offering them the experience of success (Xanthopoulos et al., 2017). They may earn success through specific techniques that explore self-verbalisation. In mathematics class, the teacher may encourage students to verbalise and use the procedure for subtraction. This can be done once or twice, and then the teacher will seek their answers by only writing the questions, providing feedback on their effort to build their self-efficacy.

In the third example, self-efficacy includes someone who believes in the meaning of success. This can be added as a new skill, such as playing an instrument or creating a new tune. The student will be able to apply self-efficacy through their ability to manage to produce some new tunes (Purewal et al., 2017).

The use of culture can be positive, as some students might be more confident than others due to their cultural background. These can be a source of inspiration for others to enhance their confidence level (Xanthopoulos et al., 2017). Students learn to meet stress and cope with difficult situations with the help of parents and other carers, which is supported by Cao, Leerkes and Zhou's (2022) reading of Bandura's theory, which mentions that they may practice what they have done at school.

It is summed up that confidence has a positive and productive role in generating self-efficacy. The three examples press the need for more support that may be productive and grow children's capabilities. Bandura's theory adds that self-efficacy is believing in the value of motivation for children to influence a specific outcome. This sums up the use of relevant strengths to empower the positive use of self-efficacy with the help of cultural support in addition to parents and carers.