Papers by Kirsten Korning
Forskningen inddeler ordblindhed i to kategorier, nemlig laesevanskeligheder og funktionsnedsaett... more Forskningen inddeler ordblindhed i to kategorier, nemlig laesevanskeligheder og funktionsnedsaettelse i laesning (Schultz, M., 2009). Laesevanskeligheder betyder at laesekravene, er større end laesefaerdighederne (Elbro, 2007). Dette vil på godt dansk sige, at personen godt kan laese, men ikke kan laese det, der kraeves af ham/hende. Hvad der kan ligge til grund for laesevanskeligheder er f.eks. utilstraekkelig undervisning eller mellemørebetaendelser i barndommen, og problemet kan løses med øvelse, øvelse, øvelse på et niveau, hvor laesefaerdigheder og laesekrav passer sammen. Udviklingsmaessig funktionsnedsaettelse i laesning derimod, beskrives som et syndrom, der figurerer på både det biologiske, det indlaeringsmaessige og det adfaerdsmaessige niveau (Frith, U. 1999). Vores hjerne er indrettet til at spare så meget som muligt på energien, og vi har derfor en tendens til at gå udenom de ting, der er vanskelige. Og er vi først begyndt at gå udenom det vanskelige, bliver det ved, fordi vores kognitive strukturer – som er dem, vi laerere med-er opbygget, sådan at de hviler på og er afhaengige af hinanden, som et stillads. Hvis nogle af vores grundlaeggende kognitive funktioner ikke er fuldt udviklede, vil det sige, at vi går udenom vores egen udvikling. Det betyder i sidste ende, at der vil vaere ting, vi har svaert ved at laere eller slet ikke kan laere FØR det underliggende fundament er blevet repareret. Sammenlign det med et hus uden fundament! Det kan godt vaere at man kan bygge et hus ved at laegge murstenene direkte på jorden, med huset vil naeppe kunne baere tagkonstruktionen eller de overliggende etager. MEN det kan styrkes og gøres brugeligt ved at vi efterfunderer det, så restens af konstruktionen kan baere. Reuven Feuerstein lavede midt i tresserne et saet papir-og-blyant-opgaver, som nu er ved at vinde indpas i Danmark. Feuersteins Instrumental Enrichment, som programmet hedder, kan opbygge eller genopbygge fundamentet for vores. Feuersteins Instrumental Enrichment skaber vaesentlige, grundlaeggende taenkefaerdigheder, der direkte påvirker et menneskes evne til at laere og udvikle den laeseforståelse, der er nødvendig i alle fag. Programmet skaber de vaesentlige og grundlaeggende kognitive taenkefaerdigheder som er forudsaetningen for at udvikle den laeseforståelse, der er nødvendig i alle fag. Samtidig virker programmet begraensende på den impulsivitet og ustrukturerede adfaerd, som ofte ses hos bl.a. ordblinde, på grund af sin systematiske undervisningstilgang.
Drafts by Kirsten Korning
Skoleparathed og de kognitive funktioner, 2017
Based on a survey from 2016, stating that 15 % of all children in Danish pre-schools are
developm... more Based on a survey from 2016, stating that 15 % of all children in Danish pre-schools are
developmentally one to two years behind their peers, and this consequently meaning, they
may find it difficult to reach school readiness the year they turn 6 years, I examine if Reuven
Feuerstein’s understanding of cognitive functions have the potential to serve as an efficient
tool for preschool teachers to help children reach school readiness in time for school start.
A large body of science has for decades evaluated and determined children’s school
readiness by testing domain specific cognitive skills along with behavior and social skills.
Especially the American preschool program Head Start has been target for a considerable
amount of such scientific examination. Over the last two decades, however, interest has
turned to also considering the role of the domain general cognitive functions in creating
children’s school readiness.
The above, mentioned three main understandings of intelligence, its development and
consequences for learning, have in particular dominated the field the last half century. One
is Piaget’s understanding of mental development as driven by biological maturation,
another is Vygotsky’s social-cultural theory of mental development as mediated by a given
surrounding culture and the third is the information–processing theory on human
development of intelligence, all three of which theoretical position offers it’s own specific
view on child development, from which I extract the corresponding definition of school
readiness.
Initially I discuss the developmental theoretical positions of Piaget, Vygotsky, and the
information-processing paradigm, represented by Karmiloff-Smith’s model of
Representative Re-description, and exam their respective potential for creating school
readiness in children. Following this, I examine whether Feuerstein’s theory of intellectual
development and understanding of cognitive functions, which combines the domain general
cognitive functions and domain specific cognitive functions in an operational set of
pedagogically manageable cognitive functions may serve as an efficient working tool for
preschool teachers in their effort to create school readiness in children. My hypothesis is,
that, existing or to be acquired, knowledge about the domain general and the domain
specific cognitive functions, along with their mutual interrelations, may help support
pedagogic efforts to help children develop school readiness. The issue is of importance not
only to the concerned children and their preschool teachers, but also to society as a whole,
by possibly offering a better chance of education and subsequently job and life conditions to
the 15 % of preschool children who are at present at risk for not reaching school readiness
before they turn 6 years old.
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Papers by Kirsten Korning
Drafts by Kirsten Korning
developmentally one to two years behind their peers, and this consequently meaning, they
may find it difficult to reach school readiness the year they turn 6 years, I examine if Reuven
Feuerstein’s understanding of cognitive functions have the potential to serve as an efficient
tool for preschool teachers to help children reach school readiness in time for school start.
A large body of science has for decades evaluated and determined children’s school
readiness by testing domain specific cognitive skills along with behavior and social skills.
Especially the American preschool program Head Start has been target for a considerable
amount of such scientific examination. Over the last two decades, however, interest has
turned to also considering the role of the domain general cognitive functions in creating
children’s school readiness.
The above, mentioned three main understandings of intelligence, its development and
consequences for learning, have in particular dominated the field the last half century. One
is Piaget’s understanding of mental development as driven by biological maturation,
another is Vygotsky’s social-cultural theory of mental development as mediated by a given
surrounding culture and the third is the information–processing theory on human
development of intelligence, all three of which theoretical position offers it’s own specific
view on child development, from which I extract the corresponding definition of school
readiness.
Initially I discuss the developmental theoretical positions of Piaget, Vygotsky, and the
information-processing paradigm, represented by Karmiloff-Smith’s model of
Representative Re-description, and exam their respective potential for creating school
readiness in children. Following this, I examine whether Feuerstein’s theory of intellectual
development and understanding of cognitive functions, which combines the domain general
cognitive functions and domain specific cognitive functions in an operational set of
pedagogically manageable cognitive functions may serve as an efficient working tool for
preschool teachers in their effort to create school readiness in children. My hypothesis is,
that, existing or to be acquired, knowledge about the domain general and the domain
specific cognitive functions, along with their mutual interrelations, may help support
pedagogic efforts to help children develop school readiness. The issue is of importance not
only to the concerned children and their preschool teachers, but also to society as a whole,
by possibly offering a better chance of education and subsequently job and life conditions to
the 15 % of preschool children who are at present at risk for not reaching school readiness
before they turn 6 years old.
developmentally one to two years behind their peers, and this consequently meaning, they
may find it difficult to reach school readiness the year they turn 6 years, I examine if Reuven
Feuerstein’s understanding of cognitive functions have the potential to serve as an efficient
tool for preschool teachers to help children reach school readiness in time for school start.
A large body of science has for decades evaluated and determined children’s school
readiness by testing domain specific cognitive skills along with behavior and social skills.
Especially the American preschool program Head Start has been target for a considerable
amount of such scientific examination. Over the last two decades, however, interest has
turned to also considering the role of the domain general cognitive functions in creating
children’s school readiness.
The above, mentioned three main understandings of intelligence, its development and
consequences for learning, have in particular dominated the field the last half century. One
is Piaget’s understanding of mental development as driven by biological maturation,
another is Vygotsky’s social-cultural theory of mental development as mediated by a given
surrounding culture and the third is the information–processing theory on human
development of intelligence, all three of which theoretical position offers it’s own specific
view on child development, from which I extract the corresponding definition of school
readiness.
Initially I discuss the developmental theoretical positions of Piaget, Vygotsky, and the
information-processing paradigm, represented by Karmiloff-Smith’s model of
Representative Re-description, and exam their respective potential for creating school
readiness in children. Following this, I examine whether Feuerstein’s theory of intellectual
development and understanding of cognitive functions, which combines the domain general
cognitive functions and domain specific cognitive functions in an operational set of
pedagogically manageable cognitive functions may serve as an efficient working tool for
preschool teachers in their effort to create school readiness in children. My hypothesis is,
that, existing or to be acquired, knowledge about the domain general and the domain
specific cognitive functions, along with their mutual interrelations, may help support
pedagogic efforts to help children develop school readiness. The issue is of importance not
only to the concerned children and their preschool teachers, but also to society as a whole,
by possibly offering a better chance of education and subsequently job and life conditions to
the 15 % of preschool children who are at present at risk for not reaching school readiness
before they turn 6 years old.