Abstract:

Cognitive functions begin to develop intensively in preschool age, and we can observe the first signs of the possible presence of deficits in some cognitive functions. These are cognitive functions that are insufficiently developed or not developed at all at a given age. The condition is limited by the child in preschool age. Failure is fully manifested at primary school, where problems are often considered to be learning disabilities. The aim of our research was to determine the impact of R. Feuerstein's instrumental enrichment intervention programme implemented in our school conditions on the development of cognitive functions of preschool children (ability to distinguish, determination of relationships of size, quantity, order, observation ability, recognition of the environment, ability to concentrate, ability to remember, understanding of visual objects and situations, understanding of speech and its content). In relation to current issues of education in the context of finding context and conditionality of inclusive and cognitive education, we focused on finding out the consequences of the application of R. Feuerstein's instrumental enrichment programme - basic for preschool children and their reflection in interpersonal relationships, especially social relations. manifested in the overall climate of the class.

Keywords:

Cognitive function, cognitive education, instrumental enrichment.