1. Introduction

With the continuous development of education and the popularization of information technology, teaching methods are evolving. Kaur's research indicates that modern learning occurs in an online setting utilizing a server and web browser, whereas traditional learning transpires in a physical location facilitating interaction between students and professors [1]. A key question for educators is how to choose and combine these two approaches to maximize student learning outcomes and growth. From Mariette Fourie and Gawie Schlebusch’s study, learning theories, which give educators the theoretical and practical know-how to design successful learning experiences in the classroom, are based on cognitive psychology. Teachers must take into account each learner's unique characteristics, assessment, growth, subject matter, problem-solving skills, and transfer of learning in order to teach effectively [2]. Child development and educational psychology provide important theoretical foundations for analyzing and assessing the impact of different instructional approaches on students' cognitive, emotional, and social development. Piaget's theory of cognitive development, Vygotsky's socio-cultural theory, and behaviorist, constructivist, and motivational theories in educational psychology provide rich perspectives for understanding how instructional methods affect children's learning processes. From S. Ehsanpur, M.R. Razavi’s research suggests that by using study and learning techniques, students are enthusiastically and actively involved in the mobile education and learning process, can connect new information with what they already know, and eventually have a higher, better, and longer-term learning rate [3]. Previous research on traditional and modern teaching methods shows mixed results. Some studies suggest that combining these approaches can improve learning outcomes. Unlike prior studies that focus on comparing methods or their general combination, this study examines specific strategies for integrating both approaches and their impact on different student groups.

The purpose of this paper is to explore the effectiveness of traditional and modern teaching methods by comparing the two in different educational contexts. The research will integrate fundamental viewpoints from child development theory and educational psychology to examine how various teaching methods can be adaptively chosen or combined based on students' unique characteristics, developmental phases, and motivation to improve teaching efficacy and learning results. The meaning of researching an essay on teacher-centered, student-centered, traditional teaching methods and modern teaching methods involves investigating and analyzing the characteristics, principles, advantages, and limitations of these educational approaches.

2. Traditional Teaching Method

The traditional teaching method is teacher-centered, uniform-paced, and fixed content and focuses on knowledge transfer and memorization. Students primarily acquire knowledge through lectures and note-taking, adhering to a uniform pace and content. Traditional teaching methods emphasize mastery and memorization, with examinations serving as the principal means of assessment. Traditional teaching methods are more suitable for countries with a large population base because of the need for a system of elimination, such as in China. For example, because the Chinese population is so large, there needs to be some sort of elimination system to ensure that everyone receives a fair share of higher education, which is why there is now the Gaokao, a college entrance examination that allows people to get an equal chance to compete, and which allows students in more remote places to get more opportunities to go to the big cities to receive higher education and change the quality of their lives in the future.

The advantages are systematic knowledge structure, applicability to large-scale teaching and clear academic standards. It has a strict knowledge system, ensuring that students master the basic content. It is especially suitable for teaching scenarios with large class sizes; for example, in a class with 40-50 students, teachers can better manage the classroom, and standardized assessments based on traditional tests make it easy to measure learning outcomes. The disadvantages are low student participation, insufficient personalization, and insufficient cultivation of creative ability. In the Traditional Teaching Method, classroom interaction is limited, and students are mainly passive recipients of knowledge, affecting the depth and motivation of learning. It is not easy to meet the individual needs of different students and individual differences are neglected. Also, over-emphasis on knowledge memorization leads to neglecting the cultivation of critical thinking and creativity.

3. Modern Teaching Method

Modern teaching methods are student-centered, technology integration and personalized learning, and emphasize on cooperative learning and interaction. Students play a leading role in the learning process and teachers are more of a guide. Also, combining modern technologies such as multimedia and the Internet to provide personalized learning experiences. Furthermore, it improves students' interactive and collaborative abilities through group work, inquiry-based learning, and project-based learning. Modern teaching methods apply child development psychology and pedagogy by aligning teaching strategies with how children naturally grow and learn. They emphasize cognitive development, social interaction, and emotional well-being, fostering critical thinking, collaboration, and personalized learning experiences.

The advantages are stimulating interest and motivation in learning, cultivating critical thinking and innovation, and personalized education. It will increase classroom interest by stimulating students’ intrinsic motivation to learn through interactive and technological tools. The disadvantages are dependence on technology, higher demands on teachers and differences in self-directed learning ability. Increased reliance on electronic devices and digital resources may hinder teaching efficacy if the technological infrastructure is insufficient. Also, teachers need to possess technical skills and stronger classroom design skills, which increases the burden of teaching preparation. Moreover, the self-directed learning ability of different students varies greatly, and some students may not be able to adapt to a more open learning environment.

4. Relevant Theories of Child Development and Educational Psychology and Comparison

4.1. Piaget’s Theory of Cognitive Development

Piaget’s theory of cognitive development is mainly about matching the cognitive abilities of children at various stages with teaching methods [4]. Substantial disparities exist in the cognitive development of children throughout various ages, necessitating the adaptation of instructional methodologies to accommodate these discrepancies. For example, the sensorimotor stage is suitable for hands-on teaching, the concrete operations stage is suitable for more structured teaching, and the formal operations stage is more suitable for inquiry-based learning.

Teachers of modern teaching methods pay more attention to this; for example, they produce different educational methods by determining the stage of the children so that they can reach their maximum potential at the stage they are at. Conversely, educators employing traditional teaching methods lack control over this aspect, as they prioritize the rapid dissemination of knowledge over the unique developmental stage of the kid. In traditional teaching methods, the focus is primarily on delivering content efficiently rather than tailoring instruction to the individual developmental needs of students. Teachers often rely on standardized curricula, rigid schedules, and lecture-based approaches to ensure the rapid transmission of knowledge to the entire class. This emphasis on uniformity leaves little room for recognizing or addressing the unique learning pace or developmental stage of each child. As a result, students may struggle to grasp concepts that are beyond their current cognitive or emotional capacity, leading to gaps in understanding and reduced engagement in learning.

4.2. Vygotsky’s Sociocultural Theory

Vygotsky’s sociocultural theory has the main concept of the Zone of Proximal Development and Instructional Facilitation. Vygotsky believed that students can accomplish more complex tasks with the help of a teacher or peers and that instruction should take place in the student's Zone of Proximal Development to promote effective learning.

The Zone of Proximal Development (ZPD) can be separated into the easy zone, the comfort zone, and too-hard zone. Within the easy zone, students will lose their interest in learning as they already know the knowledge. In contrast to the excessively challenging zone, students experience significant pressure; despite receiving direction from the teacher, they fail to comprehend the material, leading to self-defeat and a loss of interest in learning. The comfort zone is aligned with the student's current abilities, which they accomplish through teacher leadership and collaboration with other students, allowing them to develop to their fullest potential and learn more at present. Vygotsky suggested that cognitive development is propelled by sociocultural activities, asserting that youngsters must learn to construct new cognitive frameworks with the cultural tools available in their circumstances, in collaboration with more proficient individuals [5]. This is the concept used in modern teaching methods nowadays; it advocates that the education of children should not just be about imparting knowledge, but should focus on the cognitive development of children, who need a leader to lead them forward, rather than rote memorization of knowledge.

4.3. Erikson’s Theory of Psychosocial Development

Erikson’s theory believes that children face different psychosocial challenges at different stages of development and that emotional support and social interaction are crucial in children's learning processes. Erikson believed that at each stage of development, children face specific psychosocial challenges that shape their growth. He emphasized the importance of emotional support and social interaction in helping children navigate these challenges as they build confidence, identity, and trust, which are crucial for effective learning and overall development.

According to Johnson, understanding personal and social development is crucial for teachers to effectively interact, motivate, and teach learners at different ages and cognitive levels [6]. Understanding personal and social development enables teachers to tailor their approaches to meet learners' diverse needs, fostering meaningful interactions and motivation. By recognizing students' emotional, social, and cognitive stages, educators can create supportive environments, promote self-confidence, and enhance learning outcomes across different age groups and developmental levels.

As Erikson’s theory points out, emotional support and social interaction play crucial roles in children's brain development, as emphasized by influential 20th-century scholars and psychologists. Vygotsky provided significant theoretical concepts, notably the cognitive internalization of social interaction, especially regarding the language, thought processes, and behaviors of others. When an adult or more experienced peer scaffolds a child's developing foundational knowledge and skills, internalization includes guided learning in part [7]. Similarly, the work of John Bowlby on attachment theory underscored the need for emotional support to foster secure relationships, which are foundational for healthy emotional and social development [8]. These perspectives revolutionized approaches to childhood development by recognizing the interplay between emotional well-being, social environments, and cognitive growth. Modern teaching methods tend to combine psychology and biology theories to ensure a more comprehensive development of the child. Traditionally, however, only the learning aspect can be taken care of in isolation.

5. Case Studies

5.1. Comparison of Case-based Learning and Traditional Method in Teaching Postgraduate Students of Medical Oncology

A study investigates the effectiveness of case-based learning (CBL) compared to traditional teaching methods in medical oncology education [9]. It highlights the growing need to adopt interactive, student-centered approaches like CBL to enhance critical thinking and problem-solving skills in postgraduate medical training. This article compared 2 groups of students, 1 from the traditional teaching method, and the other using the modern teaching method, and concluded their findings on self-evaluation and mastery of basic medical knowledge.

The article concludes that traditional teaching methods like lectures in medical education are essential for delivering foundational knowledge. However, modern methods—such as problem-based learning (PBL), simulations, and interactive learning—are more effective for developing critical thinking, clinical reasoning, and practical skills. The authors advocate for a blended approach, integrating both traditional and modern methods to address the varied needs of students, enhance engagement, and improve long-term retention and application in clinical practice.

The final research results show that the experimental group which is the one using the modern teaching method showed significantly higher self-evaluation than the control group, demonstrating that CBL helped improve clinical thinking, problem analysis, and self-study abilities, with students reporting increased basic knowledge mastery and case learning significantly enhancing their learning. Both groups were similar in gender distribution, age, and entrance scores, ensuring a fair comparison. The experimental group showed significantly better self-evaluation results, reporting stronger clinical thinking, learning initiative, self-study ability, basic knowledge mastery, and problem-solving skills compared to the control group. Additionally, the experimental group had higher course satisfaction, with 92.5% expressing satisfaction compared to 70% in the control group. Exam results further confirmed the effectiveness of the experimental approach, with higher scores in elementary knowledge, case analysis, and overall performance, all showing statistically significant differences.

5.2. Blended Learning vs Traditional Learning: What Works?

According to Science Direct, Nazarenko conducted a case study comparing blended and traditional learning [10]. The study focused on university-level language learners, using a controlled environment with comparable groups. It assessed outcomes such as academic performance and student satisfaction, highlighting constraints like technological infrastructure and students' adaptability to digital learning tools. The study sought to comprehend students' subjective reactions to novel study arrangements and to ascertain essential conditions for a blended format course to enhance the development of professional and informational competencies.

The study concludes that blended learning—which combines traditional in-person teaching with digital tools—effectively promotes essential skills like critical thinking and information technology competency. However, students' engagement with blended learning depends on how creatively teachers integrate technology, balancing theoretical content with practical application. While many students respond well to visual and interactive materials, some are hesitant to fully embrace digital learning. Therefore, the success of blended learning requires thoughtful course design, teacher creativity, and institutional support to enhance motivation and outcomes. From the table demonstrated in the research, we can summarize that about 80% of participants think discussion as a learning activity enhances the efficacy of learning, but no one disagrees with it which is the main concept of modern teaching methods, which is student-centered. However, there are 80% of participants who believed that tests as a means of assessing the results of learning represent the traditional learning methods.

6. Conclusion

In conclusion, the comparative study on the effectiveness of traditional and modern teaching methods highlights the significant impact of instructional strategies on child development and educational psychology. Traditional methods, characterized by direct instruction and rote learning, often focus on knowledge acquisition but may not fully address the diverse needs of learners or promote critical thinking skills. Modern teaching methods, emphasizing student-centered approaches, active learning, and technology integration, have demonstrated the ability to enhance children's engagement, creativity, and social skills. From a developmental perspective, the adaptability of modern methods aligns better with various cognitive and emotional stages of child growth, allowing for more personalized learning experiences. Educational psychology underscores the importance of motivation, learning styles, and social interaction in effective learning; modern approaches tend to accommodate these factors more effectively than traditional methods. The findings indicate that a hybrid strategy, integrating the advantages of both conventional and contemporary teaching approaches, is likely to produce optimal results for child development and learning, thus accommodating the varied demands of students in an evolving educational environment. This article is mainly based on previous research to compare and analyze, lacking experiments that can provide data, and the results obtained are for reference only. Future experiments can address this limitation by incorporating well-designed, controlled studies to gather empirical data. These experiments should include diverse student populations, standardized assessment tools, and longitudinal tracking of outcomes.