2021
DOI: 10.7202/1077972ar
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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

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Cited by 8 publications
(4 citation statements)
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“…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%
See 1 more Smart Citation
“…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
confidence: 99%
“…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).…”
Section: Les Pratiques Enseignantesunclassified
“…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