Elementary School Program Design EDU/305

Introduction Elementary Education Builds foundation for future learning Broadens students’ abilities Provides students the academic and social skills they will need to build their futures As the name implies, elementary education is the first level of education students obtain. The introduction to any course of study is necessary as it is the introduction that provides the basic information students will need in order to further their education in that subject. Likewise, elementary school, as it provides the basic instruction students will need in math, reading, writing, art, physical education, history, and other subjects, is vital to establish a child’s ability to learn and develop his or her mind. Beyond this, however, elementary school also offers students the ability to build and improve not only their academic skills but also their social skills which are so important in helping build a sense of community (Jacobsen & Rothstein, 2006). For these reasons the value of education cannot be understated.

Age Range Curriculum is designed specifically for children in the later stages of early childhood (ages 5 and 6) and those in middle childhood (ages 7 to about 10). This is grades K through 5. The school’s age appropriate, up-to-date curriculum is provided in an exciting, kid friendly environment Program offers support in physical, social, and emotional development Physical development in early childhood involves the loss of a“baby face” and the development of more adult features (Henniger, 2009). At this point children begin to improve physical skills such as skipping, playing physical games, and writing and other fine motor controls (Henniger, 2009). Physical changes in middle childhood involve the fine tuning of those begun in early childhood (Zembar & Blume, 2009). Cognitively, children in early childhood start to form stable concepts and to engage in mental reasoning (Early, n.d.). They are also able to engage in symbolic reasoning and connect a symbol to an object or to imagine something that is not present (Early, n.d.). By middle childhood children’s cognitive reasoning abilities, understanding of right and wrong, improved memory, and an understanding of their place in the world develop (Child, 2011). The elementary school ages, therefore include many important physical, emotional, and cognitive changes that a school must support and help guide.

Learning Activities and Theories Physical Activities Introduction or organized sports and games Cognitive Activities Reading, writing, math, classification, science, social studies, etc. Social Activities Team play & resolution of interpersonal conflicts Emotional Areas Activities Managing conflict, anger, disappointment The varied degree of development children have at the elementary level indicates that each of the physical, cognitive, social, and emotional activities in an elementary school must be structured to fit the individual needs of students at age stage of development. The above indicates, however, the overall activities and theories that will be used to ensure that children go through an appropriate development process through these years, as Erik Erikson has indicated is necessary for them to lead a full and satisfying life later on. As part of this, moreover, each teacher in each grade, will be asked to adjust curriculum and lesson plans to meet the needs of each student. Students who require specialized instruction, meaning that they are below or above the average student in terms of intelligence or ability in any area, will be taught in ways that helps them advance to grade level or that helps them remain engaged and continues their advanced development at each grade. For example, children who have a strong linguistic intelligence will be provided more reading and writing instruction while those with greater kinesthetic intelligence will be given greater hands-on activities (Marlow, 1997).

Diverse Populations Students will take part in activities relating to the customs of diverse backgrounds. Discussions about various holidays celebrated in American and other cultures will indicate the different ways holidays are commemorated, the cultural values and actions undertaken, and the history of such celebrations. All students will take part in all activities and/or customs from various backgrounds through age appropriate school instruction and activities. Holidays should not be structured around the American holidays, although those too will be discussed. Instead, at various times of year, as when the Latin American Feast of the Epiphany is celebrated, when the Chinese New Year is celebrated, when the Jewish High Holidays are celebrated, etc., students curriculum will include discussion and activities of these holidays and the culture/religions that celebrate them at levels appropriate to the students’ ages and grades.

Technology and Learning Provide education through carefully employed technology Use of technology to enhance and support academic instruction Use games to build math and reading skills Conduct electronic research, as appropriate, to build research skills and help foster the development or comprehensive skills Interactive technology: touch screens and age appropriate games Promote sensory-motor skill development Improves coordination Encourages technology learning and ease of use “The focus of technology education at the elementary level is to develop a technological awareness and to reinforce learning” and this is what the school will do (Technology, n.d.). The use of technology in elementary school will help students learn how people create, use, and control technology; help them use technology to develop and enhance their knowledge of mathematics, language arts, social studies, science, health, and fine arts; improve their problem solving skills; and help them learn how to use tools and materials to explore their personal interests and the world (Technology, n.d.).

Classroom Organization Physical Development – Recreational and class activities will be established to help children improve existing skills and begin to support the development of evolving skills. Cognitive Development – Assignments will begin at concrete and firm levels but move toward more abstract and future reasoning skills as grades advance. Social Development – From conflicts in early grades to learning how to best interact and consider the feelings of others the school’s curriculum will help children grow and interact positively through guided interaction and discussions about their own needs and that of others. Emotional Development – Class size is kept small so that teachers are able to monitor their students in case any student needs any personal attention which is better dealt with one-on-one. Just as preschools need to cover these four areas of development so too do elementary schools. During elementary school children’s fine and gross motor skills strengthen and reach adult capabilities, they also, toward the end of elementary school, begin to develop the physical and hormonal changes that lead them into puberty (Henniger, 2009; Zembar & Blume, 2009). As children move from a more concrete stage of thinking to the ability to think and reason in abstract terms, the curriculum will also support this (Henniger, 2009; Zembar & Blume, 2009). Likewise, social and emotional development at this stage will be assisted and guided so that children learn effective and positive interaction skills.

Conclusion Elementary school provides the basic instruction students will need to progress through further education. Elementary school will also introduce students to new areas of knowledge and exploration to spark their interest in education and keep them engaged in a lifetime of learning. The school provides not only an excellent academic program but also one that helps students develop exceptional social, cognitive, and other skills to build a good life.

Conclusion: The schools support for and enhancement of diversity and its importance in life helps students better understand the diverse world they live and participate in it. We will provide our students with the proper resources to expand their learning into something greater.

References Child development. (2011). Centers for Disease Control and Prevention. Retrieved January 29, 2012 from http://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/index.html Early childhood. (n.d.). Mesa Community College. Retrieved January 29, 2012 from http://www.mesacc.edu/dept/d46/psy/dev/early_childhood/index.html Henniger, M. L. (2009). Development of children Age 6 through 8: The primary school years. Retrieved January 29, 2012 from http://www.education.com/reference/article/development-children-six-eight-primary-school/

References Jacobsen, R. & Rothstein, R. (2006). The goals of education. Economic Policy Institute. Retrieved January 29, 2012 from http://www.epi.org/publication/webfeatures_viewpoints_education_goals/ Marlow, E. (1997). Multiple intelligences and their implementation in the elementary school. ERIC. Retrieved January 29, 2012 from http://www.eric.ed.gov/PDFS/ED409089.pdf Technology: Elementary overview. (n.d.). Virginia Department of Education. Retrieved January 29, 2012 from http://www.doe.virginia.gov/instruction/career_technical/technology/elementary/index.shtml

References Zembar, M. J. & Blume, L. B. (2009). Developmental milestones in middle childhood. M.J. Zembar & L.B. Blume (Auth.), (pp. 19-20). New York: Allyn & Bacon. Retrieved January 29, 2012 from http://www.education.com/reference/article/developmental-milestones-middle-childhood/