Early cognitive training using dynamic assessment and mediated learning for preschoolers with developmental delay : the Think bright project

Abstract

The Think Bright project aims to develop an early cognitive intervention programme based on the dynamic assessment and mediated learning approach for preschoolers with mild developmental delay. The intervention programme consists of two training packages, one for individual training and another for group training. Study 1 used a randomized controlled design to examine the effectiveness of individual training using Think Bright, as compared to age-matched controls receiving individual treatment as usual. The Think Bright group received twelve bi-weekly 1-hour individual training sessions on analogical thinking, sequential reasoning and comparative logical thinking. The active control group received twelve bi-weekly 1-hour individual training sessions on regular intervention covering motor, learning, and social areas. Based on the MACOVA and post-hoc ANCOVA results, children in the Think Bright group showed significantly better performance than the controls in cognitive and language skills, fluid reasoning abilities and sequential thinking skills after a 6-month intervention. Study 2 used a quasi-experimental design to examine the effectiveness of Think Bright group training as compared to age-matched controls receiving group treatment as usual. The Think Bright group received twelve bi-weekly 1.5-hour group training sessions on social cognition and problem solving skills, logical reasoning and inferential thinking. Similarly, the active control group received twelve bi-weekly 1.5-hour group training sessions on Primary One preparation. Based on the MACOVA and post hoc ANCOVA results, children in the Think Bright group showed significantly better performance than the controls in cognitive and language skills, social cognition, problem solving skills and matrix reasoning after a school year’s intervention. Analyses were further conducted on Think Bright teachers’ mediation skills to explore the mechanisms underlying the observed training effects. Repeated measures ANOVA showed that Think Bright teachers’ mediation skills improved towards the end of training in both studies. Correlational analysis in Study 1 suggested that teacher’s ability to engage a student in learning and teacher’s effective use of praise in teaching both correlated moderately with students’ improvement in language skills. While, teacher’s sharing of own thoughts and experiences which served the purpose of enhancing a student’s knowledge and experience also correlated moderately with student’s improvement in reasoning skills. This study provides research evidence for the potential of the Think Bright programme as an effective early cognitive intervention for preschoolers with developmental delay. It also provides preliminary support for the importance of equipping preschool teachers with the knowledge and skills of dynamic assessment and mediated learning.