Dissertations / Theses on the topic 'The Feuerstein Instrumental Enrichment'

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.

Este trabalho tem por objetivo avaliar os resultados do método PEI – Programa de Enriquecimento Instrumental – desenvolvido por Reuven Feuerstein, em trabalhadores de baixa escolaridade e qualificação de uma empresa de serviços. A fim de compreender as demandas das empresas modernas em relação aos seus trabalhadores, buscou-se na literatura o referencial teórico das escolas de administração que acompanham a crescente complexidade do ambiente empresarial moderno. A tendência à descentralização, principalmente na área de serviços, tem exigido o desenvolvimento da capacidade cognitiva e criativa de seus colaboradores. Considerando que o processo evolucionário, mesmo coletivamente, é resultado de uma aprendizagem individual, buscou-se no trabalho do educador Reuven Feuerstein um referencial teórico e metodológico que pudesse contribuir para que este ajustamento ocorra sem prejuízos para o trabalhador. Sua abordagem partiu da proposta de Piaget e está alinhada à de Vygotsky e Paulo Freire, também estudados na Parte I deste trabalho. A Parte II apresenta o desenrolar da pesquisa na empresa de serviços terceirizados, a ANDRITA Dragagens e Limpezas, onde o método de Feuerstein foi ministrado para 19 empregados voluntários, por 22 semanas. Nela são expostas as apreciações das avaliações, baseadas em testes e entrevistas individuais, realizadas pré e pós- intervenção. Os resultados do programa foram medidos por meio da análise comparativa das avaliações efetuadas antes e depois do PEI e são explanados na Parte III. Eles indicam que o método produziu mudanças positivas para todos os participantes, embora variando de foco e intensidade. Os efeitos mais significativos apareceram na auto-estima, os quais repercutiram na visão mais otimista do futuro e na atitude mais ativa e reflexiva diante de adversidades. A grande maioria dos participantes percebeu diferenças em seu jeito de ser e agir, tais como maior controle emocional, melhor comunicação e relacionamento interpessoal. Também foram comprovados ganhos no nível intelectual e na criatividade dos participantes. Essas mudanças se refletiram nas várias esferas da vida social, principalmente profissional e doméstica, proporcionando melhora em algum aspecto do desempenho percebido por eles próprios ou pela chefia. Passaram a assumir mais a responsabilidade pelo próprio desempenho, o que é uma característica desejável em trabalhadores de serviços. Um aspecto marcante da participação no programa foi o engajamento nas tarefas propostas pelos exercícios. Há vários relatos de como mergulhavam nas atividades e esqueciam do tempo e das preocupações, o que também é esperado no programa e visa desenvolver a motivação intrínseca, pela formação do hábito de realizar atividades que desafiem a própria capacidade. As entrevistas assinalaram, ainda, opiniões quanto ao método, seus exercícios e forma de condução, permitindo levantar idéias acerca da possibilidade de enriquecimento das atividades junto aos grupos de adultos em ambiente de trabalho.

A Sociedade e o mercado de trabalho exigem de cidadãos e trabalhadores, nos últimos tempos, um perfil de desempenho diferente daquele até então aceito. As principais carências do trabalhador dizem respeito, dentre outras necessidades, ao desempenho de certas competências pessoais e a melhoria do funcionamento cognitivo. As escolas, responsáveis pela preparação dessas pessoas para viver em Sociedade - o que inclui a preparação para o mundo do trabalho - não costumam realizar ações educacionais intencionais na direção da melhoria do desenvolvimento cognitivo de seus alunos. O foco do presente estudo está na possibilidade da Escola realizar intencionalmente o desenvolvimento cognitivo de estudantes, futuros trabalhadores. utilizando um programa já existente, criado e estruturado para essa finalidade por Reuven Feuerstein. No final da década de 1940, coube a Feuerstein a tarefa de educar centenas de crianças e jovens, órfãos da guerra, para que se tornassem cidadãos autônomos e produtivos. Diante da necessidade real de modificar o desempenho cognitivo e resgatar a cidadania dessas pessoas, Feuerstein criou - a partir de sua visão de mundo, de um conjunto de crenças por ele estabelecido e de sua experiência - duas teorias: Modificabilidade Cognitiva Estrutural e Experiência de Aprendizagem Mediada e três sistemas inter-relacionados, ou seja, um sistema de avaliação: Avaliação Dinâmica do Potencial de Aprendizagem, um sistema de intervenção: Programa de Enriquecimento Instrumental e um sistema de manutenção: Modelagem de Ambientes Modificadores. Avaliar o efeito do primeiro nível do Programa de Enriquecimento Instrumental (PEI I) no desenvolvimento cognitivo de estudantes da 3ª série de Escolas pública ou privada de Ensino Médio é o objetivo amplo desse trabalho. Em resumo, foram envolvidos no projeto 96 estudantes (54 rapazes e 42 moças) de duas Escolas de Ensino Médio: uma privada e outra pública. Sessenta e sete desses alunos participaram dos grupos experimentais que se submeteram ao PEI I e as outras 29 pessoas integraram grupos de controle, não participando, portanto, da aplicação do Programa. Todos os estudantes participaram de uma avaliação inicial diante de seis instrumentos, sendo que alguns deles permitiam avaliação dinâmica. Da análise dos resultados dos instrumentos, que envolviam avaliação dinâmica, foram levantadas necessidades e estabelecidos procedimentos de intervenção. Os alunos dos grupos experimentais foram submetidos ao primeiro nível do Programa de Enriquecimento Instrumental (PEI I). Durante a aplicação do PEI I, alunos participaram de avaliação intermediária, realizada a partir da aplicação de instrumento de avaliação e ou de questionário para levantamento da percepção dos estudantes sobre o PEI. Finalmente, todos os participantes foram submetidos a uma avaliação final. Os resultados foram analisados de forma descritiva e estatística. Os testes U ou de Mann- Whitney e o teste t de Student foram utilizados para indicar semelhanças e diferenças prováveis entre os desempenhos dos grupos de alunos. A partir da discussão desses resultados foram montadas proposições que justificaram as seguintes conclusões: A modificabilidade cognitiva estrutural dos estudantes dos grupos experimentais foi ampliada. O desenvolvimento cognitivo demonstrado pelos estudantes dos grupos experimentais foi maior que o desempenho cognitivo demonstrado pelos alunos do grupo de controle.
In the recent past, both society and labour market are demanding from citizens a performance far different from those accept until then. The major lacks of workers may concern, among others, to the development of specific personal competences and to the improve of the cognitive process. Schools, responsible for the preparation for life in society - including the life in the labour market - don\'t usually take intentional educational actions aiming the improve of the cognitive development of their students. The focus of the present study is mainly on analyzing the possibility of Schools to make an intentional effort to develop student\'s cognitive habilities, future workers, using a preexisting program created and structured for this meaning by Reuven Feuerstein. In the late 40\'s, Feurstein took the task of teaching hundreds of children and teenagers, war orphan children, to become autonomous and productive citizens. Facing the real need of improving their cognitive habilities and rescuing their citizenship, Feuerstein came up - using his own wide world perception, personal beliefs and experience - with two theories: Structural Cognitive Modifiability (SCM) and Mediated Learning Experience (MLE) and three interrelated systems, or an evaluation system: Learning Potential Assesment Device (LPAD), an interventional system: Feuerstein Instrumental Enrichment (FIE) and a maintenance system: Shaping Modifying Environments (ME). The aim of this paper is to evaluate the effect of the first level of the Feuerstein Instrumental Enrichment (FIE I) on 3rd grade public or private High School student\'s cognitive development. Summing up, there were 96 students involved in this project (54 boys and 42 girls) from two different High Schools: one private and one public. Sixty seven of these students were placed on experimental groups that were submitted to FIE I and the other 29 kids took part on control groups, staying away from the program application. All the students participated on an initial evaluation, facing six instruments, some of then allowing a dynamic evaluation. From the instrument result analysys, needs were raised and intervention procedures were established. The students\'s experimental group was submitted to the first level of the Feuerstein Instrumental Enrichment (FIE I). During its application, the students had an intermediary evaluation, made by the application of the evaluation instrument and by a questionnaire to measure the student\'s level of perception about the (FIE I). Finally, all the participants were submitted to a final evaluation. The results were analyzed in a descriptive statistical way. The U or Mann-Whitney tests and the t for Student test were used to indicate probable similarities and differences among the student\'s groups performances. From its discussion were put together propositions to justify the following conclusions: The student\'s experimental group structural cognitive modifiability was raised. The cognitive development shown by the student\'s experimental group was higher than the cognitive performance shown by the student\'s control group.

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Levando-se em consideração a especialidade do psicólogo Reuven Feuerstein, em trabalhar com indivíduos portadores de problemas cognitivos acentuados, esta pesquisa visa a analisar, criticamente, a sua proposta pedagógica para as primeiras séries do Ensino Médio das escolas públicas e gratuitas, na Bahia, intitulada programa de enriquecimento instrumental (PEI). Utiliza-se de uma abordagem qualitativa, buscando compreender como esse programa, que foi gestado e desenvolvido a partir da experiência de indivíduos, historicamente, marcados pelo horror da segunda guerra mundial e/ou por apresentar problemas cognitivos estruturais graves, pode favorecer e contribuir para a formação de seres humanos autônomos, solidários e criativos, que não passa(ra)m por tais experiências. Estabelece um diálogo crítico com as concepções socioconstrutivistas, analisa e interpreta a perspectiva da teoria da modificabilidade cognitiva estrutural, ou da experiência de aprendizagem mediada ( EAM), do autor acima mencionado, apresentando uma síntese crítico-interpretativa dos seus elementos praxiológicos de sustentação: critérios de mediação, instrumentos ou cadernos didáticos do PEI e o mapa cognitivo; também, descreve, em perspectivas, o primeiro curso de treinamento dos professores-aplicadores de PEI e o desencadeamento da sua aplicação em sala de aula. A presente dissertação configura um horizonte tensivo interpretativo dos ?novos? paradigmas científicos, filosóficos e educacionais, apontados por alguns princípios norteadores da educação do século XXI, na visão de dois educadores: Luiz Felippe Perret Serpa e Dante Augusto Galeffi. Pretendese, ainda, focalizar a situação didática do PEI, demarcar o seu campo contextual e refletir sobre as suas implicações socioculturais e psicopedagógicas no processo de formação de professores e estudantes (Ensino Médio) submetidos a essa proposta, com vistas a compreender o impacto dessa experiência na educação formal dos estudantes baianos.
Salvador

Au travers de la médiation sociale et humaine, nous recevons nos modalités de vie, de pensée et d'apprentissage. La médiation est un élément important dans le développement intellectuel. L'intelligence se construit, en effet, dans les interactions sociales et culturelles. La culture donne une signification à l'action. Quand la médiation manque ou est insuffisante, le sujet devient, ce que Feuerstein appelle, un « déprivé culturel ». L'enfant n'a pas alors les instruments nécessaires pour s'adapter, traiter l'information et acquérir ainsi de nouvelles connaissances occasionnant des difficultés scolaires dès qu'il entre à l'école. Notre objectif est de montrer l'importance de la médiation dans les acquisitions. Médiation que l'enfant va trouver dans des interactions programmées avec des sujets experts animés d'intentions pédagogiques spécifiques pour l'aider, l'orienter et l'accompagner. Notre recherche comporte le versant psychopédagogique d'une étude longitudino-transversale réalisée auprès de 66 enfants âgés de 3 à11 ans. La méthodologie utilisée repose sur le test-retest : le premier établit un bilan clinique destiné à montrer que les enfants présentent les caractéristiques de normalité, les potentialités d'apprentissage et les repères premiers indispensables à la mise en oeuvre des apprentissages, le second est réalisé après une sensibilisation de près d'un an des enseignants à la médiation. Un bilan terminal est effectué pour observer l'impact et le rôle de la médiation sur les apprentissages. L'analyse des résultats débouche, d'une part, sur des constats quantitatifs globaux qui servent d'indicateurs à des constats spécifiques quantitatifs et qualitatifs, effectués, d'autre part, sur des analyses de cas individuels. Il ressort des constats effectués que la diversité des aptitudes appréhendées en phase test à l'aide des subtests des échelles de Wechsler, des bilans psychomoteurs et des épreuves de dessin n'est pas distribuée de manière toujours harmonieuse chez les sujets, que lors du retest, ceux qui ont bénéficié de médiation cognitive tendent davantage à harmoniser leurs aptitudes, mais aussi modifient leurs comportements, en particulier dans le sens d'une utilisation des échecs et des erreurs pour parvenir à corriger leurs stratégies de raisonnement mais aussi pour mieux chercher à s'adapter, par prise de recul intellectuel aux réalités changeantes. Les analyses de cas individuels permettent de mettre l'accent sur la réalisation de progrès auto-contrôlés dans les repérages des données d'espace et de temps par rapport à soi mais aussi de manière décentrée intellectuellement, ce qui conduit l'enfant qui a bénéficié de la médiation à s'éloigner d'une pensée concrète pragmatique et à s'accoutumer à une pensée symbolique plus abstraite
Through the social and human mediation, we receive our modalities of life, thought and learning. Mediation plays an important role in the intellectual development. Indeed, intelligence is built through social and cultural interactions. The culture gives a meaning to the action. When the mediation misses or is insufficient, the subject becomes, in Feuerstein's words, a "culturally deprived" person. Then the child doesn't have the right tools to adapt and deal the information, and thus gain new knowledge which then creates learning difficulties when they are of school age. Our goal is to show the importance of mediation in learning. Mediation which the child is going to find in interactions programmed with expert subjects livened up by specific educational intentions to help him, direct him and accompany him. Our research bears a psycho-pedagogical side of a longitudino-transverse study realized with 66 children from 3 to 11 years old. The used methodology bases on the test retest. The first is a clinical checkup aiming to show that the children have the characteristics of normality, the ability of learning, and the basic references necessary to implement the learnings ; the second is done after the teachers have been trained on mediation for a year ; a final assessment is made to observe the impact and the role of mediation on learnings. The analysis of the results uncorks, on one hand, on global quantitative reports which are of use as indicators to make quantitative and qualitative specific reports, on the other hand, on analyses of individual cases. The made reports show that the variety of the capacities grasped in test phase, by means of the subtests of the ladders of Wechsler, psychomotor assessments and tests of drawing, is not distributed in a always harmonious way at the subjects, during the retest ; those who benefited from cognitive mediation tend more to harmonize their capacities, but also modify their behavior, in particular in the sense of a use of the failures and the errors to succeed in correcting their strategies of reasoning, but also to try better to adapt itself to the changeable realities. The analyses of individual cases allow to emphasize the realization of progress auto-checked (auto-controlled) in the locations of the data of space and of time with regard to one but also by moving away intellectually, what leads the child who benefited from the mediation to go away from a pragmatic concrete thought and to get used to a more abstract symbolic thought

The purpose of this study was to examine the effectiveness of Instrumental Enrichment, an educational program developed by Reuven Feuerstein, which attempts to improve an individual's ability to reason. A meta-analysis was performed on studies that had been conducted between the years 1979 to 1996. Thirty-six studies were analyzed according to their results from measurements in the cognitive/visual-perceptual, academic achievement and affective domains. The results from the meta-analysis were mixed. There were significant combined effect sizes of 0.24 for non-verbal ability, 1.41 for verbal ability, and 0.60 for one combination of full-scale ability. Significant effect sizes for measures of visual perception and visual-motor ability were 0.42, 0.71 and 1.68. There were also significant effect sizes for general achievement and for one combination of math achievement at 0.26 and 0.29 respectively. The intellectual achievement locus of control effect size was significant at 0.33. (Cohen (1988) considers an effect size of 0.20 to be small, that of 0.50 to be of medium size, and that of 0.80 to be large.) All effect sizes for reading were non-significant as was that for the Learning Potential Assessment Device. All other measures, such as those for self-confidence, self-concept, motivation and attitudes, in the affective domain were non-significant. One effect size for motivation and attitudes was significantly negative, indicating that the control group outperformed the treatment group. The results are discussed in terms of near- and far-transfer of learning.

The purpose of this thesis is to analyse the development of reading strategies of adolescent pupils with dyslexia using Feuerstein's Instrumental Enrichment, an internationally recognized method which is aimed at the development of cognitive functions. In the context of the actual legislative changes in the education of pupils with special educational needs, this reflects the needs of educational practice. The theoretical part summarizes the basic terminology and the state of the Czech and foreign literature related to the topic of this work. The research part of the work characterizes the research design and the research sample, and then presents individual results and conclusions for further researches and educational practice. The objectives of the research can be divided into two levels, in the qualitative part of the research there were realized special reeducations of adolescent pupils with dyslexia using set of teaching materials based on the principles of Feuerstein's Instrumental Enrichment. In this part of the thesis, the aim was to describe and analyze selected factors influencing the development of reading strategies of adolescents with dyslexia involved in the research (own learning process, behavior of pupils and lecturer); to find out what reading strategies are developed in...

The instrumental enrichment is a worldwide extended method of cognitive functions development, which has been used in the Czech Republic since 2000. Its author, Reuven Feuerstein, is strongly convinced that human being is able to modify oneself and to develop one's abilities. This method is based on elaborated theoretical concepts - especially on the theory of structural cognitive modifiability and mediated learning. This Diploma Thesis brings essentials information about the concepts related to the cognitive modifiability and considers tools of its application. In the qualitative study, we focus on Feuerstein's Instrumental Enrichment. In the course of ten moths we observed six clients of the DYS-Centrum Praha we attempted to map changes (or their manifestations) which might have appeared during the intervention. We acquired data by the process of observation (participative observation and video-analysis) and via semistructured interviews. We were interested in changes of cognitive functions manifestations, quality of language, quality of autonomous work and ability to process with the information efficiently. We registered changes in each of these areas. Some of them, were notable only during the FIE lessons, others also displayed at home or at school environment. Key words: cognitive...

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 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.

In the theoretical part, this work deals with the problem of comparison between Feuerstein cognitive function and partial cognitive abilities which are mentioned at the Educational Interpretations of the WISC-III. Research study follows up changes in partial cognitive abilities which could be viewed as a consequence of FIE (Feuerstein Instrumental Enrichment) intervention lasting several months. By comparison of pre-test and post-test, which is realized by WISC-III and processed with Educational Interpretations of the WISC- III the study tries to describe impact of the method to child's cognitive functions as well as its school successfulness, self-concept, and behavior. Study also pursues possibility to use factor analysis of WISC-III for planning of the FIE intervention. Information was taken from tests, questionnaires for teachers, videos and records of FIE lessons. Research was realized at the Elementary school in a small town with 1700 inhabitants, nearby to Prague. This was the only school in this town. We noticed more or less significant changes in all areas of interest. In some cases, there was agreement in the test results and teacher's evaluation whereas in other there were differences. KEY WORDS Reuven Feuerstein, modifiability of intelligence, deficits of cognitive functions, mediated...

This work focuses on the form of instructor training in the method of Instrumental Enrichment at the FIE I (Feuerstein's Instrumental Enrichment I) course. Another key issue is monitoring of the professional structure of the course's attenders and the changes it undergoes with the introduction of a new instructor trainer to The Czech Republic. Next goal of the work is to explore how are the participants of the course motivated to work with this method and to cover potentional difficulties with putting it into practise as perceived by the participants themselves. Appart from covering how participants' motivation fluctuated during the course the practical part of the work also focuses on the participant's assesment of the course itself while trying to register anticipated changes in their thinking over its duration. For better understanding attenders' attitude to topics they assessed (whether it is about tools - the Instruments, a difficult sections of the lecture or technical terminology from the field of mediated learning) this work includes a brief presentation of Feuerstein's educational theory. KEY WORDS: Feuerstein's Instrumental Enrichment - FIE I, mediated learning, Instruments, motivation, putting the method into practise, professional structure of attenders

This master's thesis deals with the Instrumental Enrichment Method of Reuven Feuerstein. It provides an introduction to the method as well as examples of its application in institutionalized Preschool education. The aim of the thesis is to provide insight into aspects of introducing the method as a part of Preschool education. The theoretical part desribes the theoretical framework of the method and defines the method in relation to Preschool education. The theoretical part of the thesis also deals with the principles and Czech legislation of current Preschool education and related inclusive education. The practical part of the thesis derives from a qualitative research on the real practice introduction of the method in institutionalized Preschool education. Research data are based on individual interviews with the nursery school headmasters. The interviewers were from various nursery schools across the Czech Republic, which are registered in the Register of Ministry of Education. The results of the research provide the respondents's opinions and experiences of various extent. Many overlaps were found in content of testimonies, which provides method enrichment in various areas of institutionalized preschool education. The research also brings out data on the organizational issues of introducing the...

Thesis deals with the use of mediated learning experience in the focus on the communication skills of preschool children. Thesis follows up the theoretical knowledges of preschool education especially content of it and related to main documentes. Thesis describes the development of child in preschool age and describes the speech development and speech impairments. Thesis is focused on the mediated learning experience, its principles, goals and also on the theory of structural cognitive modifiability. In the last part of thesis is describede the program of Feuerstein instrumental enrichment, which is the main part of the research. The goal of thesis is to analysed the use of the Feuerstein instrumental enrichment program in the focus on development of preschool children's communication skills.

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...

The thesis is concerned with the application of Feuerstein's theory of mediated learning experience to teaching in the first year of primary school. It summarises basic information about Feuerstein's work, the theories of mediated learning experience and structural cognitive modifiability. It also deals with the application of mediated learning experience to teaching in the first year of primary school. In this respect, it characterises the period of early school age and the role of the teacher. The central theme of the work, the theory of mediated learning experience, is an approach targeted at the process and structure of thought. The application of this theory is aimed at the individual's general cognitive development, especially the development of the thinking process. The principal goal of the thesis is to introduce the possibilities of applying the theory of mediated learning to teaching in school and thus contribute to the spread of this methodology only recently introduced to the Czech Republic, which can be considered a helpful and meaningful way to enrich teaching and support the children's cognitive development.

The dissertation thesis presents the results of a research project which focused on the application of mediated learning experience theory to teaching with respect to cognitive development of pupils. The first chapter introduces cognitive education, which concentrates on the process of learning. It also compares this approach with traditional methods aimed at the content of learning. The following parts of the thesis deal with selected theories postulated by Reuven Feuerstein which are important for understanding the context in which his other theory was developed: the theory of mediated learning experience. This theory is the central theme of the theoretical part of the thesis. Apart from its definition and parameters, the thesis presents specific recommendations for teachers about how to develop cognitive functions of their pupils by applying this theory directly in class. Afterwards, attention is paid to Feuerstein's well-known worldwide intervention program called The Feuerstein Instrumental Enrichment. This program is used in the Czech school system, too. The essential part of this chapter introduces a number of studies which focused on the verification of benefits of Feuerstein's approaches to cognitive development in children and adolescents. The last chapter of the theoretical part...

The objective of the study was to assess the effectiveness of the Feuerstein's Instrumental Enrichment training (FIE) in respondents with Parkinson's disease (PD) in comparison with another type of cognitive training. The specific aim of the study was to verify whether there were differences between the effectiveness of the FIE and the training of the individual cognitive domains for cognitive functions in respondents with PD. The study included patients with PD who underwent an examination by a neuropsychological battery before the beginning of the training in order to evaluate the level of cognitive functions. Based on the demographic characteristics and the overall score in the Mattis Dementia Rating Scale-II (DRS-II), the respondents (n = 24) were randomly divided into two research groups. The experimental group (EXP) trained using the FIE method for 60 minutes once a week during three months. The control group (CON) trained the individual cognitive domains. After the cognitive training the respondents were examined again in order to detect changes of the level of each one of the cognitive functions. The examination revealed significant differences in the first and the second phases of testing in the EXP respondents (n = 12) in the level of current anxiety (p = 0.024), memory for non-verbal...

The thesis deals with the role of teachers and educators working in Stráž pod Ralskem Prison. The theoretical part of the thesis, therefore, focuses not only on the description of the Prison Service of the Czech Republic, but it also contains the characteristics of the Stráž pod Ralskem Prison and the Stráž pod Ralskem School Educational Center. It describes the educational system of convicts and mentions basic information about the Academy of Prison Service of the Czech Republic. Moreover, it briefly describes the activities of teachers and educators working in the prison environment. The diploma thesis aims to find out, what kind of roles teachers and educators play in the prison, what approaches, methods and forms are suitable and effective for working with convicts from the perspective of both workers and convicts, and what pitfalls limit the work of teachers and educators in this prison. A qualitative method was chosen for the research, and data were collected based on the questionnaire and the personal interview with a teacher, who used to work as an educator. The research was conducted in Stráž pod Ralskem Prison, the research sample consists of three groups: educators, teachers, and pupils - convicted in Stráž pod Ralskem Prison. The research survey shows that the role of the educator is...

A research report submitted to the Faculty of Education, in partial fulfilment of the requirements for the degree of Master of Education (Educational Psychology), University of the Witwatersrand. Johannesburg, 1994
In the light of deficits in the Black Education system, historically entrenched by the ruling political hegemony. Black education has been severely compromised in S.A. ln an attempt to redress the situation CEFSA, a non-governmental organisation, has set up a technical high school for adolescents, founded on the principles of Fcuersteins Instrumental Enrichment Programme. Five Instruments were taught in 1992. This study is an evaluation of the changes in the students over the year on dimensions of Cognitive Processes, Learning Styles, Creativity and Self-esteem. Changes were related to both the FIE programme, as well as to broader Mediated Learning Experience opportunities both within and outside the school. N = 114. Statistical procedures included a range of descriptive statistics, a stepwise regression and a principal components analysis. Results indicated that changes on the above dimensions occurred in both positive and negative directions. T-tests highlighted significant changes. Demographic variables were use to explain these changes in a stepwise regression procedure. Competence on Instruments were found to be significantly positively related to end of year academic results, irrespective of demographic variables. The Influences of the IE intervention were then discussed, both positive and negative in an attempt to gain understanding of future directions to be taken in teaching thinking skills within a rapidly changing socio-political context.

This research examines how a Grade Three teacher mediates the RAVE-O and Instrumental Enrichment (IE) programmes to promote effective learning to enhance children’s literacy and thinking. RAVE-O is an acronym for Reading, Automaticity, Vocabulary, Engagement plus Orthography. It is a cognitive and behavioural reading intervention programme. Instrumental Enrichment is a programme designed to teach cognitive skills. The research aimed to examine how a teacher used mediation in the classroom, the frequency and types of Mediation and the language used to mediate across RAVE-O, IE and THEME lessons. This research used a qualitative case study design in one classroom in an Independent Remedial School in Johannesburg. Data was collected from videotaped lessons and interviews with the teacher and children. The data highlighted the critical issue of ‘Classroom Talk’ as a tool to facilitate a deeper understanding of the world and how meaning is constructed. This research has shown the value of working with well researched programmes that can improve, teacher practice, the level of cognitive functioning in this remedial school as well as mainstream education.

Using a quasi-experimental design, this study examined the effect of a four and a half month program of Instrumental Enrichment (Feuerstein, 1980) on students' self-esteem, measured by Coopersmith Self-Esteem Inventory (Coopersmith, 1967/1991); perception of academic locus of control, measured by Intellectual Achievement Responsibility Scale (Crandall, Katkovsky, & Crandall, 1965); behaviour, measured by Teacher Student Behaviour Checklist (Schneider, 1994); and academic performance, measured by teacher selected written class work. The treatment group (n = 14) of grade five students from an existing pullout learning assistance class and the control group (n = 23) attended two different inner-city elementary (K-7) schools in Vancouver, B.C. In the twice weekly 45 minute lessons, (approximately 15 hours total) the Learning Assistance teacher taught Organization of Dots and Orientation in Space instruments of IE. Results indicated a statistically significant change in behaviour (F(1,34) = 6.21 p_ < .02) favouring the treatment group. A second finding linked the locus of control and behaviour raw change scores (.62, p_ < .01). The academic performance data were too dissimilar for comparison purposes. Design improvements include: longer treatment time, similar settings for treatment and control groups (ie both closed or both open-area), monitoring of bridging activities, more effective researcher control over work used for academic assessment.

Instrumental Enrichment, an Intervention Program for Cognitive Modifiability, is a curricular package of methodology and materials designed to help teachers mediate in the learning experiences of pupils whose performance at school has been retarded by cultural deprivation. The originator of Instrumental Enrichment, Reuven Feuerstein, and the bulk of empirical research into his work, concentrates on the "thinking skills" aspect of how children process their perceptions of reality and takes little account of how they feel about those perceptions. Nonetheless, Feuerstein's theory seems to me to contain a blueprint for a more balanced approach to the curriculum, and in this thesis I seek to evaluate its potential for promoting affective and conative aspects of children's development as well as the cognitive aspect. My evaluation is limited to a study of the effects of Instrumental Enrichment on children's adjustment to school; although increased psychological integration, which I find in many cases where pupils rate their adjustment as having improved, is hopefully manifest both inside and outside the classroom. Indeed, I go so far as to say that implementation of Feuerstein's methodology constitutes a political force in favour of the sovereignty of the individual learner and democratic procedures in education. My first chapter is an attempt to furnish the reader with the theoretical background and terminology associated with Instrumental Enrichment. It is followed by a chapter which describes from a practitioner's perspective how Feuerstein's theory, especially his concept of the teacher as a mediator between children and their culture, translates into classroom tasks. The third chapter provides operational definitions of how the effects of Instrumental Enrichment were measured in the course of a two-year experiment on primary and secondary pupils in Buckinghamshire; it defines my use of the Child at School - a new behaviour schedule, the Repertory Grid Technique, and ability and attainment tests. In the fourth chapter, I record and comment on the mean ratings and scores obtained by Buckinghamshire pupils; results are subjected to analysis of covariance. Finally, I infer some support for the hypothesis that Instrumental Enrichment can improve children's adjustment to school, and note the implications of this finding for policies on curriculum planning and teacher training.
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A research report submitted by the Faculty of Humanities, University of Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Education. Johannesburg 2014
This study investigates the efficacy of the combination of two cognitive programmes, RAVE-O and Instrumental Enrichment, on reading comprehension in Grade 3 children with learning difficulties. RAVE-O (Retrieval, Automaticity, Vocabulary, Engagement plus Orthography) is based on cognitive and behavioural research in the underlying processing and linguistic systems involved in fluent reading and targets each of these intentionally to teach children with reading impairments to read with comprehension. Instrumental Enrichment employs explicit instructional techniques to facilitate the learning process and promote the use of metacognitive strategies. Both RAVE-O and IE develop language and cognitive functioning, but are reliant on different modalities to do so. It was anticipated that the use of these programmes in combination would support the varied needs of learning disabled children more effectively than had each programme been used independently. This modest study took place in a small Johannesburg remedial school over the period of one year and followed a Grade 3 teacher’s implementation of RAVE-O and IE in combination. Quantitatively, a pre- and post-test comparison of standardised reading scores indicated improvement in reading comprehension levels. Qualitatively, strong patterns emerged about the value of implementing RAVE-O and IE together. Results highlight the crucial role of intentional mediation for effective reading instruction in remedial schools and the advantage of effective strategy use in the reading process. This intervention model may offer valuable solutions for elevating literacy rates in South African mainstream students and for sustainable teacher development in the South African mainstream and remedial contexts.

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.

This thesis deals with programmes for critical and creative thinking development. The topic covers primarily the programs of "Instrumental enrichment" and "Philosophy for children". In the theoretical part the author explains and describes the term thinking, particularly a creative and critical thinking, both constituting a fundamental element of this thesis. In another part of the thesis the author introduces two specific programs "the Instrumental enrichment" and "the Philosophy for children". The final part of the thesis concentrates on common features of both programs, focusing on theoretical explanation and description of these attributes.

The aim of this final thesis is to apply Feuerstein's instrumental enrichment program (FIE) to a person with traumatic brain injury (TBI). The theoretical part deals with the problematic of traumatic brain injury and Feuerstein's approach to the development of cognitive functions. The empirical part focuse on qualitative research to find out whether there has been an improvement in cognitive functions with three respondents with TBI after five months of intervention using the FIE program, or not. Respondents are young men aged between 23 and 32, about 10 years after the accident, who regularly rehabilitate and undergo reeducation at the Jedlička Institute and Schools (JÚŠ). The aim of the research is to compare whether the influence of the FIE program has improved cognitive functions. The comparison is achieved by objective assessment of cognitive functions using Klecanská opakovatelná neuropsychologická baterie (KONB; Klecany Repeatable Neuropsychological Battery). The results of the research are presented in structured case studies. These in addition to the results of the KONB examination and the description of several months of intervention, follows the respondents throughout their past from life before the accident, through the rehabilitation of the consequences of the accident to the present...

5 Abstract The work deals with the development of cognitive skills by the method of the Feuerstein Instrumental enrichment for seniors in a residential care. It should clarify whether the Instrumental Enrichment Program is practicable when working with seniors and how it will affect the development of cognitive abilities of these people. The theoretical part deals with the period of the old age, the cognitive specific of seniors, the contemporary views on the brain functioning, and especially with the Instrumental Enrichment Program.The practical part includes the results of the qualitative research. The main method of data collection was a " dynamic assessment " of the cognitive test and the case studies. The qualitative results evaluation of the Addenbrooke cognitive test showed the improvement in the solution methods almost in all levels ( input , elaboration and output) . The results of the study showed that the Instrumental Enrichment Program is very suitable for the seniors. Its use is meaningful not only for clients with mild cognitive insult but it is also very effective for the people with more severe degrees of dementia.