Article Summary
The article named ‘Realizing the Cognitive Potential of Children 5 to 7 with a Mathematics Focus: Post Test and Long Term Effects of a Two Year Intervention’ is a study published in British Journal of Psychology, Sep 2010, Volume 80, Issue 3, p 363-379. The study was carried out by Michael Shayer and Mundher Adhami. The following paper is a critical review and analysis of this article with regards to the methods, measurement and results of this study.
The study, which was based on existing literature related to school children in the primary and secondary level, examines the effects of school programmes that are intended to boost the cognitive development of pupils. The test extensively examined a hypothesis which stated that “it is possible to increase the cognitive ability of children by assisting teachers toward that aim in the context of mathematics” (Michael and Mundher 2010). The assumption, however, was developed to the next phase that such an accomplishment would bring in long term school achievements.
Data was analysed on 275 children with the participation of 8 and 10 teachers in two different LEAs. The first key test was held in 2002 and the second key test was held after 6 years of gap for the long time effect. The mathematics lessons in both Y1 and Y2 set of activities were designed based on the theory of Piaget and Tygotsky. The interactive activities on Y1 with regards to Piagetian concrete operational schemata.
The implications of the study concluded that relative intelligence is not fixed and hence can be increased. The hypothesis had sufficiently been evidenced by the data in cognitive development (Michael and Mundher 2010). The thorough improvement in English also was attributed to the wider perspective of the hypothesis. A theory-based methodology is prevalent for the improvement of teaching. Such a theory can lead the children to cooperate with each other to improve their own way of thinking.
The Methods Used in the Study
The location of the study was an inner London’s Local Educational Authority campus which had some sort of social differences. The first phase of the work included the draw up the TM lessons for the Y1 group. The 20 to 30 minute long interactive sections, with one teacher and six students around the table, helped every child to experience collaborative learning and the teacher had been given an opportunity to mediate the child to collaborate and let the children discover their individual limitations in learning.
Yet, the researchers had the task of setting the students thinking within any of the national curricula. Thus they developed the Thinking Maths (TM) lessons which enabled the children to think within the context of the major subject in the curriculum. However, they have described the research method in a clear narration as it is necessary that research offers a comprehensible narration of methods used for collecting the data and justify the results in terms of the research techniques. Research contextually would entail justification of the methods used for collecting data, would validate results and explicate any associated shortcomings. (Saunders, Lewis & Thornhill 2009 p. 5). Therefore, the research methods used in this study are considered to be fair and valid.
As far as the results are concerned, though the entire data was collected from the Maths and English in the Key test 2, the data from those students present at the Y1 was only used for the analysis, thus, making it possible for analysis of development among the same group of children. The long term used in the study is a significant duration of time as far as the children are concerned. Therefore, increasing the cognitive level would amply bring in a permanent improvement in the children’s ability to learn. Overall, the methods and findings with proper analysis of the data were completely in line with the suggestions of Saunders et al (2009 p. 590) who suggested the researchers collect data and submit them to detailed and appropriate analysis to squeeze the results out of it.
The Professional Significance of the Study
I have chosen this topic as I have realized that this study can be a guiding source for developing my profession within the children and young people world. The classroom process should not be mostly telling teachers or children how to do it. They should have the opportunity to construct cognitive ideas in their own mind as they mingle with each other. We as the teachers, on the other hand, need to undergo the same procedure, so that the teachers would understand the learning process of their students.
The study, in a significant manner, highlights the way by which the teachers learns and gains experience from their pupils during the interactive sections and how those experience are further turning out to be useful tips for their children’s cognitive development. Moreover, this paper proves that the methods practiced and suggested here by the authors can definitely realize the Government’s intended improvements in the schools.
Keywords: Cognitive development, Intervention methods, theory-based methodology, collaborating with each other
References
Michael, S. and Mundher, A., 2010. Realizing the Cognitive Potential of Children 5 to 7 with a Mathematics Focus: Post Test and Long Term Effects of a Two Year Intervention Journal of Psychology, Volume 80, Issue 3, p 363-379
Saunders M., Lewis P.and Thornhill A., 2009. Research methods for business students. (5th ed.). Harlow: Financial Times Prentice Hall.