(in English): This thesis introduces the issue of reliability and validity of the dynamic assessment methods. In the theoretical part, the author briefly presents specifics of the dynamic assessment and various ways of verifying reliability and validity in the context of dynamic assessment. The text then summarizes ways of verifying reliability and validity for specific methods of the dynamic assessment based on experience from mostly foreign studies. The empirical part of the thesis aims to examine the relationship between the outputs of the ACFS method and characteristics of the assessors and subsequently to propose an optimal approach to the examination of the dynamic assessment methods. The results showed that the assessor was a statistically significant factor to the magnitude of the change in all ACFS scales. However, a more detailed analysis showed that the difference between the assessors varied across subtests. The qualitative analysis did not signify any relevance of specific characteristics to the differences between the assessors.

The aim of this study was to investigate human-animal interactions in the triad comprising the veterinarian, the animal and the preschool and in so doing to elucidate the role of the veterinarian in the health and education of preschool children. The area of focus was a comparison of preschools in high and low income areas in and around Pretoria by means of qualitative and quantitative observational methods. It was found that all preschools investigated, included animals in the curriculum and a majority visited the zoo. Interactions included direct contact between children and animals kept permanently or temporarily at school, animal themes and topics, animal protagonists in books, videos, toys and games and excursions to the zoo, urban farms, agricultural museums and animal welfare societies. Teachers felt that child-animal interactions contributed positively to the holistic development of the preschool child, but were worried about management of animals at school and the possibility of zoonotic diseases. As protein of animal origin, such as milk, eggs, meat and fish, formed part of the diet of preschool children, this could also result in a risk of zoonotic disease, particularly in developing areas, where meat and milk hygiene were found to be inadequate. In order to address these fears, the literature was reviewed with regard to zoonotic diseases which could affect preschool children in South Africa. Incidence and prevalence were not well documented and the comparative significance could not be assessed. Therefore the comparative morbidity of diseases diagnosed by the paediatric department of a hospital serving the low income areas studied and a private practice serving the high income areas, were investigated. It was discovered that zoonotic disease formed a very minor proportion of diseases diagnosed. The diagnoses were, however, based on symptoms rather than aetiology and zoonotic causes for, in particular, respiratory and gastro-intestinal disease, could not be excluded. In the light of this, criteria were proposed for the prevention of zoonotic disease outbreaks at preschools. An outbreak of zoonotic disease at a preschool was documented and the application of primary health care principles suggested. Constraints were found to be mainly administrative. Co-operation between the departments of Health and Agriculture was complicated by financial implications which had not been budgeted. Despite this, the intervention was successful in controlling the disease and preventing further outbreaks. The presence of a veterinarian as part of the primary health care team was advocated. Within the preschool it was found that teachers lacked knowledge in the fields of animal ethology and management. Cost, ease of management and appeal to children were taken into account in the choice of animals by preschools. Rodents and birds were considered preferable to carnivores. Housing was evaluated and criteria suggested for management systems which would benefit both children and animals. Death and euthanasia of animals kept permanently at preschool was investigated and suggestions made for a teaching strategy to facilitate understanding by children of the abstract concepts of life, death and grief. A method was developed for the analysis of animal content in literature, games and toys at preschools. It was found that animals were central to the theme of a majority of the books and toys. Realistic fiction where anthropomorphic animals were the central protagonists, had most appeal for children and it was suggested that these could be used in veterinary extension materials for prevention of zoonotic diseases or promotion of animal welfare. An evaluation system was proposed which included the input of veterinary ethologists. Animal facilities visited by preschools during excursions were evaluated. It was found that they were not sufficiently child-centred and environmen¬tally safe for young children. It was suggested that veterinary public health officials should become involved in order to improve animal well-being, particularly with regard to handling facilities and hygiene. In conclusion, a schematic representation of the multitude of roles for veterinarians in the holistic development of the preschool child was drawn up. The roles for different veterinary specialities were also tabulated in order to illustrate the important part played by this profession in the health and education of preschool children. / Die doel van die studie was om mens-dier-interaksies in die driehoek tussen veearts, dier en die kleuterskool te ondersoek om sodoende die rol van die veearts in die gesondheid en opvoeding van die voorskoolse kind aan te dui. Kwalitatiewe en kwantitatiewe navorsingsmetodes is gebruik om kleuterskole in die lae en hoë inkomste-gebiede in en om Pretoria te vergelyk. Alle kleuterskole wat ondersoek is, het diere in die kurrikulum ingesluit en die meerderheid skole het uitstappies na die dieretuin onderneem. Kind-dierinteraksies het die volgende ingesluit: direkte kontak tussen kind en dier op skool; diere in temas, stories, boeke, speletjies en speelgoed; asook uitstappies na die dieretuin, landelike museums, stedelike plase en dierwelsynsorganisasies. Onderwyseresse het gemeen dat die interaksies positief bygedra het tot die holistiese ontwikkeling van die voorskoolse kind, maar het kommer uitgespreek oor bestuur en siektes van diere. Omdat proteïene van dierlike oorsprong deel uitmaak van die dieet van voorskoolse kinders, was soönose ook 'n moontlikheid, veral in kinders van ontwikkelende areas waar dit uitgewys was dat higiëne met betrekking tot vleis en melk, nie na wense was nie. 'n Literatuurstudie het aangetoon dat die algemeenheid en omvang van soönotiese siektes, wat moontlik gevaarlik kon wees vir voorskoolse kinders, nie volledig genoeg omskryf was nie. Die vergelykende morbiditeit van siektes by Ga-Rankuwa Hospitaal se kinderafdeling (pasiënte van lae-inkomste gebiede) en 'n private praktyk in die oostelike voorstede van Pretoria (hoë inkomste gebied), is dus ondersoek. Soönotiese siektes het 'n klein deel uitgemaak van die siektes wat gediagnoseer was, maar die diagnose was op simptome, eerder as die etiologie van die siektes, gebaseer. Die vermoede bestaan dat veral siektes wat gediagnoseer is as respiratories en gastro-enteries, 'n soönotiese oorsprong kon gehad het. 'n Uitbreek van 'n soönotiese siekte by 'n kleuterskool is ondersoek en daar is voorgestel dat primêre gesondheidsorgmetodes gebruik word om dit te bekamp. Teenkanting op administratiewe vlak was die belangrikste probleem wat ondervind was, maar ten spyte daarvan kon die ondersoek suksesvol verloop. Die rol van die veearts as deel van die primêre gesondheidspan is ook hierdeur beklemtoon. Binne die kleuterskool is gevind dat daar 'n gebrek aan kennis is oor diere-etologie en dierebestuur. Kostes, praktiese versorgingsmetodes en die stimuluswaarde van diersoorte, was belangrike aspekte in die keuse van diere wat by skole aangehou is. Daarom was knaagdiere, voëls en vissies meer gewild as honde en katte. Die behuising van die diere is geëvalueer volgens voorgestelde kriteria wat tot voordeel van beide diere en kinders kan strek. Die dood en genadedood van diere by twee kleuterskole is ondersoek en voorstelle is gemaak uit 'n opvoedingkundige oogpunt, om die kinders konsepte betreffende lewe, dood en rou te laat begryp en ook om dit te kan verwerk. 'n Metode is ook ontwerp vir die analise van boeke en speelgoed en daar is bewys dat diere 'n hoofrol gespeel het in die meerderheid boeke en speelgoed by voorskole. Kinders het boeke verkies waar die hoofkarakters antropomorfiese diere was en die omgewing vergelykbaar was met die lewenswêreld van kinders. 'n Voorstel is dus gemaak dat sulke karakters gebruik word om veeartsenykunde voorligtingsboodskappe oor soönotiese siektes of dierwelsyn oor te dra aan jong kinders.Stedelike plasies, die dieretuin, landboumuseums en die Dierebeskermingsvereniging in Pretoria is besoek en daar is bevind dat dit nie veilig genoeg vir jong kinders is nie. Daar word dus aanbeveei dat veeartse in diens van plaaslike owerhede se gesondheidsdienste sulke plekke besoek, om voorstelle oor verbeterde veiligheid en higiëne te maak.Ten slote is 'n skematiese voorstelling van die veelsydige rol van veeartsenykundiges in die holistiese ontwikkeling van die voorskoolse kind saamgestel. Die verskillende rolle vir verskillende spesialiteite is ook voorgelê om die belangrike bydrae van veeartsenykunde tot die gesondheid en opvoeding van voorskoolse kinders aan te dui. / Thesis (DPhil)--University of Pretoria, 1995. / Production Animal Studies / unrestricted

The research overview is expected to contribute with knowledge of MLE, Mediated Learning Enrichment and FIE, Feuerstein's Instrumental Enrichment program/Feuerstein's cognitive intervention program and its effects, primarily among students with learning disabilities but also among educators.   A research overview focusing on scientific articles, published in 2010-2020. The purpose of the study is to analyze results in current research that evaluates the effects of MLE and FIE among students with learning disabilities and among educators, as reported in scientific articles and to relate the results analysis to a Swedish school context. The research questions are based on scientific articles in which a program for pedagogical work and attitudes (MLE and FIE) has been analyzed: 1.              Which effects of the program are described in the current studies? 2.              Which opportunities and obstacles can be found in working with the program? 3.              Which significance can the program have for the design of the learning environment and in relation to the role of the special education teacher? In which context?  I have chosen three perspectives to analyze the scientific articles: a sociocultural, a special educational and an organizational theory perspective. The program benefits the development of cognitive abilities for everyone and should be applied at a group level.  The impact of the home on the cognitive capacity of the students is crucial and a rich or less favorable home environment makes a difference. Parental training in MLE are advocated and differences between the conditions for children at school start could disappear completely through such intervention.  When children do not bring developed cognitive abilities to school, the school needs to be prepared to meet and mediate for positive learning. If teachers are educated in mediated learning, they can lay the foundation for their students. It is recommended that the program becomes part of the curriculum and teacher training. In order to see the effects of the program there is a need of; FIE teacher training, effective implementation of the program, sufficient time that students are exposed to the FIE program and coverage of instruments.  Effective digital MLE tools are needed to enhance self-regulating learning in our digital age. Obstacles are organizational, in terms of the cost and time of training; the fact that the education takes place in English and that it requires a licensed FIE instructor.  The socratic questions stimulate motivation and sense of meaning for everyone. Students develop more effective strategies, based on “Stop and think!”, instead of using the exclusion method.  There is a need for close cooperation between educators and special educators to include everyone at a group level. / Forskningsöversikten förväntas bidra med kunskap om MLE, Mediated Learning Enrichment och FIE, Feuersteins Instrumental Enrichment program/ Feuersteins kognitiva interventionsprogram och dess effekter, främst för elever i inlärningssvårigheter men även för pedagoger.  En forskningsöversikt med fokus på vetenskapliga artiklar, publicerade år 2010-2020. Syftet med studien är att analysera resultat i aktuell forskning som utvärderar effekterna av MLE och FIE för elever i inlärningssvårigheter och för pedagoger. Resultatanalysen relateras till en svensk skolkontext.  Forskningsfrågorna bygger på vetenskapliga artiklar där ett program för pedagogiskt arbete och attityder (MLE och FIE) har analyserats: -Vilka effekter av programmet beskrivs i de aktuella studierna?  -Vilka möjligheter och hinder finns i arbetet med programmet?  -Vilken betydelse kan programmet ha för utformningen av lärmiljön och i förhållande till specialpedagogens roll? I vilket sammanhang? Jag har valt tre perspektiv för att analysera de vetenskapliga artiklarna; ett sociokulturellt, ett specialpedagogiskt och ett organisationsteoretiskt perspektiv. Programmet gynnar utvecklingen av kognitiva förmågor för alla och bör tillämpas på gruppnivå. Hemmets inverkan på elevers kognitiva kapacitet är avgörande och en rik eller mindre gynnsam hemmiljö gör skillnad. Föräldrautbildning i MLE förespråkas och skillnader mellan villkor för barn vid skolstart kan försvinna helt. När barn inte tar med sig utvecklade kognitiva förmågor till skolan måste skolan vara beredd att mediera för ett positivt lärande. Om lärare utbildas i medierat lärande kan de lägga grunden hos sina elever. Det rekommenderas att programmet blir en del av läroplanen och lärarutbildning. För att se effekterna av programmet finns det ett behov av; FIE-lärarutbildning, effektiv implementering av programmet, tillräckligt med tid för att eleverna exponeras för FIE-programmet och täckning av instrument. Effektiva digitala MLE-verktyg behövs för att förbättra självreglerat lärande i vår digitala tidsålder. Hinder är organisatoriska när det gäller kostnader och tid för utbildning, utbildningen sker på engelska och den kräver en licensierad FIE-instruktör. De sokratiska frågorna stimulerar motivation och känslan av mening för alla. Eleverna utvecklar effektivare strategier, baserade på "Stanna upp och tänk efter!", istället för att använda exkluderingsmetoder. Det finns ett behov av ett nära samarbete mellan pedagoger och specialpedagoger för att inkludera alla på gruppnivå.

A literature and an empirical study were undertaken to investigate home factors affecting the academic performance of a group of learners in three primary schools in the Brits district. From the literature it became evident that the early years of an individual's life are critical for development, especially cognitive development. Parents, as a child's primary educators have an important role to play in their child's cognitive development. By establishing a challenging and stimulating environment in which the child is exposed to a variety of experiences, the parents can enhance their child's cognitive development and by implication his/her later academic performance. Various other factors such as parental involvement, expectations, parenting style and home background were found to affect a child's academic performance. In the empirical study a group of academic achievers and underachievers were compared with regards to early cognitive stimulation received, degree of parental involvement and the quality of their homes. / Psychology of Education / M.Ed. (Specialisation in Guidance and Counselling)

Text in Afrikaans / Die huidige onderwyssituasie in Suid-Afrika bied 'n uitdaging om te besin oor die relevansie van bestaande kurrikulurninhoude. 'n Paradigmaverskuiwing is nodig om aan alle leerders die geleentheid te bied om hulle leerpotensiaal te optimaliseer. Hierdie studie fokus op 'n paradigmaverskuiwing in preprimere onderwys. Die verslag van die studie begin met 'n literatuurstudie wat vanuit 'n opvoedkundig-sielkundige en neurosielkundige perspektief fokus op toereik.ende leer. Die uitkoms van hierdie fokus toon die volgende kemaspekte: Kognitiewe en metakognitiewe vaardighede is 'n voorvereiste. Die opvoeder se rol as begeleier is van kardinale belang. Kognitiewe vaardighede stel die leerder in staat om sy eie logiese denksisteem te konstrueer. Die intrinsieke motivering van die leerder tot deelname aan die leerhandeling is belangrik. Neurologiese gereedheid, wat onder andere hemisferiese integrasie sowel as inter- en intrasensoriese integrasieprosesse behels, is 'n voorvereiste vir toereikende leer. Vir die opvoedkundige sielkundige wat horn ten doel stel om hierdie kognitiewe benadering tot toereikende leer in die praktyk toe te pas, is dit nodig om ontoereikende kognitiewe funksionering te identifiseer. Daar is in hierdie studie gepoog om 'n werkswyse vir die identifi.sering van ontoereikende kognitiewe funksies daar te stel aan die hand van die Junior Suid Afrikaanse Individuele Skaal. 'n Onderrigmodel wat voorsiening maak vir die ontwikkeling van kognitiewe vaardighede en neurologiese gereedheid is voorgestel. Die onderrigmodel behels die integrering van die "Bright Stan Cognitive Curriculum" van Carl Haywood en Paul Dennison se "Brain Gym" in die normale dagprogram van preprimere onderwys. Die empiriese navorsing is daarop gemik om vas te stel of dit moontlik is om die onderrigmodel in die normale dagprogram te implementeer, aangesien dit 'n bydrae sal lewer tot algemene praktykverbetering en die optimalisering van die leerpotensiaal van elke voorskoolse leerder. 'n Uiteensetting van die navorsingsontwerp en data-analise is verskaf en uit die empiriese studie kan gekonkludeer word dat die program, met noodwendige aanpassings aan die bestaande preprimere dagprogram en ook die onderrigmodel, wel 'n positiewe bydrae sal maak tot praktykverbetering en die optimalisering van die leerpotensiaal van die skoolbeginner. Hierdie aanpassings wat juis die paradigmaverskuiwing behels, is vervat in die aanbevelings wat uit hierdie studie voortvloei. / The present situation in education in South Africa offers a challenge to consider the relevance of existing curricula. A paradigm shift is necessary to provide all learners with the opportunity to optimise their learning potential. This study focuses on a paradigm shift in preprimary education. The report of the study commences with a theory framework from an educational and neuro-psychological viewpoint that focuses on effective learning. The key concepts that emerged from this study were the following: Cognitive and metacognitive skills are prerequisite to effective learning. The educator's role as mediator is of cardinal importance. Cognitive skills enable the learner to construct his own logic system for effective learning. Intrinsic motivation of the learner towards participation in the learning process is important. Neurological readiness for learning including among other aspects, the intra- and intersensory as well as hemispheric integration, is fundamental to effective learning. For the educational psychologist wishing to apply this cognitive approach to effective learning, it is necessary to be able to identify cognitive dysfunctioning. In this study an attempt is made to establish a methodology for the identification of cognitive dysfunctioning using the Junior South African Individual Scale. An educational model making provision for the development of cognitive skills and neurological readiness is proposed. This model involves the integration of "Bright Stan Cognitive Curriculum" by Carl Haywood .and "Brain Gym" by Paul Dennison into the normal preschool programme. The empirical research is intended to determine the feasibility of implementing this educational model within the existing preschool programme. A presentation of the research design and the data analysis is included in the study. From the results of the research it can be concluded that, with approriate adaption of the existing pre-primary programme and the educational model, the programme would make a positive contribution to an enhanced curriculum and thereby also the optimisation of the learning potential of the schoolbeginner. The required adaptions that will result in a paradigm shift are included in the recommendations arising from this study. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)

The present study sets out to evaluate the effectiveness of a dynamic approach to aptitude testing. It was proposed that it is not always appropriate to use conventional aptitude tests to predict future academic success in the South African context. The study posited the belief that an alternative testing format could be facilitated by using a test-train-test procedure within a learning potential paradigm. The learning potential paradigm as formulated through Vygotskian and Feuersteinian theory is operationalised in the form of a Newtest Battery. The Newtest procedure is in direct contrast to traditional approaches to aptitude testing. The latter approaches both implicitly and explicitly adopt a static view of ability, whereas the Newtest approach focuses on the learning potential of the testee, as well as consequent performance. However, the assessment of learning potential poses problems of its own. Modifications were introduced to ensure that the Newtest format is both appropriate and psychometrically defensible. The construction and evaluation of the Newtest Battery is described. A sample of both advantaged and disadvantaged students were tested on a battery of traditional aptitude tests. This group of students was contrasted with another sample of both advantaged and disadvantaged students who undertook the Newtest Battery in the modified dynamic testing format. The traditional measures of aptitude were found to be invalid predictors of university success. Matric results showed a relationship with academic success for both groups. The Newtest measures enhanced the prediction of academic success for both advantaged and disadvantaged students. The Deductive Reasoning dynamic measure was found to be a valid predictor of university success for the disadvantaged students. The results thus successfully extend the learning potential paradigm into the realm of group aptitude testing. The validity of traditional aptitude test measures has been brought into question by the findings of the study. The study points the way forward to a more equitable and relevant aptitude testing procedure. Finally, it was shown that the testing environment forms part of the socio-educational context. Personnel involved in the administration of aptitude tests are given guidelines \vi th the aim of equalising the test process. / Psychology of Education / D. Ed. (Psychology of Education)

Teoretiese navorsing is onderneem om 'n model vir kurrikulumontwikkeling vir die Diploma vir Registrasie as Verpleegkundige (algemene, psigiatriese, gemeenskaps-) en Vroedvrou te ontwikkel. Twee hooffaktore beinvloed verpleegonderwys. Op globale vlak word verpleegonderwys beinvloed deur die realiteite van 'n inligtingtegnologie-gedrewe samelewing. Dit noodsaak die ontwikkeling van kritiese denke, aanpasbaarheid ten opsigte van konstante sosiale verandering en 'n verbintenis tot lewenslange leer. Op nasionale vlak word verpleegonderwys beinvloed deur 'n nasionale gesondheidstelsel wat gekwalifiseerde verpleegkundiges vereis, wat in staat is om omvattende gesondheidsorg te lewer. 'n Situasie-analise het gelei tot die identifisering van twee hoofkonsepte wat die verpleegkundekurrikulum beinvloed, naamlik lcritiese denke en omvattende gesondheidsorg. Vorige navorsing dui daarop dat verpleegdosente nie paraat is ten opsigte van verwikkelinge in die onderwys nie. Dit kan negatiewe gevolge he vir innoverende kurrikulumontwikkeling in verpleegkunde ten einde die professie strategies te posisioneer om te voldoen aan die eise van die komende eeu. Die navorser het beoog om die leemte te oorbrug deur middel van navorsing wat gemik was op die daarstelling van 'n omvattende kurrikulumontwikkelingstrategie wat kan dien as praktiese riglyn vir die implementering van kurrikulumontwikkeling in verpleegkunde. Op grond van 'n analise van die konsep kurri/culum, 'n situasie-analise en die interpretering daarvan, is die Model vir Kurrikulumontwikkeling in Verpleegkunde gekonseptualiseer. Die model kan verpleegdosente in staat stel om fundamentele kurrikulumverandering te bewerkstellig en 'n relevante kurrikulum daar te stel, deur gespesifiseerde kurrikulumontwikkelingstake stelselmatig af te handel. Die implikasies van die konsepte lcritiese denke en omvattende gesondheidsorg vir die verpleegkundekurrikulum, is uitgespel deur kriteria vir die nuwe verpleegkundekurrikulum te formuleer / The researcher undertook theoretical research to develop a curriculum development model for the Diploma for Registration as a Nurse (General, Psychiatric, Community) and Midwife. There are two main tendencies that influence nursing education. On a global level nursing education is influenced by realities that are inherent in an information technology-driven world. This requires the development of critical thinking skills, adaptability to constant social change and a commitment to life-long learning. Nationally, nursing education is influenced by a national health system requiring trained nurses who are able to render comprehensive health care. A situation analysis resulted in the identification of two main concepts that influence the nursing curriculum namely, critical thinking and comprehensive health care. Previous research indicates that nurse educators are outdated in terms of developments in education. This can have negative consequences for innovative curriculum development in nursing in order to position the nursing profession strategically to meet the demands of the next century. This limitation prompted the researcher to conduct research that was aimed at designing a comprehensive curriculum development strategy to serve as a practical guideline on how to implement curriculum development in nursing. Based on an analysis of the concept curriculum, a situation analysis and the interpretation thereof: the researcher conceptualized the Curriculum Development Model for Nursing. The model will enable nurse educators to effect fundamental curriculum change and the development of a relevant curriculum by completing specified curriculum development tasks systematically. The implications of the concepts critical thinking and comprehensive health care for the nursing curriculum, were elucidated by formulating criteria for a new nursing curriculum. Key terms: curriculum; curriculum development; curriculum foundation; curriculum structure; curriculum design; situation analysis; critical thinking; reflective practice; comprehensive health care; comprehensive nursing curriculum; community based curriculum; problem based learning; media assisted learning; ~ve learning; reflective learning; experiential learning; mediated learning. / Health Studies / D.Litt. et Phil. (Advanced Nursing Science)

This Master thesis aims to solve the question of developmentally-creative possibilities in the schooling process. This question is contextualized education of socially disadvantaged pupils. Because in shaping the learning competencies, this area is not developed enough and specific methods are somewhat rigid, it will be introduced one of the option how to to develop learning skills and abilities of the pupils , and which are in the teaching competencies deemed as essential. In this context will be introduced stimulatory and intervention program of Instrumental Enrichment as a concrete form of execution of Mediated learning and also as an effort of perspective innovation of curriculum. With the intention to point out the limitless possibilities of developing pupil's learning potential, the text focuses on the theoretical and conceptual bases, which constitute the entire program. The program is the instrumental set of tools that lead to the activation of cognitive structures and their subsequent enrichment. Therefore, except the theoretical foundations are also presented cognitive strategies metacognitive training that simplify cognitive modifiability, and that lead to the development of pupils' learning potential.

The thesis is concerned with the application of Feuerstein's theory of mediated learning experience to teaching in the first year of primary school. It summarises basic information about Feuerstein's work, the theories of mediated learning experience and structural cognitive modifiability. It also deals with the application of mediated learning experience to teaching in the first year of primary school. In this respect, it characterises the period of early school age and the role of the teacher. The central theme of the work, the theory of mediated learning experience, is an approach targeted at the process and structure of thought. The application of this theory is aimed at the individual's general cognitive development, especially the development of the thinking process. The principal goal of the thesis is to introduce the possibilities of applying the theory of mediated learning to teaching in school and thus contribute to the spread of this methodology only recently introduced to the Czech Republic, which can be considered a helpful and meaningful way to enrich teaching and support the children's cognitive development.

A Sociedade e o mercado de trabalho exigem de cidadãos e trabalhadores, nos últimos tempos, um perfil de desempenho diferente daquele até então aceito. As principais carências do trabalhador dizem respeito, dentre outras necessidades, ao desempenho de certas competências pessoais e a melhoria do funcionamento cognitivo. As escolas, responsáveis pela preparação dessas pessoas para viver em Sociedade - o que inclui a preparação para o mundo do trabalho - não costumam realizar ações educacionais intencionais na direção da melhoria do desenvolvimento cognitivo de seus alunos. O foco do presente estudo está na possibilidade da Escola realizar intencionalmente o desenvolvimento cognitivo de estudantes, futuros trabalhadores. utilizando um programa já existente, criado e estruturado para essa finalidade por Reuven Feuerstein. No final da década de 1940, coube a Feuerstein a tarefa de educar centenas de crianças e jovens, órfãos da guerra, para que se tornassem cidadãos autônomos e produtivos. Diante da necessidade real de modificar o desempenho cognitivo e resgatar a cidadania dessas pessoas, Feuerstein criou - a partir de sua visão de mundo, de um conjunto de crenças por ele estabelecido e de sua experiência - duas teorias: Modificabilidade Cognitiva Estrutural e Experiência de Aprendizagem Mediada e três sistemas inter-relacionados, ou seja, um sistema de avaliação: Avaliação Dinâmica do Potencial de Aprendizagem, um sistema de intervenção: Programa de Enriquecimento Instrumental e um sistema de manutenção: Modelagem de Ambientes Modificadores. Avaliar o efeito do primeiro nível do Programa de Enriquecimento Instrumental (PEI I) no desenvolvimento cognitivo de estudantes da 3ª série de Escolas pública ou privada de Ensino Médio é o objetivo amplo desse trabalho. Em resumo, foram envolvidos no projeto 96 estudantes (54 rapazes e 42 moças) de duas Escolas de Ensino Médio: uma privada e outra pública. Sessenta e sete desses alunos participaram dos grupos experimentais que se submeteram ao PEI I e as outras 29 pessoas integraram grupos de controle, não participando, portanto, da aplicação do Programa. Todos os estudantes participaram de uma avaliação inicial diante de seis instrumentos, sendo que alguns deles permitiam avaliação dinâmica. Da análise dos resultados dos instrumentos, que envolviam avaliação dinâmica, foram levantadas necessidades e estabelecidos procedimentos de intervenção. Os alunos dos grupos experimentais foram submetidos ao primeiro nível do Programa de Enriquecimento Instrumental (PEI I). Durante a aplicação do PEI I, alunos participaram de avaliação intermediária, realizada a partir da aplicação de instrumento de avaliação e ou de questionário para levantamento da percepção dos estudantes sobre o PEI. Finalmente, todos os participantes foram submetidos a uma avaliação final. Os resultados foram analisados de forma descritiva e estatística. Os testes U ou de Mann- Whitney e o teste t de Student foram utilizados para indicar semelhanças e diferenças prováveis entre os desempenhos dos grupos de alunos. A partir da discussão desses resultados foram montadas proposições que justificaram as seguintes conclusões: A modificabilidade cognitiva estrutural dos estudantes dos grupos experimentais foi ampliada. O desenvolvimento cognitivo demonstrado pelos estudantes dos grupos experimentais foi maior que o desempenho cognitivo demonstrado pelos alunos do grupo de controle. / In the recent past, both society and labour market are demanding from citizens a performance far different from those accept until then. The major lacks of workers may concern, among others, to the development of specific personal competences and to the improve of the cognitive process. Schools, responsible for the preparation for life in society - including the life in the labour market - don\'t usually take intentional educational actions aiming the improve of the cognitive development of their students. The focus of the present study is mainly on analyzing the possibility of Schools to make an intentional effort to develop student\'s cognitive habilities, future workers, using a preexisting program created and structured for this meaning by Reuven Feuerstein. In the late 40\'s, Feurstein took the task of teaching hundreds of children and teenagers, war orphan children, to become autonomous and productive citizens. Facing the real need of improving their cognitive habilities and rescuing their citizenship, Feuerstein came up - using his own wide world perception, personal beliefs and experience - with two theories: Structural Cognitive Modifiability (SCM) and Mediated Learning Experience (MLE) and three interrelated systems, or an evaluation system: Learning Potential Assesment Device (LPAD), an interventional system: Feuerstein Instrumental Enrichment (FIE) and a maintenance system: Shaping Modifying Environments (ME). The aim of this paper is to evaluate the effect of the first level of the Feuerstein Instrumental Enrichment (FIE I) on 3rd grade public or private High School student\'s cognitive development. Summing up, there were 96 students involved in this project (54 boys and 42 girls) from two different High Schools: one private and one public. Sixty seven of these students were placed on experimental groups that were submitted to FIE I and the other 29 kids took part on control groups, staying away from the program application. All the students participated on an initial evaluation, facing six instruments, some of then allowing a dynamic evaluation. From the instrument result analysys, needs were raised and intervention procedures were established. The students\'s experimental group was submitted to the first level of the Feuerstein Instrumental Enrichment (FIE I). During its application, the students had an intermediary evaluation, made by the application of the evaluation instrument and by a questionnaire to measure the student\'s level of perception about the (FIE I). Finally, all the participants were submitted to a final evaluation. The results were analyzed in a descriptive statistical way. The U or Mann-Whitney tests and the t for Student test were used to indicate probable similarities and differences among the student\'s groups performances. From its discussion were put together propositions to justify the following conclusions: The student\'s experimental group structural cognitive modifiability was raised. The cognitive development shown by the student\'s experimental group was higher than the cognitive performance shown by the student\'s control group.