MRS Jou nal o Mul idisciplina y Resea ch and S udies
Abb e ia e Ti le- MRS J Mul Res S ud
ISSN (Online) 3049-1398
Vol-2, Iss-11 (No embe -2025)
This is an open access a icle unde he CC BY-NC license 13
THEORY OF UPBRINGING AND THE DEVELOPMENT OF ABSTRACT
THINKING AND LOGICAL COGNITION IN THE CONTEXT OF
INTELLECTUAL UPBRINGING DURING MIDDLE CHILDHOOD
D . A i Abne *
Bu gas S a e Uni e si y "P o . D . Assen Zla a o ", Republic o Bulga ia
Co esponding Au ho : D . A i Abne (Bu gas S a e Uni e si y "P o . D . Assen Zla a o ", Republic o Bulga ia)
A icle His o y: Recei ed: 08 / 07 / 2025:, Accep ed: 28 / 10 / 2025:, Published: 06 / 11 / 2025
Abs ac : In ellec ual upb inging in p ima y educa ion is a leading ac o in he de elopmen o logical hinking, cogni i e
independence and he capaci y o c i ical engagemen wi h in o ma ion in he con empo a y social en i onmen . I cul i a es he
abili y o e alua e he u h ulness o knowledge and o subs an ia e one’s choices, which is a c ucial p e equisi e o success ul
adap a ion and ac i e ci izenship in la e s ages o li e. This a icle p esen s he au ho ial pedagogical model “SIMLA” de eloped by
D . Abne , which sys ema ises in ellec ual de elopmen in o i e consecu i e s ages: senso y-ac i e, image y-based, men al-symbolic,
a gumen a ion and e lec ion, and eal-li e applica ion. The model d aws on con empo a y concep s o cogni i e de elopmen and
p oposes a comp ehensi e app oach o os e ing hinking s a egies h ough s uc u ed educa ional ac i i y. The p ac ical componen
o he s udy was implemen ed wi h he suppo o a pedagogue expe Teodo a Dimi o a, whose p o essional con ibu ion ensu ed
op imal condi ions o he applica ion o he model h ough ac i e in e ac ion and c ea i e sca olding o cogni i e p ocesses. Fo y
s uden s ook pa in he expe imen , di ided in o a con ol and an expe imen al g oup. A p e- and pos - es assessmen measu ed he
de elopmen o logical easoning, cogni i e con ol and a gumen a ion skills. The esul s indica ed a s a is ically signi ican
imp o emen in he expe imen al g oup, demons a ing he e ec i eness o he model in es ablishing sus ainable cogni i e
compe encies. The esea ch con i med ha in ellec ual upb inging mus be in en ionally and s a egically o ganised in o de o become
an essen ial elemen o he educa ional p ocess in p ima y school. The SIMLA model o e s a compelling pedagogical mechanism o
he ad ancemen o logical cohe ence, sel - egula ion and he abili y o hink on a easoned basis - quali ies indispensable o e e y
indi idual in mode n socie y.
Keywo ds: In ellec ual upb inging, Logical hinking, Abs ac easoning, P ima y educa ion, Cogni i e de elopmen , Me acogni ion,
Educa ional expe imen , Men al a i hme ic, Re lec i e hinking, A gumen a ion skills.
Ci e his a icle: Abne , A. (2025). THEORY OF UPBRINGING AND THE DEVELOPMENT OF ABSTRACT THINKING AND
LOGICAL COGNITION IN THE CONTEXT OF INTELLECTUAL UPBRINGING DURING MIDDLE CHILDHOOD. MRS
Jou nal o Mul idisciplina y Resea ch and S udies, 2(11),13-17.
In oduc ion
In a con ex o accele a ed echnological change and
in o ma ional o e load, he abili y o hink logically, o e alua e
he u h ulness o s a emen s and o make easoned decisions
becomes a key o ien a ion poin o human de elopmen . A
p ima y school age pupils en e a s age in which he ounda ions o
men al independence and o a scien i ic cogni i e a i ude owa ds
he wo ld a e es ablished, p epa ing he indi idual o c i ical
pa icipa ion in socie y. In ellec ual upb inging does no consis in
he acquisi ion o ac s alone. I de elops he capaci y o ope a e
wi h meanings, o compa e ideas and o unde s and he causal logic
o phenomena [1]. Un o una ely, con empo a y amily li e
inc easingly o e s limi ed ime and a en ion o nu u ing such
capaci ies. Pa en s o en ely on he school o p o ide he ull
spec um o educa ional in luences, while he home en i onmen
emains es ic ed mainly o emo ional suppo o echnical
assis ance wi h lea ning asks. Resea ch demons a es ha when
he amily does no p omo e dialogue ela ed o easoning,
jus i ica ion and a gumen a ion, no iceable de ici s eme ge in
cogni i e de elopmen and in he sel - egula ion o hinking [2].
This c ea es a isk ha pupils become dependen on ex e nal
guidance and expe ience di icul ies when making independen
decisions. School he e o e becomes he p incipal bea e o he
in ellec ual cul u e o socie y. The eache is he one who o ganises
he p ocess in a way ha ensu es knowledge is bo h p esen ed and
mas e ed as a mode o delibe a e men al ac ion. When he
educa ional en i onmen encou ages lea ne s o ask ques ions, o
seek e idence and o jus i y hei choices, a pe sonal eadiness is
o med o na iga ing a complex and con adic o y in o ma ional
wo ld [3]. Recen indings indica e ha echnology-suppo ed
ma hema ics lea ning s eng hens child en’s capaci y o
abs ac ion by engaging execu i e unc ions and me acogni i e
con ol p ocesses. Da id Bedno z and B uhn S enja, demons a e
ha p ima y pupils who ac i ely moni o hei own lea ning bene i
mo e om digi al en i onmen s, which suppo s he aims o
in ellec ual upb inging by p omo ing easoning, e alua ion and
MRS Jou nal o Mul idisciplina y Resea ch and S udies. Vol-2, Iss-11 (No embe ): 13-17
14
jus i ica ion in ma hema ical asks [4]. This necessi y equi es
sys ema ic suppo o in ellec ual de elopmen om he ea lies
yea s o o mal educa ion. P ima y schooling is a c ucial pe iod in
which he ounda ions o logical hinking, execu i e unc ions and
cogni i e con ol a e being laid. These a e indica o s which,
acco ding o Mullis and Ma in, de e mine u u e academic
achie emen s ac oss all school subjec s [5]. The absence o
pu pose ul in ellec ual upb inging du ing his pe iod may lead o
pe sis en limi a ions in abs ac ion, planning and a gumen a ion in
la e s ages o educa ion. Fo his eason pedagogical science
clea ly assigns o he school he esponsibili y o shape
in ellec ually independen indi iduals. The o ma ion o a cul u e
o hinking ha ecognises u h, a ionali y and logical o de is no
me ely an educa ional objec i e. I is a social mission o
con empo a y schooling. In his con ex he e is a g owing need o
pedagogical models and app oaches which in eg a e knowledge,
cogni i e ac i i y and upb inging in o a uni ied in ellec ual
de elopmen o he pe sonali y.
Exposi ion:
In ellec ual upb inging cons i u es he co e o de elopmen
in middle childhood because, du ing his pe iod, he pupil mo es
beyond immedia e pe cep ion and en e s he wo ld o logical
ela ions and symbolic ep esen a ion. Piage desc ibes his
ansi ion as he es ablishmen o logical ope a ions on conc e e
ca ego ies, o ming he basis o la e o mal easoning.
Consequen ly, de iciencies in in ellec ual upb inging a his age
o en emain in isible a i s bu subsequen ly eme ge as
di icul ies in a gumen a ion, planning and sel - egula ion in he
lea ning p ocess [6]. A his s age he educa ional ole o he amily
is o p ima y impo ance. Pa en al suppo c ea es a con ex in
which he child lea ns o ask ques ions, o seek jus i ica ion and o
explain he easons behind pe sonal choices. When meaning ul
con e sa ions a e encou aged a home and si ua ions in ol ing
e lec ion on choice a e p o ided, he amily becomes he i s
school o logic and abs ac ion. Resea ch conduc ed by he
Ame ican Psychological Associa ion indica es ha a me acogni i e
language en i onmen in he amily is s a is ically associa ed wi h
s onge wo king memo y and cogni i e con ol in p ima y school
[7]. E ec i e in ellec ual upb inging begins a he ki chen able and
no only in he class oom. The school hen se es as he hi d
educa ional en i onmen ha s uc u es and e ines logical
ope a ions. Vygo sky eminds us ha highe o ms o hinking
eme ge h ough in e ac ion and ha he quali y o pedagogical
communica ion de e mines whe he abs ac ion will be acqui ed as
a unc ional cogni i e ool o will emain a o eign s uc u e ha
he child canno meaning ully apply [8]. This unde s anding
assigns a mo al dimension o in ellec ual upb inging because i
de elops a pe sonal capaci y o eason eely and esponsibly
wi hin socie y. The Bulga ian pedagogical adi ion igh ly de ines
upb inging as a uni y o knowledge and alue. When logical
hinking is de eloped wi hou a en ion o meaning, he e is a isk
o di e gence be ween in elligence and wisdom. In ellec ual
upb inging he e o e mus guide pupils o ques ion he alidi y o
a gumen s, o examine he human consequences o ideas and o
unde s and how hese ideas in eg a e in o he li e o he
communi y. In his ega d D . A i Abne p oposes his own model,
g ounded in bo h classical and con empo a y academic li e a u e.
He e e s o i as he “Model o de eloping abs ac and logical
s uc u es h ough in ellec ual upb inging”. I s cen al aim is o
educa e pupils o pe cei e he common beyond he di e en and o
unco e he g ounds on which opinions a e o med.
Figu e 1. Concep ual model
Sou ce: The model de eloped by D . A i Abne . All igh s
ese ed
S age 1: SENSORY ACTIVE STAGE:
A he ini ial s age he pupil engages in a eal and angible
lea ning si ua ion. Physical lea ning ma e ials, which can be
ouched, ea anged, mo ed and examined, p o ide di ec
expe ien ial access o nume ical ela ionships. Th ough conc e e
manipula ion he child li e ally “ eels” he s uc u e o quan i y.
The unde s anding ha i e exceeds h ee does no a ise om
abs ac symbols alone bu om he li ed expe ience o magni ude.
This i s s age s eng hens he link be ween senso y expe ience
and logical unde s anding, o ming a s able ounda ion o la e
abs ac ion. The child lea ns o ecognise quan i y be o e
encoun e ing he numbe as a symbolic ep esen a ion. A his ea ly
momen he amily can play a pi o al ole. Con e sa ions abou
numbe s in he home en i onmen , small asks in ol ing o de ing
and ca ego isa ion and encou agemen o cu iosi y owa ds
quan i ies suppo he in ellec ual inquisi i eness ha unde pins
la e cogni i e g ow h. Senso y and ac ion based lea ning c ea es a
na u al cogni i e basis o logical hinking. This inding is
suppo ed by esea ch om Blaga Dimo a, who a gues ha
cons uc i e play en iches child en’s ep esen a ions o he
su ounding wo ld, de elops senso y s anda ds, in en i eness and
hinking and suppo s p oblem sol ing and he de elopmen o
concen a ion [9]. I is h ough expe imen a ion wi h and
explo a ion o eal objec s ha he child begins o o ganise
cogni i e ac i i y in a logical manne , es ablishing he undamen al
g ound o he eme gence o abs ac ion.
S age 2: IMAGERY STAGE
A e he ini ial mas e y o mo ing he beads, a sys ema ic
unde s anding o he pa e ns begins. The child s a s o see which
beads ep esen uni s and which ep esen ens, why eg ouping is
pe o med and wha his ans e signi ies. Concep s such as place
alue, o de , compa ison and g ouping eme ge. This s age
ans o ms ac ions in o logical hough . The pupil unde s ands why
he esul is wha i is, and his unde s anding canno be imposed
ex e nally. I is bo n om he child’s own explo a ion, suppo ed
by ca e ul guidance om he eache , who poses meaning ul
ques ions and di ec s a en ion o he hidden ules wi hin nume ical
ela ionships.
S age 3: MENTAL-SYMBOLIC
This is he momen when he ue ans o ma ion o
hinking occu s. G adually he abacus ceases o be necessa y as a
physical objec , because i s image appea s in he imagina ion. The
child begins o “see” he beads in he mind and o mo e hem
h ough he powe o hough . This is he s age in which conc e e
ac ion becomes pu e abs ac ion. The e is a ansi ion o symbols as
well as o o al and w i en sol ing, whe e he abacus exis s wi hin
MRS Jou nal o Mul idisciplina y Resea ch and S udies. Vol-2, Iss-11 (No embe ): 13-17
15
he in ellec . Acco ding o B une , his p ocess is undamen al o
cogni i e de elopmen in middle childhood and ep esen s he co e
o in ellec ual upb inging, because he pupil begins o ely on hei
own men al esou ces [10]. A e mas e ing he in e nal symbolic
model, he pupil s a s o apply abs ac ion in di e en cogni i e
ac i i ies. This inds con incing suppo in Vale a’s hesis, which
emphasises ha meaning ul lea ning akes place when men al
ope a ions a e ans e ed om one ac i i y o ano he . Acco ding
o he , w i ing canno be sepa a ed om wha has been achie ed
h ough he ca e ul s udy o ex s in eading lessons, because i is
wi hin his p ocess ha knowledge, skills, eelings and expe iences
a e o med, which awaken in e nal aspi a ions and cogni i e
in e es in pupils. Vale a concludes ha condi ions a e c ea ed in
he consciousness o young lea ne s o a balanced emo ional and
cogni i e a i ude owa d he opic hey a e abou o de elop, as
well as o he de elopmen o hei abs ac hinking [11]. This
scien i ic conclusion demons a es ha he in ellec ual upb inging
inco po a ed in D . Abne ’s „SIMLA“ model has he po en ial o
enhance logical ope a ions in calcula ion and o en ich cogni i e
s a egies in he ield o language de elopmen and c ea i e sel -
exp ession. Resea ch on execu i e unc ions in digi al ma hema ics
en i onmen s sugges s ha isualisa ion and symbolic
manipula ion pe o med simul aneously can accele a e he
in e nalisa ion o cogni i e ope a ions. A ecen sys ema ic e iew
con i ms ha hough ully in eg a ed educa ional echnologies can
enhance wo king memo y, cogni i e lexibili y and inhibi ion, all
o which a e essen ial o men al modelling in p ima y educa ion
[12].
S age 4: LOGIC AND REFLECTION
A his s age i is no longe su icien simply o p o ide he
co ec answe . The child is encou aged o explain wha has been
done, how he easoning has un olded and why he chosen s a egy
is he mos app op ia e one. This es ablishes a cul u e o
a gumen a ion. The pupil p ac ises o mula ing and de ending
solu ions, engaging in sel -assessmen and ecognising logical
e o s.
S age 5: APPLICATION IN REAL LIFE
In he inal s age ma hema ics ceases o unc ion me ely as
academic con en . The pupil uses logical skills o plan ime,
e alua e si ua ions and choose he mos a ional cou se o ac ion.
Abs ac hinking begins o ope a e as a p ac ical ool in e e yday
li e. The child gains con idence in he abili y o deal wi h
challenges and make decisions. This is he poin a which
in ellec ual upb inging e eals i sel as educa ion in esponsibili y
and a ionali y. Pa en s become wi nesses o ma u i y in hinking,
while eache s obse e he ans o ma ion o knowledge in o
cha ac e .
Figu e 2. . Implemen a ion o he „SIMLA“ model in a eal
educa ional se ing
Sou ce: Visual ma e ials a e o iginal. All igh s ese ed
S uden s ac i ely in e ac wi h nume ical ep esen a ions on
lea ning ma e ials (Senso y-Ac i e s age), g adually o ming
in e nal images o quan i a i e ela ionships (Image y s age),
sol ing a i hme ic asks men ally wi h he suppo o digi al ools
(Men al-Symbolic s age) and explaining hei s a egies du ing
collabo a i e wo k (A gumen a ion and Re lec ion s age).
Figu e 3. Men al-Symbolic Cogni i e p ocessing du ing
„SIMLA“-based lea ning asks
Sou ce: Visual ma e ials a e o iginal. All igh s ese ed
S uden s independen ly sol e a i hme ic p oblems using
digi al ools ha suppo he in e nalisa ion o nume ical s uc u es
and he de elopmen o abs ac easoning. The obse ed ac i i ies
illus a e he Men al-Symbolic s age o D . Abne ’s “SIMLA”
model, whe e hinking becomes in e nalised and guided by logical
ope a ions a he han physical ac ion. These i e componen s
build a cohe en educa ional s uc u e h ough which abs ac
hinking is o med as an abili y o egula ed and easoned ac ion.
They c ea e condi ions o pupils o unde s and why a solu ion has
alue. A his poin in ellec ual upb inging ul ils i s deepes
unc ion. I shapes he cha ac e o hinking. The de elopmen o
abs ac hough is p epa a ion o li e in a socie y ha equi es
ci izens who a e capable o hinking a he han me ely epea ing.
The e o e in ellec ual upb inging mus be a esponsibili y o he
amily, a cul u e o he school and a alue o socie y as a whole.
The p e- es and pos - es we e adminis e ed using an iden ical
ins umen based on a i e poin scale, which ensu es di ec
compa abili y o he da a ac oss ime. In e nal consis ency o he
scale demons a ed s able eliabili y, wi h C onbach’s α equal o
0.81 a he p e es and 0.84 a he pos es , con i ming he
accu acy o he measu emen a bo h s ages o he s udy.
Resul s
A o al o o y pupils in middle childhood pa icipa ed in
he pedagogical expe imen , equally dis ibu ed in o an
expe imen al and a con ol g oup. The expe imen al g oup ecei ed
ins uc ion based on D . Abne ’s SIMLA model o in ellec ual
upb inging, while he con ol g oup con inued o s udy a i hme ic
h ough he adi ional app oach wi hou he s uc u ed cogni i e
de elopmen componen s embedded in he model. A p e es and
pos es assessmen we e adminis e ed o e alua e logical
easoning, a gumen a ion, cogni i e con ol and sel egula ion
du ing p oblem sol ing. Bo h es s used an iden ical i e poin
scale. The p e es esul s con i med ha he wo g oups s a ed
om compa able le els o cogni i e de elopmen . The mean sco e
o he expe imen al g oup was 3.02, while he con ol g oup
achie ed 3.05, which indica es no meaning ul di e ence a
baseline. In he pos es , howe e , a clea dis inc ion eme ged. The
MRS Jou nal o Mul idisciplina y Resea ch and S udies. Vol-2, Iss-11 (No embe ): 13-17
16
mean sco e o he expe imen al g oup inc eased o 4.41, whe eas
he con ol g oup eached 3.28. The absolu e imp o emen o he
expe imen al g oup was 1.39 poin s, compa ed o only 0.23 poin s
in he con ol g oup. When calcula ed as a no malised gain, he
p og ess o he expe imen al g oup eached app oxima ely 0.70,
while ha o he con ol g oup was app oxima ely 0.12. These
esul s demons a e a conside ably s onge de elopmen al
p og ession unde he SIMLA model du ing he in e en ion
pe iod.
Quali a i e obse a ions complemen he quan i a i e
indings. Pupils in he expe imen al g oup displayed mo e
consis en applica ion o men al calcula ion s a egies and p o ided
clea e jus i ica ion o hei chosen solu ions. Du ing o al
in e iews many pupils no only sol ed he a i hme ic asks
co ec ly bu also a icula ed he easoning behind hei answe s,
which illus a es he g ow h o e lec i e cogni i e p ocesses.
Teache obse a ions u he indica ed inc eased con idence,
sus ained a en ion and a mo e composed app oach o challenging
asks. These beha iou al cha ac e is ics align wi h he nume ical
endencies in he esul s and suppo he in e p e a ion ha he
implemen a ion o he model encou ages he o ma ion o abs ac
easoning and me acogni i e skills. In e nal eliabili y o he
measu emen ins umen con i med he s abili y o he assessmen .
C onbach’s α was 0.81 a he p e es and 0.84 a he pos es ,
indica ing consis en ly high in e nal consis ency o he i ems
included in he scale. This s eng hens he alidi y o he
compa ison ac oss he wo measu emen poin s and con i ms ha
he obse ed di e ences e lec ac ual cogni i e de elopmen
a he han ins abili y o he ool. Taken oge he , he ou comes
indica e ha he SIMLA model suppo s a s uc u ed and
meaning ul de elopmen o logical and a gumen a i e abili ies in
middle childhood. The g ea e p og ess o he expe imen al g oup
co esponds o he heo e ical logic embedded in he s ages o he
model, acco ding o which he ansi ion om conc e e o symbolic
ac ions and hen o a gumen a ion o ms a cohe en ajec o y o
in ellec ual g ow h. The indings he e o e p o ide empi ical
suppo ha in ellec ual upb inging, when sys ema ically
o ganised, con ibu es no only o imp o ed calcula ion
pe o mance bu also o he cul i a ion o easoning as a conscious
cogni i e ac i i y in he educa ional p ocess.
Figu e 4. Resul s
Sou ce: Designed and de eloped by D . A i Abne . All igh s
ese ed
These esul s a e in line wi h con olled expe imen al
s udies on men al abacus ins uc ion, which show subs an ial gains
in a i hme ic p ocessing linked o imp o emen s in isuospa ial
wo king memo y. Ba ne and colleagues ound ha child en
ecei ing s uc u ed isuospa ial a i hme ic ins uc ion imp o ed
hei calcula ion pe o mance and also demons a ed s onge
cogni i e con ol du ing easoning p ocesses [13]. Taken oge he ,
hese indings indica e ha in ellec ual upb inging mus be
pu pose ully designed o a con empo a y educa ional ecosys em
in which decision making elies on e idence and easoned
judgemen . By sys ema ically ans o ming a i hme ic knowledge
in o conscious men al ac ion, he SIMLA model cul i a es lea ne s
who con iden ly apply logical s a egies beyond he class oom
con ex . I s implemen a ion s eng hens he educa ional mission o
o ming indi iduals who a e capable o disce ning he alidi y o
in o ma ion and ac ing wi h cogni i e in eg i y in socie y.
Conclusion
The s udy demons a es ha in ellec ual upb inging is no a
passi e p ocess o abso bing knowledge bu a dynamic mechanism
o de eloping he abili y o es ablish u h h ough a ional
ope a ions. As P o . Siyka Cha da o a emphasises, he pu sui o
u h lies a he hea o in ellec ual upb inging and gi es genuine
alue o he knowledge acqui ed by he lea ne . In his con ex he
„SIMLA“ model ep esen s a pedagogical s uc u e which no only
in oduces cogni i e con en bu ans o ms i in o an ins umen o
men al au onomy and sus ainable lea ning [14]. The expe imen al
da a indica e ha he g adual p og ession h ough he s ages o he
model acili a es he eo ganisa ion o men al ac i i y om eac i e
o easoned and om dependen o sel egula ed. This ou come
ully co esponds wi h B une ’s pe spec i e o cogni i e
de elopmen as an in e nal modelling o eali y h ough signs and
symbols [10]. A simila posi ion is a icula ed by Goswami, who
s esses ha e ec i e in ellec ual upb inging canno be educed o
he accumula ion o ac s bu mus be de ined by he ex en o
which knowledge becomes ope a ional wi hin he lea ne ’s
hinking [1]. The posi i e esul s obse ed in he expe imen al
g oup sugges ha he „SIMLA“ model s eng hens execu i e
unc ions and logical cohe ence, which Diamond iden i ies as
c i ical p edic o s o bo h academic and social success. Mas e y o
hese mechanisms con i ms ha in ellec ual upb inging h ough he
model p o ides access o highe le els o men al compe ence,
whe e he u h ulness o knowledge is e alua ed h ough
a gumen a ion, e idence and logical consis ency [7]. „SIMLA“
shapes hinking as bo h a cogni i e and e hical o ce. I os e s an
a i ude owa ds u h as a necessa y condi ion o a ional
pa icipa ion in he communi y, in line wi h Vygo sky’s con ic ion
ha he in ellec ual unc ion o educa ion is insepa able om social
ma u a ion [8]. In his espec he model p o es ha in ellec ual
upb inging ul ils bo h cogni i e and ci ic missions. Taken
oge he , hese s udies emphasise ha in ellec ual upb inging mus
e ol e wi hin a digi ally en iched educa ional ecosys em ha
shapes how child en eason, e i y in o ma ion and make
decisions. In his con ex he „SIMLA“ model aligns wi h
con empo a y e idence by ans o ming knowledge in o a
disciplined cogni i e ool o a ional pa icipa ion in mode n
socie y. I o ms indi iduals who mas e a cul u e o
a gumen a ion, espec a ional o de and assume esponsibili y o
he c edibili y o hei belie s. The e o e he implemen a ion o he
„SIMLA“ model in educa ional p ac ice p o ides an oppo uni y o
de elop pupils who a e academically con iden , logically
consis en and socially o ien ed, capable o dis inguishing he ue
om he inco ec and applying hei knowledge in eal li e
con ex s. This con ibu ion ein o ces in ellec ual upb inging as a
gua an ee o educa ion wi h pe spec i e, di ec ed owa ds u u e
ci izens who hink, e i y and ac a ionally.
MRS Jou nal o Mul idisciplina y Resea ch and S udies. Vol-2, Iss-11 (No embe ): 13-17
17
Re e ences
[1]
U. Goswami, Cogni i e De elopmen and Cogni i e
Neu oscience: The Lea ning B ain, London: Rou ledge
p ess. ISBN-13: 978-1138923911, 2019.
[2]
P. Howa d-Jones, The science o lea ning: A guide o
eache s, Open Uni e si y P ess. ISBN: 978-
0335249635, 2022.
[3]
Ha ie, J., Zie e , K, Visible Lea ning Insigh s, London:
Rou ledge p ess. ISBN: 9781138549692., 2019.
[4]
Bedno z, D., B uhn, S, "In luence o p ima y s uden s’
sel - egula ed lea ning p o iles on hei a ing o a
echnology-enhanced lea ning en i onmen o
ma hema ics," F on ie s in Psychology 14, pp. 1-11.
h ps://doi.o g/10.3389/ psyg.2023.1074371, 2023.
[5]
Mullis, I., Ma in, M., e al, In e na ional Resul s in
Ma hema ics and Science, Bos on College: TIMSS &
PIRLS In e na ional S udy Cen e . ISBN-978-1-
889938-54-7, 2020.
[6]
Piage , J., Inhelde , B., e al, G ow h o Logical
Thinking: F om Childhood o Adolescence, London:
Rou ledge & Kegan Paul PLC. ISBN-13: 978-
0710019509., 1958.
[7]
A. Diamond, "Execu i e Func ions," Annual Re iew o
Psychology, 64, pp. 135-168, 2013.
[8]
Vygo sky, L., Cole, M., John-S eine , V., e al, Mind in
Socie y: The De elopmen o Highe Psychological
P ocesses, Ha a d Uni e si y P ess. ISBN-13:978-
0674576292., 1978.
[9]
B. Dimo a, "B oadening compe ences o child en in
p eschool age in cons uc i e play," KNOWLEDGE -
In e na ional Jou nal , 69(2), pp. 485-490, 2025.
[10]
J. B une , Towa d a Theo y o Ins uc ion, Ha a d
Uni e si y P ess. ISBN-13: 978-0674897007, 1966.
[11]
T. Vale a, "The c ea i e connec ion be ween eading
and w i ing in he ini ial s age o p ima y educa ion,"
KNOWLEDGE - In e na ional Jou nal , 72(2), p. 257–
260, 2025.
[12]
F. Gunna s, "A Sys ema ic Re iew o Special
Educa ional In e en ions o S uden A en ion:
Execu i e Func ion and Digi al Technology in P ima y
School," Jou nal o Special Educa ion Technology,
39(2), pp. 264-276.
h ps://doi.o g/10.1177/0162643423119, 2023.
[13]
Ba ne , D., Al a ez, G., Sulli an, J., e al , "Lea ning
Ma hema ics in a Visuospa ial Fo ma : A Randomized,
Con olled T ial o Men al Abacus Ins uc ion," Child
De elopmen . 87(4), pp. 985-1311.
h ps://doi.o g/10.1111/cde .12515, 2016.
[14]
Cha da o a-Kos o a, S., Delibal o a, V., Gospodino ,
B, Pedagogika: T e o dopalneno i p e abo eno izdanie,
So ia: UI ” S . Klimen Oh idski". ISBN: 978-954-
074-328-8., 2018.
