Written by cognitive education, psychology and child development professors, professionals and practitioners with years of experience in research and development of MLE, this book presents MLE theory for anyone working with children.

This book portrays an extensive and intensive discussion of theories and research that refer to Vygotsky’s and Feuerstein’s theories of mediated learning and their effects on learning potential and cognitive modifiability. Most topics are discussed in relation to a broad spectrum of developmental and cognitive research that are under the conceptual umbrella of mediated learning and cognitive modifiability. Some topics such as neural plasticity, executive functions, mental rotation, and cognitive education are related to mediated learning, though indirectly, and therefore are included in this book. In many ways the book presents an extension of Vygotsky and Feuerstein’s theories and empirical validation in a variety of family, social and cultural contexts. The book includes a thorough analysis and summary of 50 years of research and methodology of the intimate relation between mediated learning interactions and cognitive modifiability and of dynamic assessment underlying measurement of cognitive modifiability. Special emphasis is given to Tzuriel’s dynamic assessment instruments developed during more than four decades. Tzuriel’s novel instruments are interwoven in the extensive research on parent-child interactions, siblings’ , teachers' and peers' mediation and in validation of dynamic assessment approach and cognitive education programs aimed at development of thinking skills and academic achievements.

This book is a hands-on description of the application of the methods developed by Professor Reuven Feuerstein to remediate and elaborate the skills and functions of young children who are experiencing a variety of learning disabilities and delays, based on his theories of structural cognitive modifiability (SCM) and the application of mediated learning experience (MLE). The lead author is an experienced educational therapist who has worked with a variety of children, initially in the Feuerstein Institute (formerly the International Center for the Enhancement of Learning Potential [ICELP]) in Jerusalem, Israel. This experience under the supervision of Professor Feuerstein and his staff is the basis for the content of this book. Her case studies have been elaborated to illustrate examples of the creative potential in the application of the methodology incorporating mediated learning experience (MLE) into learning activities designed to be effective with a variety of learning dysfunctions. The chapter format highlights important insights in identifying difficulties and resolving them. This book describes how MLE can be used to formulate insightful and creative interventions that make a difference through the structural cognitive modifiability of very low-functioning children. After initial chapters establish the theoretical and conceptual foundations of the Feuerstein approach, the subsequent chapters present interventions provided for children presenting a variety of learning difficulties. The book will be appropriate for several potential audiences: (1) teachers and parents who interact with special-needs children and who are seeking effective interventions to improve educational performance, (2) clinicians seeking a broadening of their therapeutic repertoires, and (3) scholars who are familiar with or wishing to gain understanding of the implementation of structural cognitive modifiability (SCM) and mediated learning experience (MLE) that was formulated and elaborated by Professor Feuerstein.

Features an expanded discussion of mediated learning and includes case studies, reflective activities for the reader, and in-depth coverage of metacognition, metalearning, metateaching, and metatasking.

The focus of this chapter is on the effects of mediated learning experience (MLE) interactions on children,Äôs cognitive modifiability. The MLE theory is presented followed by selected research findings, demonstrating the impact of MLE strategies in mother-child interactions in facilitating cognitive modifiability. Research findings support the effects of distal factors (e.g., socioeconomic status) on MLE processes and the effects of the proximal factors (MLE) on cognitive modifiability. Mediation for Transcendence (expanding) was found consistently as the most powerful strategy predicting cognitive modifiability. Distal factors in samples of children with learning difficulties were found as directly predicting cognitive modifiability. These findings might indicate a need to modify or refine the MLE theory. A few suggestions are offered for future research.

The authors bring to life the theory of mediated learning. Through numerous examples and scenarios from classrooms and museums, they show how mediated learning helps children to become more effective learners. --from publisher description.