Improving some cognitive functions, specifically executive functions in grade R learners

Abstract

<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>

The Effects of Mother-Child Mediated Learning Strategies on Cognitive Modifiability and Psychological Resilience of Children With Learning Disabilities: A Replication of Tzuriel and Shomron’s Study (2018) With Nigerian Children

“…Peer mediation and mother-children interaction intervention effectively facilitated children with LD' CM Trabelsi et al, 2015). Esterhuizen and Grosser (2014) found that mediated learning intervention with a sample of Grade R learners enhanced cognitive functions that benefited the application of cognitive and metacognitive skills, and that eliminated motivational-affective factors that can influence learning and achievement. Tzuriel and Caspi (2017) found that peer mediation and mother-child interaction had significant effects on children's MLE strategies and CM.…”

Transición educativa de estudiantes con discapacidad: más allá de la escuela. “¿Qué pasará con él cuando yo ya no esté viva?”

“…Generalmente la capacitación es a partir de talleres, y eso al parecer no es suficiente. Por falta de conocimiento y de destrezas apropiadas, los alumnos con discapacidad llevan mucho tiempo cruzando niveles de educación, a veces se quedan en un nivel durante más de dos años a partir del programa de retención (Esterhuizen y Grosser, 2014). Según Prinsloo (2006), el conocimiento insuficiente de la inclusión educativa es la causa de los problemas para su implementación porque los maestros operan con conocimientos que tienen elementos del apartheid (Makoelle, 2012).…”

Rigorous Mathematical Thinking: Conceptual Knowledge and Reasoning in the Case of Mathematical Proof

“…Students' cognitive function, basically, does not develop naturally, but needs to be actively developed through educational process (Lövdén et al, 2020). Teachers' hard work in determining models and various learning instruments determines formation of students' cognitive function (Esterhuizen, 2014), considering a notion that suitability of student learning conditions with learning designed by teacher is able to construct conceptual thinking and reasoning patterns. Construction of conceptual mindset and reasoning is closely related to learning Mathematics materials since Mathematics fundamentally focuses on quality of thought and understanding of reason in obtaining a set of knowledge (Rocess & Ecurrent, 2018).…”