Abstracts
Résumé
L’objectif de cette étude est de comparer les effets du jeu de construction accompagné et du jeu de construction libre sur le développement de la pensée des enfants à l’éducation préscolaire 4 ans. Un devis expérimental avec prétest et post-test est mis en oeuvre auprès de classes de maternelle 4 ans du Québec (N = 15). Au total, 27 enfants ont été observés avec la Grille d’observation des habiletés de la pensée développée pour cette étude. Les résultats démontrent une différence significative entre le prétest et le post-test pour l’habileté « expérimente ou investigue », plus élevée lorsque l’enseignante accompagne le jeu de construction. De même, une diminution des comportements ne correspondant pas à du jeu de construction dans le coin blocs est observée dans cette condition. Le jeu de construction accompagné serait donc à privilégier pour soutenir le développement de la pensée des enfants à l’éducation préscolaire.
Mots-clés :
- Jeu accompagné,
- jeu de construction,
- éducation préscolaire,
- développement de la pensée,
- habiletés de la pensée
Abstract
The aim of this study was to investigate the effects of guided constructive play on the manifestations of thinking development of preschoolers (4-year-old) in comparison with free constructive play, i.e. without teacher support. We used an experimental research design with pre and posttest. Fifteen 4-year-old preschool classes from Quebec participated in the study and 27 children were observed using the Grille d’observation des habiletés de la pensée, a tool developed for this study. The findings showed a statistically significant difference between the pre- and posttest behaviors of “experimentation or investigation”, as they increased in the guided play condition. Similarly, a difference was also observed for behaviors that does not correspond to constructive play, showing that children's constructive play is less interrupted in the guided constructive play condition. These results demonstrate that guided play is a form of support which has the potential to improve the development of 4-year-old preschoolers’ thinking.
Keywords:
- Guided play,
- constructive play,
- preschool education,
- thinking skills,
- cognitive development
Resumen
El objetivo de este estudio es comparar los efectos del juego de construcción acompañado y del juego de construcción libre en el desarrollo del pensamiento de los niños de educación preescolar de 4 años. Se implementa un diseño experimental con pretest y postest con clases de jardín de infantes de 4 años en Quebec (N = 15). En total, se observó a 27 niños utilizando la Cuadrícula de observación de habilidades de pensamiento desarrollada para este estudio. Los resultados demuestran una diferencia significativa entre el pretest y el postest para la habilidad “experimentar o investigar”, mayor cuando el docente acompaña el juego de construcción. Asimismo, en esta condición se observó una reducción de comportamientos no correspondientes al juego constructivo en la esquina de manzana. Por lo tanto, sería preferible el juego de construcción acompañado para apoyar el desarrollo del pensamiento de los niños en la educación preescolar.
Palabras clave:
- Juego acompañado,
- juego de construcción,
- educación preescolar,
- desarrollo del pensamiento,
- habilidades de pensamiento
Appendices
Bibliographie
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