Les pratiques enseignantes pour soutenir les premiers apprentissages de la langue écrite à l’éducation préscolaire : entre l’approche développementale et l’approche scolarisante
Abstract:In the context of opposing approaches to research and educational
practices, it is important to know whether teaching practices are consistent
with ministerial programs that prescribe a developmental or an educational
approach. This article presents quantitative, exploratory research that aims to
document pedagogical choices in preschool education in Québec. A
questionnaire was given to 159 teachers. Results showed slight preferences on
the part of teachers for academic appr… Show more
“…Secondly, it requires considerable human and financial resources. To sum up, it appears that the terminological diversity associated with early childhood education is the sign that the debate is not settled between a developmentalist and an educational vision of this sector (Marinova et al, 2020).…”
Section: The Global Infatuation For Early Educationmentioning
confidence: 99%
“…Setting the work in context obviously remains to be accomplished to adapt this approach to the African situation. Marinova et al (2020) identify two educational approaches in early childhood. One of them is the developmental approach to preschool education, which takes the form of educational practices based on assisting the child in their developmental activities and interests, and which builds upon the young child's natural aptitudes to learn, particularly through games and experimentation.…”
Section: A Culturally Relevant Strategy For Early Childhood Educationmentioning
The African continent represents the part of the world where early childhood care and education (ECCE) preceding primary schooling is the least developed. It is therefore essential to propose an analysis of the prospects for the development of early childhood education in the coming years. This article deals in the first instance with the international infatuation for pre-primary education based on both scientific evidence and also international agendas. It then explores the possibilities of putting forward a coherent African response to global demands concerning early childhood education and promoting the inclusion of local cultural content in designing pre-primary educational structures. Finally, the article suggests some principles that might guide international cooperation activities affecting the early childhood sector.
“…Secondly, it requires considerable human and financial resources. To sum up, it appears that the terminological diversity associated with early childhood education is the sign that the debate is not settled between a developmentalist and an educational vision of this sector (Marinova et al, 2020).…”
Section: The Global Infatuation For Early Educationmentioning
confidence: 99%
“…Setting the work in context obviously remains to be accomplished to adapt this approach to the African situation. Marinova et al (2020) identify two educational approaches in early childhood. One of them is the developmental approach to preschool education, which takes the form of educational practices based on assisting the child in their developmental activities and interests, and which builds upon the young child's natural aptitudes to learn, particularly through games and experimentation.…”
Section: A Culturally Relevant Strategy For Early Childhood Educationmentioning
The African continent represents the part of the world where early childhood care and education (ECCE) preceding primary schooling is the least developed. It is therefore essential to propose an analysis of the prospects for the development of early childhood education in the coming years. This article deals in the first instance with the international infatuation for pre-primary education based on both scientific evidence and also international agendas. It then explores the possibilities of putting forward a coherent African response to global demands concerning early childhood education and promoting the inclusion of local cultural content in designing pre-primary educational structures. Finally, the article suggests some principles that might guide international cooperation activities affecting the early childhood sector.
“…Comme le jeu symbolique ou de faire semblant constitue l'activité maîtresse par laquelle les enfants d'âge préscolaire se développent et réalisent divers apprentissages (Bodrova et Leong, 2012), celui-ci apparaît comme le contexte de développement par excellence à l' éducation préscolaire. En ce sens, certains résultats de recherche montrent les avantages d'une approche développementale qui met de l'avant le jeu et remettent en question la pertinence d'un enseignement formel à l' éducation préscolaire (Hirsh-Pasek et Golinkoff, 2009 ;Marinova, Dumais, Moldoveanu et al, 2020). Ainsi, à l'instar de Marinova et Dumais (2019), il s'avère important que les pratiques enseignantes en contexte de jeu « soient encouragées, valorisées et mieux connues du milieu scolaire » (p. 7).…”
“…Enfin, cette activité qualifiée de jeu favoriserait l'ensemble des domaines de développement de l'enfant (Lemay et al, 2019). Cependant, l'état des connaissances actuelles indique qu'en raison de la difficulté qu'ont les adultes à définir et à comprendre le jeu (Caffari-Viallon, 2017), et de la pression ressentie quant à leur rôle, les pratiques en contextes éducatifs tendent à être plus scolarisantes (Marinova et Drainville, 2019;Marinova et al, 2020).…”
Section: Introduction Et Problématiqueunclassified
Les discours sur l'apprentissage par le jeu se retrouvent dans l'ensemble des contextes éducatifs destinés aux jeunes enfants (Rentzou et al., 2018). Or, selon le contexte éducatif et la façon de concevoir l'apprentissage et le jeu, les expériences vécues, notamment par les enfants de 4 ans, varient grandement. En effet, les objectifs d'apprentissage visés par les éducatrices prennent parfois le dessus sur l'exploration par l'enfant (Danniels et Pyle, 2018). La description détaillée de séances de jeu de quatre enfants dans deux contextes québécois distincts est présentée. L'analyse des résultats soulève un questionnement au sujet du droit à la participation des enfants aux décisions qui les concernent (Correia et al., 2021) en plus de contribuer à reconceptualiser ce problème de dichotomisation du jeu et de l'apprentissage (Nilsson et al., 2018).
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