ABSTRACT
There are several basic theoretical assumptions which are at the foundation of the authors thinking and programming. While Piaget's seems to offer the most logical basis for formulating enrichment programs. The first assumption is that environment plays a major role in the development of cognitive skills and of the functional use of intellectual capabilities, such as learning how to learn. The second assumption is that the impact of different aspects of the environment is different for different functions at different times. A third assumption is that some types of environments are consistently more stimulating to cognitive development than others. A fourth assumption is that cognitive development proceeds by stages, and these probably follow a consistent order. Through the formulation of stages in enrichment, and their evaluation, the application of programs to children can contribute to theoretical understanding of cognitive stages.
