Abstracts
Résumé
Cette étude a pour but d’évaluer l’impact à court terme d’un volet parental inhérent à un programme d’éveil numérique offert à la maternelle aux enfants de milieu socioéconomiquement faible. Nos résultats indiquent que la participation conjointe des parents et des enfants dans le programme (groupe expérimental) semble avoir favorisé, chez les enfants, une meilleure connaissance des nombres comparativement aux enfants n’ayant bénéficié que du volet enfant. Des résultats peu concluants ont néanmoins été observés entre le groupe expérimental et un deuxième groupe d’enfants soumis exclusivement au volet enfant et dont les parents ne se sont jamais présentés aux ateliers-parents auxquels ils s’étaient pourtant inscrits (groupe consentement-comparaison). Différents facteurs potentiels pouvant expliquer ces conclusions sont discutés.
Mots clés:
- programme,
- préscolaire,
- maternelle,
- pauvreté,
- environnement familial,
- éveil numérique
Abstract
The aim of this study is to evaluate the short-term impact of the parental component of a program to develop number awareness for kindergarten children in low socio-economic milieu. The results show that participation of both parents and children in the program (experimental group) led to better children’s understanding of numbers comparative to those children who only had the child component of the program. Some tentative results were noted between the experimental group and a second group of children who participated only in the child component, since their parents did not attend parent workshops in which they were enrolled (agreement-comparison group). The authors discuss various potential factors to explain these conclusions.
Resumen
Este estudio tiene por propósito evaluar el impacto a corto plazo de un aspecto parental inherente a un programa de despertar numérico impartido a la maternal a niños de medio socioeconómico bajo. Nuestros resultados indican que la participación conjunta de los padres y de los niños en el programa (grupo experimental) parece haber favorecido, en los niños, un mejor conocimiento de los números en comparación con niños que sólo beneficiaron del aspecto niño. Sin embargo, se observaron resultados poco significativos entre el grupo experimental y un segundo grupo de niños sometidos exclusivamente al aspecto niño y cuyos padres nunca se presentaron a los talleres-padres pese a que se habían inscritos (grupo consentimiento-comparación). Por terminar, se comentan diversos factores potenciales que pueden explicar estas conclusiones.
Appendices
Références
- Alexander, K.L., Entwisle, D.R. et Bedinger, S.D. (1994). When expectations work : Race and socio-economic differences in school performance. Social Psychological Quarterly, 57, 283-299.
- Arnold, D.H., Fisher, P.H., Doctoroff, G.L. et Dobbs, J. (2002). Accelerating math development in Head Start classrooms. Journal of Educational Psychology, 94, 762-770.
- Arnold, D.H., Lonigan, C.J., Whitehurst, G.J. et Epstein, J.N. (1994). Accelerating language development through picture book reading : Replication and extension to a videotape training format. Journal of Educational Psychology, 86, 235-243.
- Aronson, J.Z. (1996). How schools can recruit hard-to-reach parents. Educational Leadership, 53(7), 58-60.
- Barnett, W.S., Young, J.W. et Schweinhart, L.J. (1998). How preschool education influences long-term cognitive development and school success. In W.S. Barnett et S.S. Boocock (dir.), Early care and education for children in poverty : Promises, programs, and long-term results (p. 167-184). Albany, NY : State University of New York Press.
- Baroody, A.J. (1992). The development of kindergartners’ mental addition strategies. Learning and Individual Differences, 4, 215-235.
- Bobbett, G.C. (1995). An analysis of Nevada’s report cards on high schools. Communication présentée dans le cadre de l’Annual Meeting of the Mid-South Educational Research Association, Biloxi, MS.
- Bornstein, M.H. et Bradley, R.H. (2003). Socioeconomic status, parenting, and child development. Mahwah, NJ : Lawrence Erlbaum.
- Bronfenbrenner, U. (1974). Is early intervention effective ? A report on longitudinal evaluations of preschool programs. Washington, DC : Department of Health, Education and Welfare.
- Brooks-Gunn, J. (2003). Do you believe in magic ? What we can expect from early childhood intervention programs. Social Policy Report, 17(1), 3-15.
- Brooks-Gunn, J., Berlin, L.J. et Fuligni, A.S. (2000). Early childhood intervention programs : What about family ? In J.P. Shonkoff et S.J. Meisels (dir.), Handbook of early childhood intervention (p. 549-588). New York, NY : Cambridge University Press (2e éd.).
- Brooks-Gunn, J., Klebanov, P.K. et Liaw, F. (1995). The learning, physical, and emotional environment in the home in the context of poverty : The Infant Health and Development Program. Children and Youth Services Review, 17(1-2), 251-276.
- Bussière, P., Cartwright, F., Crocker, R., Ma, X., Oderdirk, J. et Zhang, Y. (2001). À la hauteur : La performance des jeunes du Canada en lecture, en mathématiques et en sciences. Ottawa : ministère de l’Industrie.
- Campbell, F.A. et Taylor, K. (1996). Early childhood programs that work for children from economically disadvantaged families. Young Children, 51(4), 74-80.
- Carpenter, T.P., Ansell, E., Franke, M.L., Fennema, E. et Weisbeck, L. (1993). Models of problem solving : A study of kindergarten children’s problem-solving processes. Journal for Research in Mathematics Education, 24(5), 427-440.
- Case, R. (1975). Social class differences in intellectual development : A Neo-Piagetian investigation. Canadian Journal of Behavior Science, 7, 244-261.
- Case, R., Griffin, S. et Kelly, W.M. (2001). Socioeconomic differences in children’s early cognitive development and their readiness for schooling. In S.L. Golbeck (dir.), Psychological perspectives on early childhood education. Reframing dilemmas in research and practice (p. 37-63). Londres : Lawrence Erlbaum.
- Case, R. et Sowder, J.T. (1990). The development of computational estimation : A Neo-Piagetian analysis. Cognition and Instruction, 7(2), 79-104.
- Commission des écoles catholiques de Montréal (1994). 5e plan d’action. Opération Renouveau. Montréal : Commission des écoles catholiques de Montréal.
- Chavkin, N.F. et Williams, D.L. (1989). Low-income parents’ attitudes toward parent involvement in education. Journal of Sociology and Social Welfare, 16, 17-28.
- Clements, D.H., Swaminathan, S., Hannibal, M.A.Z. et Sarama, J. (1999). Young children’s conceptions of space. Journal for Research in Mathematics Education, 30(2), 192-212.
- Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, NJ : Erlbaum (2e éd.).
- Comer, J.P. (1996). Rallying the whole village : The Comer process for reforming education. New York, NY : Teachers College Press.
- Currie, J. et Thomas, D. (2000). School quality and the longer-term effects of Head Start. Journal of Human Resources, 35(4), 755-774.
- De Civita, M., Pagani, L.S., Vitaro, F. et Tremblay, R.E. (2004). The role of maternal educational aspirations in mediating the risk of income source on academic failure in children from persistently poor families. Children and Youth Services Review, 26, 749-769.
- Dishion, T.J. et Andrews, D.W. (1995). Preventing escalation in problem behaviors with high-risk young adolescents : Immediate and 1-year outcomes. Journal of Consulting and Clinical Psychology, 63(4), 538-548.
- Doherty, G. (1997). Zero to six : The basis for school readiness. Ottawa : Human Resources Development Canada.
- Duncan, G.J., Brooks-Gunn, J. et Klebanov, P.K. (1994). Economic deprivation and early-childhood development. Child Development, 62(2), 296-318.
- Entwisle, D.R. et Alexander, K.L. (1990). Beginning school math competence : Minority and majority comparisons. Child Development, 61, 454-471.
- Entwisle, D.R., Alexander, K.L. et Olson, L.S. (1994). The gender gap in math : Its possible origins in neighborhood effects. American Sociological Review, 59, 822-838.
- Epstein, J.L. et Dauber, S.L. (1991). School programs and teacher practices of parent involvement in inner-city elementary and middle schools. Elementary School Journal, 91(3), 289-305.
- Evans, G.W. (2004). The environment of childhood poverty. American Psychologist, 59(2), 77-92.
- Fan, X. et Chen, M. (2001). Parental involvement and students’ academic achievement : A meta-analysis. Educational Psychology Review, 13(1), 1-22.
- Feuerstein, A. (2000). School characteristics and parent involvement : Influences on participation in children’s schools. The Journal of Educational Research, 94(1), 29-39.
- Folger, R. (1989). Significance testing and the duplicity of binary decisions. Psychological Bulletin, 106, 155-160.
- Friedman, L. (1989). Mathematics and the gender gap : A meta-analysis of recent studies on sex differences in mathematical tasks. Review of Educational Research, 59, 185-213.
- Fuchs, L.S., Fuchs, D. et Karns, K. (2001). Enhancing kindergartners’ mathematical development : Effects of peer-assisted learning strategies. Elementary School Journal, 101(5), 496-510.
- Fuson, K.C. (1992). Research on whole number addition and subtraction. In D. Grouws (dir.), Handbook of research on mathematics teaching and learning (p. 243-275). New York, NY : Macmillan.
- Galper, A., Wigfield, A. et Seefeldt, C. (1997). Head Start parents’ beliefs about their children’s abilities, task values, and performances on different activities. Child Development, 68, 897-907.
- Garland, C., Swanson, J., Stone, N.W. et Woodruff, G. (1981). Early intervention for children with special needs and their families : Findings and recommendations. Seattle, WA : Washington University.
- Geary, D.C. (1994). Children’s Mathematical Development : Research and Practical Applications. Washington, DC : American Psychological Association.
- Ginsburg, H.P. (1989). Children’s arithmetic : How they learn it and how you teach it (2e éd.). Austin, TX : Pro Ed.
- Graue, M.E. (1992). Social interpretations of readiness for kindergarten. Early Childhood Research Quarterly, 7, 225-243.
- Greenes, C. (1999). Ready to learn : Developing young children’s mathematical powers. In J. Copley (dir.), Mathematics in the early years (p. 39-47). Reston, VA : National Council of Teachers of Mathematics.
- Griffin, S. et Case, R. (1996). Evaluating the breadth and depth of training effects when central conceptual structures are taught. Monographs of the Society for Research in Child Development, 60(5-6), 83-102.
- Griffin, S. et Case, R. (1997). Wrapping up : Using peer commentaries to enhance models of mathematics teaching and learning. Issues in Education, 3(1), 115-134.
- Griffin, S., Case, R. et Capodilupo, A. (1995). Teaching for understanding : The importance of the central conceptual structure in the elementary mathematics curriculum. In A. McKeough, J. Lupart et A. Marini (dir.), Teaching for Transfer (p. 123-151). Mahwah, NJ : Lawrence Erlbaum.
- Griffin, S.A., Case, R. et Carpenter, P. (1994). Rightstart manual. Document non publié.
- Griffin, S., Case, R. et Pick, M. (1998). Teacher’s guide to Number Worlds kindergarten level. Document non publié.
- Griffin, S., Case, R. et Sandieson, R. (1992). Synchrony and asynchrony in the acquisition of everyday mathematical knowledge : Towards a representational theory of children’s intellectual growth. In R. Case (dir.), The Mind’s Staircase : Exploring the Central Conceptual Underpinnings of Children’s Theory and Knowledge (p. 75-98). Hillsdale, NJ : Erlbaum.
- Griffin, S., Case, R. et Siegler, R.S. (1994). Rightstart : Providing the central conceptual prerequisites for first formal learning of arithmetic to students at risk for school failure. In K. McGilly (dir.), Classroom lessons : Integrating cognitive theory and classroom practice (p. 25-50). Cambridge, MA : MIT Press.
- Grolnick, W.S., Benjet, C., Kurowski, C.O. et Apostoleris, N.H. (1997). Predictors of parent involvement in children’s schooling. Journal of Educational Psychology, 89(3), 538-548.
- Hanson, K. (1992). Teaching Mathematics Effectively and Equitably to Females. Trends and Issues, 17, New York, NY : Teachers College.
- Henderson, A.T. et Berla, N. (1994). A new generation of evidence : The family is critical to student achievement. Washington, DC : National Committee for Citizens in Education.
- Hertzman, C. et Wiens, M. (1996). Child development and long-term outcomes : A population health perspective and summary of successful interventions. Social Science and Medicine, 43, 1083-1095.
- Hickman, C.W., Greenwood, G. et Miller, M.D. (1995). High school parent involvement : Relationships with achievement, grade level, SES, and gender. Journal of Research and Development in Education, 28(3), 125-134.
- Hilton, T.L. et Berglund, G.W. (1974). Sex differences in mathematics achievement : A longitudinal study. Journal of Educational Research, 67(5), 231-237.
- Hohmann, M. et Weikart, D.P. (2002). Educating young children : Active learning practices for preschool and child care programs. Ypsilanti, MI : High/Scope Press (2e éd.).
- Holloway, S.D., Rambaud, M.F., Fuller, B. et Eggers-Piérola, C. (1995). What is « Appropriate Practice » at home and in child care ? Low-income mothers’ views on preparing their children for school. Early Childhood Research Quarterly, 10(4), 451-473.
- Hoover-Dempsey, K.V., Bassler, O.C. et Brissie, J.S. (1992). Exploration in parent-school relations. Journal of Educational Research, 85(5), 287-294.
- Hoover-Dempsey, K.V. et Sandler, H.M. (1997). Why do parents become involved in their children’s education ? Review of Educational Research, 67, 3-42.
- Hubbell, R. (1983). A review of Head Start since 1970. Washington, DC : U. S. Department of Health and Human Services.
- Jackson, A.P. (2003). Mothers’ employment and poor and near-poor African-American children’s development : A longitudinal study. Social Service Review, 77(1), 93-109.
- Jones, L.V. (1984). White-Black achievement differences : The narrowing gap. American Psychologist, 39(11), 1207-1213.
- Klein, J.S. et Bisanz, J. (2000). Preschoolers doing arithmetic : The concepts are willing but the working memory is weak. Revue canadienne de psychologie expérimentale, 54(2), 105-115.
- Klein, A. et Starkey, P. (1995). Preparing for the transition to school mathematics : The Head Start family math project. In P. Starkey (dir.), School readiness and early achievement of impoverished children. Indianapolis, IN : Society for Research in Child Development.
- Lahire, B. (1995). Tableaux de famille : heurs et malheurs scolaires en milieux populaires. Paris : Seuil.
- Lamb-Parker, F., Piotrkowski, C.S., Baker, A.J.L., Kessler-Sklar, S., Clark, B. et Peay, L. (2001). Understanding barriers to parent involvement in Head Start : A research-community partnership. Early Childhood Research Quarterly, 16(1), 35-51.
- Lareau, A. (1989). Home advantage : Social class and parental intervention in elementary education. Londres : Falmer Press.
- Lazar, I., Darlington, R.B., Murray, H.W. et Snipper, A.S. (1982). Lasting effects of early education : A report from the Consortium for Longitudinal Studies. Monographs of the Society for Research in Child Development, 47(2-3), 1-151.
- Marcon, R. (1999). Predicting parent involvement and its influence on school success : A follow-up study. Proceeding of the National Head Start Research Conference, 4, 616-617.
- McCartney, K. et Rosenthal, R. (2000). Effect size, practical importance, and social policy for children. Child Development, 71(1), 173-180.
- McDill, E.L. et Natriello, G. (1999). The sociology of day care. In J. Copley (dir.), Mathematics in the early years (p. 21-29). Reston, VA : National Council of Teachers of Mathematics.
- McLoyd, V.C. (1998). Socioeconomic disadvantage and child development. American Psychologist, 53(2), 185-204.
- Miedel, W.T. et Reynolds, A.J. (1999). Parent involvement in early intervention for disadvantaged children : Does it matter ? Journal of School Psychology, 37(4), 379-402.
- Moles, O.C. (1993). Collaboration between schools and disadvantaged parents : Obstacles and openings. In N.F. Chavkin (dir.), Families and schools in a pluralisticsociety (p. 21-49). Albany, NY : State University of New York.
- Nagin, D.S., Pagani, L., Tremblay, R.E. et Vitaro, F. (2003). Life course turning points : The effect of grade retention on physical aggression. Development and Psychopathology, 15, 343-361.
- National Council of Teachers of Mathematics (2000). Principles and standards for school mathematics. Reston, VA : National Council of Teachers of Mathematics.
- Newcombe, N.S. et Huttenlocher, J. (2000). Making space : The development of spatial representation and reasoning. Cambridge, MA : MIT Press.
- Okamoto, Y. et Case, R. (1996). Exploring the microstructure of children’s central conceptual structures in the domain of number. Monographs of the Society for Research in Child Development, 61(1-2), 27-58.
- Olmsted, P.P. (1991). Parent involvement in elementary education : Findings and suggestions from the Follow Through Program. Elementary School Journal, 91(3), 221-231.
- Pagani, L.S., Boulerice, B. et Tremblay, R.E. (1997). The influence of poverty on children’s classroom placement and behavior problems during elementary school : A change model approach. In G. Duncan et J. Brooks-Gunn (dir.), Consequences of growing up poor (p. 311-339). New York, NY : Sage.
- Pagani, L.S., Boulerice, B., Tremblay, R.E. et Vitaro, F. (1999). Effects of poverty on academic failure and delinquency in boys : A change and process model approach. Journal of Child Psychology and Psychiatry, 40(8), 1209-1219.
- Pagani, L.S., Jalbert, J. et Girard, A. (2006). Does preschool enrichment of precursors to arithmetic influence intuitive knowledge of number in low income children ? Early Childhood Education Journal, 34(2), 133-146.
- Pagani, L.S., Larocque, D., Tremblay, R.E. et Lapointe, P. (2003). The impact of junior kindergarten on math skills in elementary school children. International Journal of Behavioral Development, 27(5), 423-427.
- Pagani, L., Tremblay, R.E., Vitaro, F., Boulerice, B. et McDuff, P. (2001). Effects of grade retention on academic performance and behavioral development. Development and Psychopathology, 13, 297-315.
- Pappas, S., Ginsburg, H.P. et Jiang, M. (2003). SES differences in young children’s metacognition in the context of mathematical problem solving. Cognitive Development, 18(3), 431-450.
- Parker, F.L., Piotrkowski, S.S., Horn, W.F. et Greene S.M. (1995). The challenge for Head Start : Realizing its vision as a two-generational program. In S. Smith (dir.), Two generation programs for families in poverty : A new intervention strategy (p. 135-160). Norwood, NJ : Ablex.
- Pena, D.C. (2000). Parent involvement : Influencing factors and implications. Journal of Educational Research, 94, 42-54.
- Powell, D.R. (1994). Parents, pluralism, and the NAEYC statement on developmentally appropriate practice. In R.S. New et B.L. Mallory (dir.), Diversity and developmentally appropriate practices (p. 166-182). New York, NY : Teachers College Press.
- Ramey, S.L. et Ramey, C.T. (1992). Early educational intervention with disadvantaged children – To what effect ? Applied and Preventive Psychology, 1, 131-140.
- Ramey, S.L. et Ramey, C.T. (1998). Early intervention and early experience. American Psychologist, 53, 109-120.
- Rappaport, J. (1977). Community psychology : Values, research, and action. New York, NY : Holt, Rinehart et Winston.
- Reyes, L.H. et Stanic, G.M. (1988). Race, sex, socioeconomic status, and mathematics. Journalfor Research in Mathematics Education, 19(1), 26-43.
- Reynolds, A. (1989). A structural model of first-grade outcomes for an urban, low socio-economic status, minority population. Journal of Educational Psychology, 81, 594-603.
- Reynolds, A.J. (1992). Mediated effects of preschool intervention. Early Education and Development, 3, 139-164.
- Reynolds, A.J., Mavrogenes, N.A., Bezruczko, N. et Hagemann, M. (1996). Cognitive and family-support mediators of preschool effectiveness : A confirmatory analysis. Child Development, 67, 1119-1140.
- Rutter, M. (2002). Family influences on behavior and development : Challenges for the future. In J.P. McHale et W.S. Grolnick (dir.), Retrospect and prospect in the psychological study of families (p. 321-351). New York, NY : Lawrence Erlbaum.
- Saxe, G.B., Guberman, S.R. et Gearhart, M. (1987). Social processes in early number development. Monographs of the Society for Research in Child Development, 52(2), 160-163.
- Schweinhart, L.J. (2003). Benefits, costs, and explanation of the High/Scope Perry Preschool Program. Communication présentée dans le cadre du Meeting of the Society for Research in Child Development, Tampa, FL, avril.
- Schweinhart, L.J. et Weikart, D.P. (1980). Young children grow up (Vol. 7). Ypsilanti, MI : High/Scope.
- Seitz, V., Rosenbaum, L.K. et Apfel, N.H. (1985). Effects of family support intervention : A ten-year follow-up. Child Development, 56, 376-391.
- Shriver, M.D., Kramer, J.J. et Garnett, M. (1993). Parent involvement in early childhood special education : Opportunities for school psychologists. Psychology in the Schools, 30, 264-273.
- Singh, K., Bickley, P.G., Trivette, P., Keith, T.Z., Keith, P.B. et Anderson, E. (1995). The effects of four components of parental involvement on eighth-grade student achievement : Structural analysis of NESL-88 data. School Psychology Review, 24(2), 299-317.
- Starkey, P., et Cooper, R.G. (1995). The development of subitizing in young children. British Journal of Developmental Psychology, 13, 399-420.
- Starkey, P. et Klein, A. (2000). Fostering parental support for children’s mathematical development : An intervention with Head Start families. Early Education and Development, 11(5), 659-680.
- Statistique Canada (1995). Enquête longitudinale nationale sur les enfants et les jeunes : matériel d’enquête pour la collecte des données de 1994-1995, cycle 1. Ottawa : Programme de développement de l’information.
- Statistique Canada (2002). Low income cut-offs from 1992 to 2001. Ottawa : Statistique Canada.
- Stevenson, H.W. et Newman, R.S. (1986). Long-term prediction of achievement and attitudes in mathematics and reading. Child Development, 57, 646-659.
- Stipek, D., Milburn, S., Clements, D. et Daniels, D.H. (1992). Parents’ beliefs about appropriate education for young children. Journal of Applied Developmental Psychology, 13, 293-310.
- Taylor, A.R. et Machida, S. (1994). The contribution of parent and peer support to Head Start children’s early school adjustment. Early Childhood Research Quarterly, 9, 387-405.
- Toomey, D. (1986). Home-School Relations and Equality in Education. In A.T. Henderson et N. Berla (dir.), A new generation of evidence : The family is critical to student achievement (p. 138-139). Washington, DC : Center for Law and Education.
- Tremblay, R.E., Lapointe, P., Hébert, M., Boulerice, B., Girard, A., Pagani, L. et Vitaro, F. (2000). Impact des mesures d’éducation préscolaire en milieux défavorisés sur l’Île de Montréal. Rapport présenté au Conseil québécois de la recherche sociale (CQRS) et au Conseil scolaire de l’Île de Montréal (CSIM). Montréal : Conseil scolaire de l’Île de Montréal.
- Tukey, J.W. (1991). The philosophy in multiple comparisons. Statistical Science, 6, 100-116.
- UNICEF (2001). The state of the world’s children. New York, NY : UNICEF.
- Washington, V. et Bailey, U.J.O. (1995). Project Head Start : Models and strategies for the twenty-first century. New York, NY : Garland.
- Weikart, D.P. et Schweinhart, L.J. (1992). High/Scope preschool program outcomes. In J. McCord et R.E. Tremblay (dir.), Preventing antisocial behavior : Interventions from birth to adolescence (p. 67-86). New York, NY : Guilford Press.
- White, K.R. (1985). Efficacy of early intervention. The Journal of Special Education, 19(4), 401-416.
- White, K.R., Taylor, M.J. et Moss, V.D. (1992). Does research support claims about the benefits of involving parents in early intervention programs ? Review of Educational Research, 62(1), 91-125.
- Whitehurst, G.J., Arnold, D.H., Epstein, J.N., Angell, A.L., Smith, M. et Fischel, J.E. (1994). A picture book reading intervention in day care and home for children from low-income families. Developmental Psychology, 30(5), 679-689.
- Willms, J.D. (1996). Indicateurs de la performance en mathématiques dans les écoles primaires du Canada. In Grandir au Canada. Enquête longitudinale nationale sur les enfants et les jeunes (p. 79-93). Ottawa : ministère de l’Industrie.
- Zigler, E. et Muenchow, S. (1992). Head Start : The inside story of America’s most successful educational experiment. New York, NY : Basic Books.
- Zigler, E.F. et Styfco, S. (1996). Head Start and early childhood intervention : The changing course of social science and social policy. In E.F. Zigler et S.L. Kagan (dir.), Children, families and government : Preparing for the twenty-first century (p. 132-155). New York, NY : Cambridge University Press.