The Feuerstein Instrumental Enrichment: (Basic level)

This programme is designed to help lay the foundations  for later learning. It is based on the premise that one must adopt an active approach to learning and development, rather than accepting the individual's levels of functioning or waiting for the natural stage of growth. Prof Feuerstein developed the theory of structural cognitive modifiability (SCM), meaning that it is possible to intervene in growth in the structural, physical, neural, cognitive and social spheres. Furthermore he saw cognition (the thinking intellectual side) and emotion as 2 sides of transparent coin. One affecting the other- cognition generates emotions and emotions lead to cognition. This brings a unique perspective to a programme that teaches thinking skills.

Goals of FIE-Basic:

1) Content: the content helps to develop working concepts that enable subsequent learning. The mastery of content enables cognition to develop opening the child up to a greater number of mental operations especially the need to question.

2) Process: teaching the child how to think using repeated practise with varied activities of thinking- finding relationships, searching for recognisable rules, looking for predictions of what might happen in content related situations.

The above goals are reached by the facilitator using a technique called Mediated Learning. The following four areas of mediational focus progressively develop the skills of the child.

1) Regulation of behaviour: helping the child to regulate and control impulsivity and having appropriate responses to the demands of tasks.

2) Sequencing: teaching the child to respond in an organised and sequenced manner, so that they can determine the steps that need to be taken to complete a task.

3) Rule teaching: the child is taught to identify and apply principles and rules that are relevant for tasks and strategies for problem solving.

4) Insight: the child is encouraged to think beyond the task to generalise their responses to problem solving or noticing how the task relates to life around them.

 

Auditory Processing:

Parents and teachers often remark that a child “doesn’t listen” when given instructions, or may appear to listen but then look lost and admit they can’t remember what they were just told. Some children will focus for a short while and then lose concentration. Some will be quiet and polite, while others will be hyperactive and/or disruptive. These children may not be “off task” or “naughty”. They could have an auditory processing difficulty. It is thought that between 3% and 15% of children do. This equates to 10 - 52 children in a school of 350; or 1 - 2 children in every class.

 

Auditory processing is what we do with what we hear. A child with an auditory processing problem usually has good hearing, but they have difficulty effectively using the information they hear. This can put the child at a significant learning disadvantage. However, intervention can be very effective if the problem is identified and addressed early enough.

 

A child with auditory processing issues will present with some or all of the following:

  • Trouble paying attention and remembering what they were told
  • Difficulty carrying out multi-step instructions
  • Poor listening skills
  • Needing more time than other children to process information
  • Low academic performance – often seen as underachieving
  • Behavioural problems
  • Language difficulties
  • Reading, comprehension and spelling difficulties

 At BoostEd we aim to strengthen each child’s auditory processing abilities through a variety of group activities that target auditory attention, phonological skills, auditory memory, auditory comprehension, and auditory reasoning.