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Dynamic assessment of preschool children -Application of Cognitive Function Scale (ACFS)
Drápalová, Alena ; Morávková Krejčová, Lenka (advisor) ; Mertin, Václav (referee)
The aim of this thesis is to verify the practical utility of the Application of Cognitive Functions Scale (ACFS) to determin cognitive development of pre-school children. The theoretical part looks into specifics of the pre-school period and introduces the precise meaning of dynamic assessment, which is typical by its format consisting of three phases: pre- test - intervention - post-test. This part outlines the ACFS method and the influence of an adult on the process of mediated learning experience, which is a vital part of the intervention phase of the dynamic assessment. The empirical part describes the use of dynamic assessment and examines the possibilities of the ACFS method to observe the potential of cognitive functions development of pre-school children. The results show that the ACFS method is well-adapted to identify the potential of cognitive functions development of children and it provides specific and efficient guidelines for further development of their cognitive skills. Keywords: pre-school period, dynamic assessment, mediated learning experience, ACSF method, cognitive development of children
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Feuerstein's Instrumental Enrichment Program from the Point of View of Primary School Teachers
Lipská, Ludmila
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...
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Influence of Feuerstein Instrumental Enrichment training to it's graduates
Bublíková, Irena ; Váňová, Eva (advisor) ; Klusák, Miroslav (referee)
The bachelor thesis deals with the influence of the Feuerstein Instrumental Enrichment training to it's graduates. The first part represents the creator of the method and his approach to the development of cognitive functions. Further on the theoretical background of the Instrumental Enrichment. I deal primarily with theorie of structural cognitive modifiability and mediated learning experience. At the end of the first part I describe in detail the progress of the Instrumental Enrichment training. In the second part I present my own research, which aims to describe how to use the method of graduates and whether they transformated personally influenced by the course and a change in the way they work. In the discussion I compare the results with research of Ludmila Májová (Májová, 2011) and Nigel Blagg (Blagg, 1991).
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The effect of mediated learning on the development of cognitive functions of younger school-age children
Janoušková, Lenka ; Šírová, Eva (advisor) ; Morávková Krejčová, Lenka (referee)
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.
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