ror.org/00kybxq39
Abstracts
Résumé
Le jeu permet aux enfants d’apprendre et de se développer, et c’est décuplé lorsque l’adulte s’y engage (Pyle et Bigelow, 2015 ; Weisberg et coll., 2016). Cette étude vise à décrire l’engagement de la personne enseignante lors du jeu en maternelle 4 ans au Québec et à examiner sa relation avec certaines caractéristiques du jeu et des enfants y jouant. L’analyse de 43 captations vidéos de périodes de jeu montre que le personnel enseignant s’engage peu dans le jeu et que son rôle (Johnson et coll., 2005) varie en fonction du type de jeu (Smilansky, 1968) et du sexe des enfants. Cette étude montre l’importance de développer la compétence ludique des enseignant·e·s.
Mots-clés :
- jeu,
- éducation préscolaire,
- engagement de l’enseignant·e,
- sexe de l’enfant,
- pratiques éducatives
Abstract
Play allows children to develop themselves and to learn (Pyle and Bigelow, 2015), and it’s magnified when teachers are involved in it (Weisberg et coll., 2016). This descriptive and correlational study aims to examine teachers’ involvement in play during junior kindergarten play time in Quebec and to explore its relationship with other factors related to play. After analyzing 43 videos of play, results show that teachers are mostly uninvolved during children play, and that their level of involvement (Johnson et coll., 2005) seems to vary depending on the type of play (Smilansky, 1968) and the child’s gender. This study shows the importance of developing teachers’ expertise regarding children play.
Keywords:
- play,
- early childhood education,
- teacher involvement,
- gender,
- teaching skills
Resumen
El juego permite a los niños aprender y desarrollarse y estos efectos se multiplican cuando el adulto se implica también (Pyle y Bigelow, 2015; Weisberg et coll., 2016). Nuestro estudio descriptivo pretende describir la implicación del maestro durante el juego en el jardín de infancia para cuatro años en Quebec, además de examinar su relación con algunas características del juego y de los niños participantes. Nuestro análisis de 43 grabaciones en vídeo de períodos de juego muestra que los maestros se implican poco en el juego y que su papel (Johnson et coll., 2005) varía en función del tipo de juego (Smilansky, 1968) y del sexo de los niños. Nuestro estudio muestra la importancia de desarrollar la competencia lúdica de los maestros.
Palabras clave:
- Juego,
- educación infantil,
- implicación del maestro,
- sexo del niño,
- prácticas educativas
Appendices
Bibliographie
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