Abstracts
Résumé
Lors du passage vers la première année du primaire, l’enfant doit déployer plusieurs habiletés liées aux fonctions exécutives qui assurent sa réussite sur les plans socioémotionnel, comportemental et cognitif. Puisque la transition vers le primaire constitue un moment charnière du parcours scolaire, il semble essentiel de se questionner sur les manières de soutenir le développement des fonctions exécutives. En ce sens, il apparait crucial d’étudier les perceptions et attentes des enseignantes par rapport aux habiletés liées. Cette étude a pour objectif de mesurer les fonctions exécutives des enfants lors du passage vers la première année, en plus de recueillir les perceptions et attentes des enseignantes (éducation préscolaire et première année) au regard des habiletés socioémotionnelles, comportementales et cognitives des enfants.
Mots-clés :
- fonctions exécutives,
- transition scolaire,
- éducation préscolaire,
- première année,
- perceptions,
- attentes,
- enseignantes,
- habiletés socioémotionnelles,
- habiletés comportementales,
- habiletés cognitives
Abstract
During the transition toward the first year of elementary school, children must develop several skills related to executive functions that ensure their socio-emotional, behavioural, and cognitive success. Because this transition represents a pivotal moment, it seems essential to question ways to support the development of executive functions and to study teachers’ perceptions of and expectations towards related skills. The objective of this study is therefore to measure children’s executive functions during the transition to the first grade and to collect teachers’ perceptions and expectations of children’s socio-emotional, behavioural, and cognitive skills.
Keywords:
- Executive functions,
- school transition,
- preschool education,
- first grade,
- perceptions,
- expectations,
- teachers,
- socio-emotional skills,
- behavioural skills,
- cognitive skills
Appendices
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