Abstract
The authors make the case for the application of cognitive education with low-achieving children in preschool education. Their principal argument is that it is not sufficient to modify the curriculum contents and to present rich and varied activities in order to help the children to confront the basic learning tasks of the primary grades under good conditions. One must also help them to put into practice an effective cognitive functioning in these activities. Building upon a constructivist view of learning and development, the authors propose and illustrate a group of psychopedagogical conditions for presenting tasks that can help to induce and sustain modes of effective functioning that lead to conceptual abstraction. The authors illustrate the application of their concepts with empirical data obtained with a program of cognitive education for young children, Bright Start, as a vehicle for implementing these conditions.
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