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>
Highlights
Many South African learners repeat grade 1, and only 46% of grade 1 learners reach grade 12 (Rademeyer 2008)
With Reuven Feuerstein (Feuerstein, Feuerstein & Falik 2010:25), we argue that cognitive development of grade R learners can be improved if mediated learning experiences are central to daily teaching and in the learning experiences that this creates
This study aims to be a first step toward new research opportunities involving controlled, true-experimental studies with larger, diverse groups of participants to claim conclusively that the mediated learning improves cognitive development in grade R
Summary
Many South African learners repeat grade 1, and only 46% of grade 1 learners reach grade 12 (Rademeyer 2008). According to the Wes-Kaap Onderwysdepartement (2006), retention in grade 1 could be attributed to inadequate school readiness programmes and learning problems related to poor cognitive development. According to Barnett (2008) pre-school intervention and education prove to be of great social and economic value for a country, and promote a child’s lifelong learning. Burger (2010) argues that early childhood intervention programmes have positive short-term, as well as long-term effects on cognitive development, especially with children from disadvantaged socio-economic backgrounds. According to Karoly, Kilburn and Cannon (2005:1), early childhood education and intervention programmes promote holistic development, which include physical, emotional, social and cognitive development. Reynolds, Temple, Ou, Robertson, Mersky, Topitzes and Niles (2007:730) found that individuals who were exposed to an early childhood intervention programme, showed higher rates of school completion and educational attainment. Young learners who participate in an early social and cognitive development programme transit to school more than those who are not exposed to such a programme (McFarlane, 2006; Smith, 2009; Swanson, 2006)
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