Premières expériences des éducatrices en relation avec les parents

Cantin, Gilles; Lemire, Julie

doi:10.2307/j.ctv18pgqbg.8

Cited by 4 publications

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“…It could be argued that they were focusing in this instance on their own need (to please the parents) rather than on the needs of the children. In this regard, Cantin and Lemire (2010) pointed out that many ECEs seek to demonstrate their expertise to parents, to gain their recognition. Focusing on the creation of finished products allows ECEs to present these products to the parents (learning that can be seen), which could explain their desire to favor this approach.…”

Section: Identification Of Eces' Espoused Theories Acting As Obstacles To the Implementation Of Their Theories-in-usementioning

confidence: 99%

Examination of the Quality of Interactions as Observed in Childcare Centers and Reported by Early Childhood Educators

et al. 2020

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This study aimed to describe the quality of interactions between early childhood educators (ECEs) and children, as observed in childcare centers and as reported by early childhood educators ( N = 15) working with 5 year-old children. To assess ECEs’ practices related to the quality of these interactions as observed in childcare centers (theories-in-use), the Classroom Assessment Scoring System (CLASS) was used. This tool is structured around three domains: emotional support, group organization, and instructional support. Semi-structured interviews were conducted with ECEs to collect data on their reported practices related to the quality of these interactions (espoused theories). The observational data showed that the quality of emotional support and group organization was average-to-high, and these domains were also most often referred to in the participants’ comments. On the contrary, the quality of instructional support was rated average-to-low. Correspondingly, this domain was not often referred to in the participants’ comments. These results are discussed in light of the tensions and gaps brought out between the ECEs’ theories-in-use and espoused theories and lead to recommendations for professional development aimed at improving the quality of ECE–child interactions in childcare centers and, in particular, the instructional support provided therein.

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Section: Identification Of Eces' Espoused Theories Acting As Obstacles To the Implementation Of Their Theories-in-usementioning

confidence: 99%

Examination of the Quality of Interactions as Observed in Childcare Centers and Reported by Early Childhood Educators

et al. 2020

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Parent–Caregiver Relationships Among Beginning Caregivers in Canada: A Quantitative Study

Cantin

Plante

Coutu

et al. 2012

Early Childhood Educ J

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La socialisation des émotions chez les jeunes enfants : attitudes et croyances des mères et des éducatrices en service de garde

Desmarais-Gagnon¹,

Coutu²,

Lepage³

2018

Revue Internationale De l'Éducation Familiale

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Notre étude vise à comparer les attitudes (réactions probables face à l’expression des émotions négatives) et les croyances éducatives (philosophies méta-émotionnelles) de 272 mères et de 208 éducatrices travaillant en service de garde. Les résultats de l’étude montrent que tant les mères que les éducatrices valorisent davantage des pratiques éducatives de soutien, d’encouragement et d’accompagnement que des pratiques punitives ou de banalisation du vécu émotionnel de l’enfant. La comparaison des mesures auto-rapportées d’attitudes et de croyances a mis en évidence des différences significatives entre les deux groupes : les mères obtiennent des scores plus élevés que les éducatrices sur les échelles de style émotionnel négatif et des réactions négatives ; les éducatrices obtiennent des scores significativement plus élevés que ceux des mères sur l’échelle de style émotionnel positif. Les résultats suggèrent qu’il existe une certaine cohérence éducative sur le plan des stratégies de socialisation des émotions préconisées dans les familles et les milieux d’accueil préscolaires. L’étude fait aussi ressortir le rôle-conseil que les intervenant-e-s en petite enfance peuvent offrir aux parents dans le contexte d’un partenariat famille-service de garde.

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Premières expériences des éducatrices en relation avec les parents

Cited by 4 publications

References 0 publications

Examination of the Quality of Interactions as Observed in Childcare Centers and Reported by Early Childhood Educators

Examination of the Quality of Interactions as Observed in Childcare Centers and Reported by Early Childhood Educators

Parent–Caregiver Relationships Among Beginning Caregivers in Canada: A Quantitative Study

La socialisation des émotions chez les jeunes enfants : attitudes et croyances des mères et des éducatrices en service de garde

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