This book is based on the theories of cognitive psychologist Dr Reuven Feuerstein, who pioneered the theory on Mediated Learning Experience (MLE) in the late 1940s through his work with children who were orphaned or separated from their parents as a result of the Holocaust. The theory of MLE is based on the belief that intelligence is modifiable and not fixed, and intervention programs can be designed to enhance the cognitive skills necessary for independent thinking.
Written by renowned cognitive education, psychology and child development professors, professionals and practitioners with years of experience in research and development of MLE, this book presents a fresh view of MLE theory for anyone working with children. The contributors have built on the current theoretical framework of MLE with a series of rich and relevant illustrations of MLE interventions at different developmental stages from preschool to primary levels.
Features of the book
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Mediated Learning Experience with Children: Applications Across Contexts
Foreword
Preface
Contributors
THEORETICAL FRAMEWORKS
1. Mediated Learning and the Meeting of Minds: Things Old and New
2. Transcending Cognitive Modifiability: Developing a Multidimensional Model of Modifiability
3. Applying the Theory of Mediated Learning Experience: A Review of Mediation Strategies and Techniques
4. Developing a Peer-mediated Learning Experience Model for Culturally Deprived Children
APPLICATIONS ACROSS CONTEXTS
5. Early Intervention: Mediational Intervention for Sensitizing Caregivers
6. Peer Mediation with Young Children: An Intervention Program
7. A Preschool Mediational Context: The Bright Start Curriculum
8. Bright Start for Children with Autism Spectrum Disorder
9. Improving the Cognitive Performance of Children with Disabilities: A Case of Mediation
10. Involving Parents in Mediated Learning Experience with Children
11. Foundations of Dynamic Assessment of Young Children
12. Dynamic Assessment Measures for Young Children
Epilogue
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