Enhancing learning abilities among children is essential for ensuring progressive psychological and physiological growth. Research entailing strategies for improving knowledge acquisition techniques for young learners involves several primary and secondary audiences (Henriksen et al., 2017). The former includes children and teachers who are critical participants in the focus group. The popularity of digital technology would determine interest levels among young learners (Xia & Zhong, 2018). For instance, the frequency of website visits with heavy online traffic would indicate increased interest in new information. The secondary audience includes parents or guardians who are indirectly involved in the schooling process. For instance, they engage with children after school during daily chores (Xia & Zhong, 2018). Their contribution would alter academic performances by controlling access and security of innovative digital learning platforms. Most importantly, both primary and secondary will help facilitate critical data for enhancing teaching strategies intended to improve children’s learning interests.
The secondary audience will impact the foundation of this research significantly. Parents’ or guardians’ involvement in a child’s learning process helps the continuity of academic knowledge acquisition (Henriksen et al., 2017). In essence, they follow changing attributes of a young learner to identify challenges against high academic performance. For instance, a child’s writing attributes could be indicative of their organizational skills and abilities. The secondary audience would be the first stakeholders to realize a negative change regarding the skills highlighted above. The inclusion of parents or guardians in a child’s learning growth is critical for ensuring access to quality education. Fundamentally, the report ensures an objective collection of information regarding valuable strategies for improving learning interests among children (Xia & Zhong, 2018). As a result, the secondary audience will be instrumental in ensuring universal and comprehensive report recommendations and conclusions.
References
Henriksen, D., Richardson, C., & Mehta, R. (2017). Design thinking: A creative approach to educational problems of practice. Thinking Skills and Creativity, 26, 140-153. Web.
Xia, L., & Zhong, B. (2018). A systematic review on teaching and learning robotics content knowledge in K-12. Computers & Education, 127, 267-282. Web.