Validité de contenu du nouveau domaine de la littératie de l’AEPS®/EIS

Lemire, Colombe; Dionne, Carmen; McKinnon, Suzie

doi:10.7202/1028217ar

Cited by 4 publications

(2 citation statements)

References 13 publications

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“…The AEPS instrument has reported to have sound psychometric properties, showing high internal consistency reflecting a strong relationship among domain scores and items, in addition to showing satisfactory inter-rater reliability (Noh, 2005). Additionally, the reliability and validity of the instrument have been furthered confirmed when used in other studies (Cadigan and Missall, 2007;Gao and Grisham-Brown, 2011;Lemire et al, 2014).…”

Section: Methodsmentioning

confidence: 78%

An Intervention Programme to Facilitate the Preschool Transition in Mexico

Urbina-Garcia

2020

Front. Educ.

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Over the last two decades there has been a growing interest in promoting a smooth transition to the first grade of primary school, given the potential long-term change this can have in preschool children at an academic and personal level. Research shows that psycho-educational interventions help improve children's academic and personal skills, lessening the effects of this challenging period. The effectiveness of transition-related interventions has been mainly focused on developed economies, such as Australia, the US, the UK, Italy, Hong Kong, etc. However, there is limited evidence regarding how this type of intervention could support stakeholders in developing economies, such as Latin America. The Latin American region displays some of the lowest rates of academic performance and highest rates of social inequality in the world, making this region a priority in the international research agenda. This study sought to explore the efficacy of an intervention programme to facilitate this transition in Mexico City. Findings provide evidence of the positive impact of the preschool transition-intervention programme on children's cognitive, social and fine motor skills, as well as in the frequency with which preschool teachers (PT) and the teaching assistants (TA) use transition practices that promote literacy in preparation for the first grade of primary school. Parents reported that the quality and closeness of the primary school were the main factors to consider when choosing the primary school that their child will attend. Parents reported that promoting academic skills in their child is essential to prepare them for this transition. Implications for policy and practice are discussed.

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Section: Methodsmentioning

confidence: 78%

An Intervention Programme to Facilitate the Preschool Transition in Mexico

Urbina-Garcia

2020

Front. Educ.

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“…ex., l'enfant redit une histoire simple), écriture. Cette grille présente de bonnes qualités psychométriques sur le plan de la fidélité et de la validité de contenu (Lemire et al, 2014(Lemire et al, , 2015.…”

Section: Journal De Bordunclassified

Défis et facilitateurs lors de l’implantation de pratiques d’intervention naturalistes pour soutenir le développement de la littératie en milieu de garde

Lemire

Dionne

Myre-Bisaillon

2022

L & L

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Les pratiques d’intervention naturalistes dont l’activity-based intervention (ABI) utilisent le jeu et les activités quotidiennes pour soutenir le développement d’habiletés chez les jeunes enfants. Cet article documente les défis et facilitateurs rencontrés par quatre éducatrices en milieu de garde ayant reçu de la formation et de l’accompagnement pour implanter l’ABI en soutien au développement d’habiletés en littératie. Les principaux défis relèvent du manque de temps et de la gestion des défis socio-émotionnels. Dans les facilitateurs se retrouvent les adaptations de l’environnement et les intérêts des enfants. Cet article met en lumière, l’importance d’offrir du matériel en littératie diversifié et accessible.

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