Academic literature on the topic 'Feuersteins instrumental enrichment program'

The authors make the case for the inclusion of cognitive enrichment programs in early mainstream education that should be designed to eliminate the early discrepancies in children’s cognitive abilities and prevent later learning disabilities and achievement gaps. Following a review of the literature on existing early cognitive enrichment programs and their effects with cognitive impaired children and children with special needs, the authors present the theoretical and programmatic features of Feuerstein’s 3-year basic program, along with a brief description of its different modules. The authors also provide a summary of all the available evidence of the program’s effectiveness, including the results of 3 evaluation studies of pilot projects in the United States. The article culminates in an appeal for rigorous research on the feasibility and effects of programs in mainstream education for early cognitive enrichment and prevention of learning problems, including research on the effects of Feuerstein’s Instrumental Enrichment–Basic (FIE-B) program.

The Feuerstein Instrumental Enrichment (FIE) program was implemented in a primary school in New Zealand for 10 years old students with average educational ability. Targeted goals were to examine if the FIE program helped students to be less impulsive, plan well, and better in solving problems. The program started with 17 students for the first two school terms and from this group 8 students continued with two more school terms (one year). Results of this field study suggest that the 8 students who continued the FIE program made good gains in the targeted goals. This is only an exploratory project with a small sample of students and not a formal research study.

21 adults with intellectual disabilities were examined three years after participating in a cognitive intervention program in order to assess the durability of their cognitive achievements. The sample consisted of two age groups: 30-49 years (n=12) and 50-59 years (n=9). The primary intervention method was the Instrumental Enrichment Program. The effects of the intervention were examined by three types of thinking instruments: logical thinking (Reversal and Verbal Abstraction Tests), predictive thinking (Maze Tests), and insightful thinking (Postures and Children Tests). These tests were given five times: two times prior to the cognitive education program, spaced two months apart; two times after the cognitive education program, spaced two months apart; three years after the program. This repeated-measurement was used to compensate for the absence of a control group (an absence due to reality-based technical considerations). The original study yielded significant improvement from Time 2 to Time 3, and two months later (Time 4), showing a divergent effect for two types of thinking. The follow-up evaluation (Time 5) showed a drop in the cognitive functioning relative to Time 4, but not to Time 3, a finding that indicates a durability effect. The results support Feuerstein’s structural cognitive modifiability theory, according to which long-term individual changes are possible regardless of the individual’s age and cognitive functioning level.

In the information society metacognitive competencies are essential. Based on some activities from the Enrichment Instrumental Program elaborated by professor Reuven Feuerstein we have designed a program for developing the students capacities of selfcontrol, selfknowing and intelectual learning strategies. The case study presents the formation of students’ metacognitive competences at the "Lucian Blaga" University of Sibiu, "Hermann Oberth" Faculty of Enginereeing, Department of Computers Sciences. A Web based application has been developed in order to enable students to self-evaluate their metacognitive competencies and to acquire self-regulatory abilities.

The authors analyze two major approaches currently extant in curriculum and instruction in classroom application and propose a third approach. The analysis is based on a consideration of the contribution of cognitive development in the currently adopted approaches and their necessity in responding to the demands of modern technology and social change. A rationale is presented for emphasizing structural cognitive teaching as a separate and distinct curricular intervention. The Feuerstein Instrumental Enrichment (FIE) program is posed as an example of such intervention. The process of “bridging” that is an integral part of the FIE program is proposed as an effective vehicle for the development and transfer of thought processes acquired and their application to diverse content and learning situations.

This study explores the effectiveness of the Instrumental Enrichment Basic program (IE-B) in enhancing cognitive and affective functions of young children. The IE-B is a cognitive intervention program based on Feuerstein’s theories of structural cognitive modifiability (SCM) and mediated learning experience (MLE). Thirty 3- to 4-year-old children were assigned to experimental and control groups. The experimental group received the IE-B program for seven months (for a total of 48 hours) and was compared to the control group before and after intervention on tests of knowledge acquisition and vocabulary. Cognitive change was evaluated using a Chilean assessment battery that measured children’s language, cognition, and knowledge. The findings indicate that children in the experimental group improved their performance more than children in the control group. Results indicate that IE-B can be used with socially disadvantaged children as young as 3–4 and that it leads to improvement in their performance.

A study was conducted in the southern areas of the former Transkei evaluating the development of thinking skills through Feuerstein’s Instrumental Enrichment (FIE) program (Sonn, 1996). The researcher came to certain conclusions and made several recommendations. One of these recommendations was to change the classroom setting to facilitate the effective development of thinking skills. This paper is divided into three parts. Part one discusses the need for an alternative classroom setting. Curriculum developers seldom address the type of environment in which a curriculum should be implemented, even though the environment is a factor that affects the implementation of any curriculum. Therefore, if we want to change the curriculum to allow for the teaching of thinking skills, we have to change the classroom setting as well. Part two is a review of various examples of classroom settings and the alternative instructional structures. Specifically discussed are the advantages of: (a) biology laboratories, (b) longer blocks of time offered several times a week, (3) developing junior science laboratories, historical societies, social policy institutes, publishing houses, television stations, and (d) junior think tanks where groups of interested students, under adult guidance from either a teacher or a professional policy analyst, focus on a problem of concern to the adolescent and adult community. The third part of the paper addresses the question of why alternative instructional settings and structures have not taken root and flourished.

This study was undertaken in an attempt to establish the cognitive development of student teachers and to determine the impact of Feuerstein's Instrumental Enrichment programme on the development and/or improvement of the cognitive skills of student teachers. A literature study was undertaken to highlight the importance and nature of thinking abilities necessary for learning, as well as the role of Feuerstein's Instrumental Enrichment programme in this regard. Explanatory mixed method research by means of testing, as well as a narrative analysis was employed. An empirical study with a pre-experimental research design in which intervention research was incorporated was conducted over a period of twelve weeks with twenty four second-year student teachers majoring in Mathematics. The students were randomly assigned to two groups. A pretest with the DAT-L test was administered to both groups to determine the extent of their thinking skills development. After the pre-test group 1 was exposed to intervention with the Feuerstein Instrumental Enrichment programme for a period of six weeks in an attempt to develop and/or improve thinking skills. After the intervention program group 1 was tested again with the DAT-L test in order to determine if the intervention programme had developed and/or improved thinking skills or not. After this, group 2 was exposed to intervention with the Feuerstein Instrumental Enrichment programme for a period of six weeks. After the six week period both groups were tested again with the DAT-L test to determine the impact of the intervention programme on the thinking skills of group 2 and to establish what happened to the thinking skills of group 1 during the period in which they were not exposed to the intervention. In support of the data gained through the test results, participants were requested to write up their perceptions of and experiences related to the Feuerstein Instrumental Enrichment programme in a narrative. The narratives were analysed and the results were utilized to support the data obtained with the quantitative study. Results indicated that room exists for improving the thinking skills of student teachers and that Feuerstein's Instrumental Enrichment programme possesses the latent potential to improve and develop thinking skills. The study is concluded with recommendations on how to develop and improve thinking skills.
Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.

The research overview is expected to contribute with knowledge of MLE, Mediated Learning Enrichment and FIE, Feuerstein's Instrumental Enrichment program/Feuerstein's cognitive intervention program and its effects, primarily among students with learning disabilities but also among educators.   A research overview focusing on scientific articles, published in 2010-2020. The purpose of the study is to analyze results in current research that evaluates the effects of MLE and FIE among students with learning disabilities and among educators, as reported in scientific articles and to relate the results analysis to a Swedish school context. The research questions are based on scientific articles in which a program for pedagogical work and attitudes (MLE and FIE) has been analyzed: 1.              Which effects of the program are described in the current studies? 2.              Which opportunities and obstacles can be found in working with the program? 3.              Which significance can the program have for the design of the learning environment and in relation to the role of the special education teacher? In which context?  I have chosen three perspectives to analyze the scientific articles: a sociocultural, a special educational and an organizational theory perspective. The program benefits the development of cognitive abilities for everyone and should be applied at a group level.  The impact of the home on the cognitive capacity of the students is crucial and a rich or less favorable home environment makes a difference. Parental training in MLE are advocated and differences between the conditions for children at school start could disappear completely through such intervention.  When children do not bring developed cognitive abilities to school, the school needs to be prepared to meet and mediate for positive learning. If teachers are educated in mediated learning, they can lay the foundation for their students. It is recommended that the program becomes part of the curriculum and teacher training. In order to see the effects of the program there is a need of; FIE teacher training, effective implementation of the program, sufficient time that students are exposed to the FIE program and coverage of instruments.  Effective digital MLE tools are needed to enhance self-regulating learning in our digital age. Obstacles are organizational, in terms of the cost and time of training; the fact that the education takes place in English and that it requires a licensed FIE instructor.  The socratic questions stimulate motivation and sense of meaning for everyone. Students develop more effective strategies, based on “Stop and think!”, instead of using the exclusion method.  There is a need for close cooperation between educators and special educators to include everyone at a group level.
Forskningsöversikten förväntas bidra med kunskap om MLE, Mediated Learning Enrichment och FIE, Feuersteins Instrumental Enrichment program/ Feuersteins kognitiva interventionsprogram och dess effekter, främst för elever i inlärningssvårigheter men även för pedagoger.  En forskningsöversikt med fokus på vetenskapliga artiklar, publicerade år 2010-2020. Syftet med studien är att analysera resultat i aktuell forskning som utvärderar effekterna av MLE och FIE för elever i inlärningssvårigheter och för pedagoger. Resultatanalysen relateras till en svensk skolkontext.  Forskningsfrågorna bygger på vetenskapliga artiklar där ett program för pedagogiskt arbete och attityder (MLE och FIE) har analyserats: -Vilka effekter av programmet beskrivs i de aktuella studierna?  -Vilka möjligheter och hinder finns i arbetet med programmet?  -Vilken betydelse kan programmet ha för utformningen av lärmiljön och i förhållande till specialpedagogens roll? I vilket sammanhang? Jag har valt tre perspektiv för att analysera de vetenskapliga artiklarna; ett sociokulturellt, ett specialpedagogiskt och ett organisationsteoretiskt perspektiv. Programmet gynnar utvecklingen av kognitiva förmågor för alla och bör tillämpas på gruppnivå. Hemmets inverkan på elevers kognitiva kapacitet är avgörande och en rik eller mindre gynnsam hemmiljö gör skillnad. Föräldrautbildning i MLE förespråkas och skillnader mellan villkor för barn vid skolstart kan försvinna helt. När barn inte tar med sig utvecklade kognitiva förmågor till skolan måste skolan vara beredd att mediera för ett positivt lärande. Om lärare utbildas i medierat lärande kan de lägga grunden hos sina elever. Det rekommenderas att programmet blir en del av läroplanen och lärarutbildning. För att se effekterna av programmet finns det ett behov av; FIE-lärarutbildning, effektiv implementering av programmet, tillräckligt med tid för att eleverna exponeras för FIE-programmet och täckning av instrument. Effektiva digitala MLE-verktyg behövs för att förbättra självreglerat lärande i vår digitala tidsålder. Hinder är organisatoriska när det gäller kostnader och tid för utbildning, utbildningen sker på engelska och den kräver en licensierad FIE-instruktör. De sokratiska frågorna stimulerar motivation och känslan av mening för alla. Eleverna utvecklar effektivare strategier, baserade på "Stanna upp och tänk efter!", istället för att använda exkluderingsmetoder. Det finns ett behov av ett nära samarbete mellan pedagoger och specialpedagoger för att inkludera alla på gruppnivå.

FEUERSTEIN'S INSTRUMENTAL ENRICHMENT PROGRAM FROM THE POINT OF VIEW OF PRIMARY SCHOOL TEACHERS The presented doctoral work covers the programme of cognitive stimulation created by Reuven Feuerstein. It aims to describe the effects that the teachers are triggered with by this programme. The work presents Feuerstein's Instrumental Enrichment (FIE) in context of all the Feuerstein's work. It explains its theoretical grounds in detail, and connects them with broader questions from educational psychology field, that are related to the teaching of thinking skills. There is compared the Feuerstein's theory of Mediated Learning Experience (MLE) with L. S. Vygotsky's theory of mediation in the work. It also refers to the work of J. Piaget in many passages. The research part of the work is based on interviews and two small semantic- differential scales. The research group contained 9 experimental and 6 control teachers from primary schools. The main aim of the carried research was to map what form gain the influences that FIE has on the teachers. We also worked on the teachers' opinions regarding the implementation of this programme at mainstream schools. Besides the description of effects, we were also describing and comparing opinions of both groups on teaching thinking. The closing part of the work is...

The thesis deals with the topic of diagnostics in children with behavioral problems and disorders. In the theoretical part the author describes commonly used terminology and the width of issues related to caring for these children. The Feuerstein Instrumental Enrichment Program is described and built on later in the practical section where the author introduces her own new method called "Children Together". The practical part of the thesis deals with action research aiming at improving author's practice in the field of special education and at evaluating the potential of the new method. The analysis of audio recordings from lessons and semi-structured interviews and two other supplementary research methods were utilized throughout the research. The outcomes of the research allow for a conclusion that the method "Children Together" can provide us with a volume of valuable assessment data on younger elementary-school-aged children. Towards the end of the thesis the author also identifies features of the method most valued by selected professionals, the ways how the method has been improved during the research and how it could be improved further on. The final product of the research is a method that is useful in special education practice, under certain conditions. The potential of the method has...

This Master thesis aims to solve the question of developmentally-creative possibilities in the schooling process. This question is contextualized education of socially disadvantaged pupils. Because in shaping the learning competencies, this area is not developed enough and specific methods are somewhat rigid, it will be introduced one of the option how to to develop learning skills and abilities of the pupils , and which are in the teaching competencies deemed as essential. In this context will be introduced stimulatory and intervention program of Instrumental Enrichment as a concrete form of execution of Mediated learning and also as an effort of perspective innovation of curriculum. With the intention to point out the limitless possibilities of developing pupil's learning potential, the text focuses on the theoretical and conceptual bases, which constitute the entire program. The program is the instrumental set of tools that lead to the activation of cognitive structures and their subsequent enrichment. Therefore, except the theoretical foundations are also presented cognitive strategies metacognitive training that simplify cognitive modifiability, and that lead to the development of pupils' learning potential.

The purpose of this chapter is to examine the value of cognitive studies in the optimization of strategic management through improved information systems. To reach this objective, cognitive concepts and their developments are initially contrasted with learning, mediation, and skills development, and the experiences in companies, for example, are presented by applying the Structural Cognitive Modifiability Theory (SCMT) and the Mediated Learning Experience theory (MLE), which were developed through the Instrumental Enrichment Programs (IEP) created by Reuven Feuerstein in order to describe the trajectory through which a subject arrives at a solution to a problem. In conclusion, professions undergo profound changes of a complex and diverse nature as a result of the political, economic, and social situation that leads to interdependence and competition, requiring an overhaul of theories and educational practices in order to align the professional profiles with the social and productive demands that require independent reflective, creative, proactive professionals.

The purpose of this chapter is to examine the value of cognitive studies in the optimization of strategic management through improved information systems. To reach this objective, cognitive concepts and their developments are initially contrasted with learning, mediation, and skills development, and the experiences in companies, for example, are presented by applying the Structural Cognitive Modifiability Theory (SCMT) and the Mediated Learning Experience theory (MLE), which were developed through the Instrumental Enrichment Programs (IEP) created by Reuven Feuerstein in order to describe the trajectory through which a subject arrives at a solution to a problem. In conclusion, professions undergo profound changes of a complex and diverse nature as a result of the political, economic, and social situation that leads to interdependence and competition, requiring an overhaul of theories and educational practices in order to align the professional profiles with the social and productive demands that require independent reflective, creative, proactive professionals.