Un curriculum pour un accueil de qualité de la petite enfance

Rayna, Sylvie; Bouve, Catherine; Moisset, Pierre

doi:10.3917/eres.rayna.2014.01

Cited by 8 publications

(3 citation statements)

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“…Texte composite, il autorise des lectures et des appropriations différentes, mais il n'en reste pas moins un «programme d'enseignement» dont le coeur est structuré selon des domaines d'apprentissage. En cela, il diffère nettement des orientations éducatives fondées sur le développement de l'enfant, comme l'était le texte de 1977 et comme le sont d'autres curricula pour l'éducation des jeunes enfants au niveau international (Rayna, Bouve & Moisset, 2009).…”

Section: Du Projet De Programme à Sa Publicationunclassified

Accueillir, éduquer, scolariser les jeunes enfants: des finalités sous tensions. Éléments d’analyse à partir de l’école maternelle en France

Garnier¹

2019

SJER

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Dans le contexte français de ces trente dernières années, nous montrons que la priorité donnée à une logique scolaire de justification du bien-fondé de l’école maternelle va de pair avec une double série de transformations institutionnelles des rapports que l’école maternelle entretient avec la scolarité obligatoire et son programme. L’analyse de tous ces changements permet de comprendre comment l’école maternelle, lieu d’accueil et de protection, d’éducation et de préparation à l’école pour les jeunes enfants, est institutionnellement devenue une «école de plein exercice». Face à cette évolution, le récent programme de 2015 s’efforce de construire un nouveau compris entre ces trois finalités: il souligne à nouveau l’importance de l’accueil de l’enfant et de ses parents, de son développement, en même temps qu’il reste centré sur cinq domaines d’apprentissages scolaires dont l’évaluation est précisée en termes de compétences.

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Section: Du Projet De Programme à Sa Publicationunclassified

Accueillir, éduquer, scolariser les jeunes enfants: des finalités sous tensions. Éléments d’analyse à partir de l’école maternelle en France

Garnier¹

2019

SJER

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“…Before 2002, in the Federation WB where the childcare system is divided (EACEA, 2009), the practitioners who worked with children under three years of age (from two or three months in the Belgian childcare services) didn't have any curriculum (Bennett, 2004;Rayna, 2009), any guidelines about what was considered essential knowledge and values contrary to the preschool teachers who have had educational curricula for several years. The practitioners had to find for themselves the best way to act and to think in their context drawing only from their own experiences and knowledge.…”

Section: Freedom Of Movement: a Quality Criterion In A Pedagogical Cumentioning

confidence: 99%

Conditions to give children more freedom of movement

Pirard¹

2013

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This article provides a discussion on the importance of knowledge in early childhood education and also the role of knowledge dissemination process in the field. From the question of giving more freedom of movement, knowledge about this topic used in a Belgian curriculum, the article illustrates the importance of considering practice not as an application of theory, but as a co-construct and complex process that combines it with other resources in context. It illustrates the importance of going further than the production of knowledge to create appropriate practice in service.

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“…A review of the literature presents some results of reforms made in the training system, i.e. the 'educateurs jeunes enfants' in France (Peeters 2008;Urban et al 2011) and some new directions for curriculum, teaching, training and the arrival of the new notion of 'accompaniment' (Rayna, Bouve, and Moisset 2009;Pirard 2011b).…”

Section: Introductionmentioning

confidence: 99%

Accompaniment and quality in childcare services: the emergence of a culture of professionalization

Pirard

Barbier

2012

Early Years

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This article addresses various educational cultures observed today in a variety of training and professional development contexts in the field of early childhood education. The paper also analyses methods of developing and implementing training or professional 'accompaniment'. This notion of 'accompaniment' has been developed in the context of French-speaking countries, especially in relation to the development of childcare services and the search for quality. From a case study using 'accompaniment' as a professional development initiative to consider freedom of movement for children aged birth to three years as a quality criterion in daily educational practice, the article illustrates the importance of considering innovation in the professional development of early years educators, not only as a new initiative in this specific context, but also as a signifier of the wider emergence of a new culture of professionalization where actions, actors and environment undergo change simultaneously.

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Un curriculum pour un accueil de qualité de la petite enfance

Cited by 8 publications

References 0 publications

Accueillir, éduquer, scolariser les jeunes enfants: des finalités sous tensions. Éléments d’analyse à partir de l’école maternelle en France

Accueillir, éduquer, scolariser les jeunes enfants: des finalités sous tensions. Éléments d’analyse à partir de l’école maternelle en France

Conditions to give children more freedom of movement

Accompaniment and quality in childcare services: the emergence of a culture of professionalization

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