Effects of a Cognitive Acceleration Programme on Year 1 pupils (Updated)

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Authors

Adey, Philip; King's College London, Robertson, Anne; London Borough of Hammersmith and Fulham, Venville, Grady; King's College London

Publisher

British Journal of Educational Psychology (2002), Vol. 72, pp. 1-25

Introduction

Can teachers actually improve the thinking skills of young children?

Many recent studies have shown that teachers can affect the way in which their pupils' thinking develops. Philip Adey, Michael Shayer and other researchers, in earlier cognitive intervention programmes, had aimed to accelerate the development of thinking processes for children in Years 7 and 8. In the study summarised here the authors wanted to find out if a similar approach could be taken with children as young as 5 and 6. The authors designed and investigated the effect of a cognitive intervention programme on the development of thinking skills of 338 children in Year 1 in 10 primary schools in a socially deprived area of the London borough of Fulham and Hammersmith. The research was supported by the LEA in that area. The findings showed that such a programme could indeed be successful. The authors hope that the programme will bring beneficial long-term effects to pupils' academic development which in turn will influence positively their social development, and eventually their employment prospects. Whilst this paper reported initial findings, further reports are planned.

Keywords:
United Kingdom; England; teaching and learning; primary schools; gender; mixed sex; cognitive development; pupils; classroom teaching; pedagogy; thinking skills; Key Stage 1; Year 1

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction What did the research show? What is cognitive intervention all about? How was the research designed? What were the main components of the programme? What were the characteristic features of the activities used in the project? What happened in a classroom activity? How did the pupils benefit? How were the teachers prepared for the intervention? Which tests were used on the pupils? Implications Where can I find out more? Send us your feedback Collated digests To view/remove/add notes and save your collated digests click here Get Word Reader Effects of a Cognitive Acceleration Programme on Year 1 pupils (Updated) This digest found in Thinking skills Send to a friend Word doc 100KB Printer friendly Authors Adey, Philip; King's College London, Robertson, Anne; London Borough of Hammersmith and Fulham, Venville, Grady; King's College London Publisher British Journal of Educational Psychology (2002), Vol. 72, pp. 1-25 Introduction Can teachers actually improve the thinking skills of young children? Many recent studies have shown that teachers can affect the way in which their pupils' thinking develops. Philip Adey, Michael Shayer and other researchers, in earlier cognitive intervention programmes, had aimed to accelerate the development of thinking processes for children in Years 7 and 8. In the study summarised here the authors wanted to find out if a similar approach could be taken with children as young as 5 and 6. The authors designed and investigated the effect of a cognitive intervention programme on the development of thinking skills of 338 children in Year 1 in 10 primary schools in a socially deprived area of the London borough of Fulham and Hammersmith. The research was supported by the LEA in that area. The findings showed that such a programme could indeed be successful. The authors hope that the programme will bring beneficial long-term effects to pupils' academic development which in turn will influence positively their social development, and eventually their employment prospects. Whilst this paper reported initial findings, further reports are planned. Keywords: United Kingdom; England; teaching and learning; primary schools; gender; mixed sex; cognitive development; pupils; classroom teaching; pedagogy; thinking skills; Key Stage 1; Year 1