A Program Designed to Teach Reading to Students - Essay Example

? Program designed to teach reading to in grades 3 Program designed to teach reading to in grades 3 It is apparent that designing a teaching program for students in grades 1-3 can be cumbersome since it involves dealing with children that are in their early stages of development. Most of these students are in the process of developing cognitive reasoning. In this regard, it is arguably true to assert that the program needs a special attention so that it can take considerations of the needs of such students. Hypothesis The teaching program for grade 1-3 students would impact the students in a positive way. The program will help the students to develop most of their cognitive reasoning as they will be introduced to many new things. Variables Dependent variable In order to have an effective teaching program that would ensure that students’ cognitive development is effective, several variables must be taken into account. For example, it is crucial to ensure that students have play time in order to enhance interaction amongst themselves (Olson, 2013). In addition, some learning lessons should be incorporated in the program. Nevertheless, these lessons should be simple for the students to comprehend because they are still in their early development stages. Independent variables Rules and regulations- The teaching program designed for grade 1-3 students have to ensure that needs of every students are taken care of adequately (National Science Resources Center, 1996). First, since the students will be introduced to a whole new set of environment where they learn new things, the program has to ensure that all students have to understand that school is an institution with rules and regulations which must be followed. In this regard, the program is composed of set rules and regulations that would help students to develop cognitive skills. Play-The other concern involves ensuring that students works together and cooperate with each other (Olson, 2013). This ensures that every student is able to interact with other students in order to enhance cooperation and teamwork. In the teaching plan, the students should be subjected to play time where they can interact with each other freely. Studies have documented that children who interact with age mates tend to develop several skills more easily than those that do not participate in play. Therefore, in order to make the teaching program successful, inclusion of play time is crucial. Lessons- Although it is still early to introduce some complex subjects to grade 1-3 students, it is critical to subject the students to some concepts that draws their attention to what is expected of them in their subsequent classes (Olson, 2013). For example, introducing the students to some counting concepts would not only prepare students for the future classes, but also develop their cognitive development. However, such concepts must be introduced gradually. For grade 1-3 students, language is very essential. In light of this, it would also be necessary to introduce some language lessons that would help the students to freely communicate with their fellow students and teachers. Besides, in every learning process, language plays a crucial role in ensuring that there is communication between students and teachers (National Science Resources Center, 1996). In addition, if the school hosts students learning using second language, it is necessary to introduce a lesson that teaches such students first language. This helps the students to easily learn and develop their cognitive development. Effects of psychoanalytic, cognitive, and behavior/social development on the experiment Since grade 1-3 students have yet to learn new things, their psychoanalytic, cognitive, and behavior/social development will highly affect the experiment when designing the teaching program. This is arguably true because the underlying principle is that the program has to take into account that these students are at their early stages of development. For instance, the program has to consider allocating more time for children play and other extra curricula activities. Play is very essential for children at this stage of development. The program has also to take into consideration the fact that teachers should have early childhood development education background. This means that not just any teacher can be entrusted with the responsibility of teaching such students. The program has also to consider a special learning environment for these children. Therefore, it means that the program has to come up with facilities that fit grade 1-3 students. In another dimension, these children need special attention including regular meals. Experimental and control groups Control groups will be outside the targeted group for the program design. Nevertheless, the results of the control cannot affect the actual experiment in any way. The independent variables used in the control group experimentation will only help in ruling out alternative explanations of the experiments results. Nevertheless, if the control group experiment yields positive results, this is an indication the experiment is functioning properly. Participants In order to have an experiment that yields comprehensive results, it would be feasible to have 20 percentage of the target group under which the experiment is carried out. Therefore, 20 percent of grade 1-3 students would be ideal for the study. As discussed earlier, participants can be drawn both from the experimental group and from outside. In addition, early childhood development professional will be included in the study. They will play a key role in advising on the best approach to use when designing the program because they have understanding of what such children require for effective development. Sampling Random sampling plays role when it comes to selecting participants in the study. The target participants for designing the current program need to be sample randomly in order to avoid bias during the study. However, they must be selected from the target population of the experimental group. Sampling participants for the current study would require making arrangements meeting potential participants in order to brief them of the study and what it entails. Analytically, participants are equally important as the students to whom the program is designed for. In another dimension, participants will be sensitized on important issues revolving their participation in the study including their rights as participants. Basically, participants will be help in ascertaining the appropriate program for these children. The survey to be used must reflect on gathering relevant information related to the needs of grade 1-3 students in order to take care of their cognitive development. References: National Science Resources Center. (1996). Resources for teaching elementary school science. Washington, D.C.: National Academy Press. Olson, D. (2013). Cognitive Development: The Child's Acquisition of Diagonality. New Jersey: Psychology Press. Read More