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In this article we report on the findings of a pilot study conducted with a multi-cultural group of 40 practising teachers who are currently enrolled for an Honours B.Ed.-degree at a South African university to determine their understanding of a mediational approach to teaching. The results, based on the findings of a quantitative survey, revealed deficiencies with regard to the group of teachers' understanding of the meaning of the concept mediation and its related processes and competences. The significance of the article lies in the exploration of both the understanding of the concept mediation that focuses on nurturing and advancing a culture of human rights in teaching and learning, and the possible translation of this understanding into teaching practice in South African classrooms. The data were analysed by the Statistical Consultation Services ot the North-West University, Vaal Triangle Campus, making use of descriptive statistics such as frequencies, means and percentages were calculated.

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<p>This study established the effects of a researcher-developed curriculum-based intervention programme. The intervention was grounded on principles of Feuerstein’s ideas about ‘mediated learning’. The aim of the intervention was specifically to address children’s executive functions, which are generally regarded as prerequisites for cognitive development. We studies a selected group of South African grade R learners (n = 20). A quasi-experimental design was employed to collect quantitative data on rotational<br />basis from experimental groups A and B, by means of dynamic assessment with the Children’s Inferential Thinking Modifiability (CITM) test during pretest, post-test and<br />delayed post-test occasions. The test data was intended to elicit the extent to which the intervention that had focused on enhancing executive functions had contributed to the participants’ application of cognitive and metacognitive skills and strategies. Qualitative data captured participants’ application of cognitive processes in the input, elaboration,<br />and output phases of the designed learning process, as well as the characteristics of their inhibitory control functions. A striking finding was the improvement noted in the children’s application of the following executive functions, namely working memory, cognitive flexibility and inhibitory control.</p>

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