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Support of child cognitive development in home and school environment with focus on mnemonics
Kytka, Igor ; Morávková Krejčová, Lenka (advisor) ; Stehlík, Luděk (referee)
This thesis entitled Support of child cognitive development in home and school environment with focus on mnemonics outlines the theories of the cognitive development of preschool and school age. Also includes a summary of characteristics of these age periods. This thesis also includes the presentation of selected approaches to cognitive development, such as conceptual learning, or Learning Power, both from a theoretical as well as practical perspective. The practical part of this work is based on the application of training Loci technique and determining their impact on improving cognitive functions in children at primary school, aged 6-12 years. Keywords: cognitive development, cognitive functions, mnemonics, programs for enhancing cognitive functions, preschool age, school age, education, learning
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Influence of Feuerstein Instrumental Enrichment on the development of children cognitive abilities
Pokorná, Daniela ; Váňová, Eva (advisor) ; Klusák, Miroslav (referee)
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...
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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 on people after traumatic brain injury
Bublíková, Irena ; Preiss, Marek (advisor) ; Lucká, Barbora (referee)
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...
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Support of child cognitive development in home and school environment with focus on mnemonics
Kytka, Igor ; Morávková Krejčová, Lenka (advisor) ; Stehlík, Luděk (referee)
This thesis entitled Support of child cognitive development in home and school environment with focus on mnemonics outlines the theories of the cognitive development of preschool and school age. Also includes a summary of characteristics of these age periods. This thesis also includes the presentation of selected approaches to cognitive development, such as conceptual learning, or Learning Power, both from a theoretical as well as practical perspective. The practical part of this work is based on the application of training Loci technique and determining their impact on improving cognitive functions in children at primary school, aged 6-12 years. Keywords: cognitive development, cognitive functions, mnemonics, programs for enhancing cognitive functions, preschool age, school age, education, learning
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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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