|Author(s)||Kovalčíková, I. & Kresila, J.|
|Editor||P. Cunningham & N. Fretwell, Lifelong Learning and Active Citizenship|
Behind all the rhetoric of lifelong learning lies the essential need to have more people thinking about what they are doing and how to improve it. It should also tackle marginalised people’s widespread apathetic attitude to participation in local matters as the potential means to influence how they are able to live their own lives. The government’s urge for lifelong learning is implemented through educational institutions. Their task is to positively influence person's perception of further learning as something desirable and enjoyable. It requires curriculum to take on some innovative developments. The paper focuses on the concept of the Mediated learning experience (MLF, R. Feuerstein). The concept is a tool aimed at raising the level of learning achievements of children from marginalised and culturally deprived environment. The lack of direct exposure to stimuli in early childhood results in the deficiency in both cognition and metacognition of an individual. These negative consequences - rooted in early socialization - act as barriers in motivation in the process of knowledge acquisition in all the period of life. Underdeveloped cognition marked by “sweeping and blurred perception”, lack of “exploratory behaviour” or “comparative behaviour” precludes the individual to profit from informal education as well. We present the results of the pilot research study on the research sample - children of 6-8 ages from socially disadvantaging background. Te aim of the study was to identify the regularities in children’s deficient cognitive functions as a result of the lack of mediated learning experience in their original cultural background. The results of the above study are utilised in developing cognitive stimulation program for the children in order to enrich their capacity to profit from both institutionalized and informal learning from lifelong perspective.