The Effectiveness of a Counseling Program Based on the Cognitive Load Theory in Developing Logical Thinking for Kindergarten Children

Abstract

The current research aimed at developing logical thinking for kindergarten children, through the use of a counseling program based on the cognitive load theory, and to identify the continuity of the effectiveness of the program after the end of the application and during the follow-up evaluation. To achieve this goal, the research sample consisted of (60) children at early childhood stage, and they were divided into two groups (i.e. experimental – control group), with equivalence in the experimental group in variables of age, intelligence and logical thinking. The following tools were used: Raven's Colored progressive matrices test of intelligence (prepared, modified and rationed by Ali, 2016), Logical Thinking Scale for Kindergarten Children (Prepared by the author), and a Counseling Program Based on the Cognitive Load Theory to Develop Logical Thinking for Kindergarten Children (Prepared by the author). It were found statistically significant differences between the mean scores of the experimental group members in the pre- and post-measurements on the logical thinking scale for children in favor of the post-measurement after the application of the program, and there were also statistically significant differences between the mean scores of the experimental and control group in the logical thinking scale for children in favor of the experimental group, while no statistically significant differences were found between the mean scores of the experimental group members in the post and follow-up measurements on the logical thinking scale.