The effect of mediation on Lebanese preschoolers' performance skills of classification, sequential pattern completion, and perspective taking

النوع : Mémoire

This experimental study aims at investigating the effect of mediated teaching on a sample of Lebanese preschoolers' performance using the ACFS, the Application of Cognitive Functions designed by Lidz and Jepsen (1997). ACFS is a Dynamic Assessment curriculum based procedure that assesses cognitive skills in an interactive manner including deliberate and planned mediated teaching/intervention and the assessment of the effects of that adult aided teaching as a social influence on subsequent performance. The ACFS in its pretest- mediation-posttest format was administered to 20 KG 2 preschoolers (10 experimental group, and 10 control group).The hypothesis of the study stipulate that the experimental group undergoing the intervention will demonstrate a gain in scores for the cognitive tasks as well as another gain on the non-intellectual performance before (during pretest) and during mediation (in the process of learning). The results showed a significant increase in the gain score of the experimental as compared to that of the control on both the three cognitive subscales and the behavioral non-intellective scale. Based on these results, implications and suggestions for future research were drawn.