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.

Classroom Organization Physical Development – Recreational and class activities are designed to help children refine their perceptual and motor skills, improve their physical health, and learn about nutrition and exercise. Cognitive Development – Students will have to use their abstract thinking and reasoning skills more and more as the curriculum will be based on the increasing use of these skills. Social Development – The importance of building and maintaining peer and social relationships at this stage of life is vital to students’ future development and the school is designed around that concept with group work and class structure that permits group interaction. 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 elementary schools need to cover these four areas of development so too do middle schools. The middle school years involve a great deal of physical change in height as well as due to the onset of puberty (Zembar & Blume, 2009). Their physical motor skills and abilities begin to fine tune toward adult levels but their emotional and social development needs a great deal of support (Zembar & Blume, 2009). Cognitively students begin to see that the world has many insecurities and offers many different points of view that they need to combine and consider carefully (Zembar & Blume, 2009). The middle school is designed to help students through these changes.

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. 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.

Conclusion Middle school provides the instruction students will need to develop their full potential as adults. Middle school will help students learn about a complex and fascinating world so they can better identify who they are and what their interests are. The school provides not only an excellent academic program but also one that helps students build exceptional social, cognitive, and other skills to build a good life. The schools support for and enhancement of diversity and its importance in life helps students better understand the diverse world they live in 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/ The importance of middle level education: This we believe: successful schools for young adolescents. (2005). National Middle School Association. Retrieved February 4, 2012 from http://www.amle.org/portals/0/pdf/publications/On_Target/middle_or_high/middle_or_high_8.pdf

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 Technology: Middle school overview. (n.d.). Virginia Department of Education. Retrieved February 4, 2012 from http://www.doe.virginia.gov/instruction/career_technical/technology/middle/index.shtml 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/