Résumés
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
Parties annexes
Bibliographie
- Ahmad, S. A. et Warriner, E. M. (2001). Review of the NEPSY: A developmental neuropsychological assessment. The Clinical Neuropsychologist, 15(2), 240-249. https://doi.org/10.1076/clin.15.2.240.1894
- Archibald, S. J. et Kerns, K. A. (1999). Identification and description of new tests of executive functioning in children. Child Neuropsychology, 5(2), 115-129. https://doi.org/10.1076/chin.5.2.115.3167
- Balduzzi, L., Lazzari, A., Van Laere, K., Boudry, C., Rezek, M., Mlinar, M., & McKinnon, E. (2019). Literature review on transitions across early childhood and compulsory school settings in Europe. ERI.
- Bernier, A., Beauchamp, M. H., Carlson, S. M. et Lalonde, G. (2015). A secure base from which to regulate: Attachment security in toddlerhood as a predictor of executive functioning at school entry. Developmental Psychology, 51(9), 1177-1189. https://doi.org/10.1037/dev0000032
- Bierman, K. L., Nix, R. L., Greenberg, M. T., Blair, C. et Domitrovich, C. E. (2008). Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program. Development and Psychopathology, 20(3), 821-843. https://doi.org/10.1017/S0954579408000394
- Blair, C., Granger, D. et Peters Razza, R. (2005). Cortisol reactivity is positively related to executive function in preschool children attending Head Start. Child Development, 76(3), 554-567. https://doi.org/10.1111/j.1467-8624.2005.00863.x
- Blair, C. et Raver, C. C. (2015). School readiness and self-regulation: A developmental psychobiological approach. Annual Review of Psychology, 66, 711-731. https://doi.org/10.1146/annurev-psych-010814-015221
- Blankson, A. N., Weaver, J. M., Leerkes, E. M., O’Brien, M., Calkins, S. D. et Marcovitch, S. (2017). Cognitive and emotional processes as predictors of a successful transition into school. Early Education and Development, 28(1), 1-20. https://doi.org/10.1080/10409289.2016.1183434
- Bothe, D. A., Grignon, J. B. et Olness, K. N. (2014). The effects of a stress management intervention in elementary school children. Journal of Developmental & Behavioral Pediatrics, 35(1), 62-67. https://doi.org/10.1097/dbp.0000000000000016
- Brod, G., Bunge, S. A. et Shing, Y. L. (2017). Does one year of schooling improve children’s cognitive control and alter associated brain activation? Psychological Science, 28(7), 967-978. https://doi.org/10.1177/0956797617699838
- Calkins, S. D. et Bell, M. A. E. (2010). Child Development at the Intersection of Emotion and Cognition. American Psychological Association. https://doi-org.acces.bibl.ulaval.ca/10.1037/12059-000
- Carlson, S. M. (2005). Developmentally sensitive measures of executive function in preschool children. Developmental Neuropsychology, 28, 585-615.
- Cartwright, K. B. (2012). Insights from cognitive neuroscience: The importance of executive function for early reading development and education. Early Education and Development, 23(1), 24-36. https://doi.org/10.1080/10409289.2011.615025
- Chan, W. L. (2012). Expectations for the transition from kindergarten to primary school amongst teachers, parents and children. Early Child Development and Care, 182(5), 639-664. https://doi.org/10.1080/03004430.2011.569543
- Conseil supérieur de l’éducation (2012). Mieux accueillir et éduquer les enfants d’âge préscolaire, une triple question d’accès, de qualité et de continuité des services. Gouvernement du Québec.
- Creswell, J. W. et Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3e éd.). Sage.
- Curriculum Development Council (2006). Curriculum Guides. Curriculum Development Council. https://cd1.edb.hkedcity.net/cd/cdc/en/cdc.html
- Dekker, M. C., Ziermans, T. B., Spruijt, A. M. et Swaab, H. (2017). Cognitive, parent and teacher rating measures of executive functioning: Shared and unique influences on school achievement. Frontiers in Psychology, 8, 48. https://doi.org/10.3389/fpsyg.2017.00048
- Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135-168. https://doi.org/10.1016/b978-0-444-64150-2.00020-4
- Duval, S., Bouchard, C., Pagé, P. et Hamel, C. (2016). Quality of classroom interactions in kindergarten and executive functions among five-year-old children. Cogent Education, 3(1), 1-18. https://doi.org/10.1080/2331186X.2016.1207909
- Duval, S., Montminy, N. et Gaudette-Leblanc, A. (2018). Perspectives théoriques à l'égard des fonctions exécutives en contexte éducatif chez les enfants d'âge préscolaire. Neuroéducation, 5(2), 93-108. https://doi.org/10.24046/neuroed.20180502.93
- Edwards, D. (1999). Emotion discourse. Culture & Psychology, 5(3), 271-291. https://doi.org/10.1177/1354067x9953001
- Finch, J. E. (2019). Do schools promote executive functions? Differential working memory growth across school-year and summer months. AERA Open, 5(2). https://doi.org/10.1177/2332858419848443
- Garon, N., Bryson, S. E., & Smith, I. M. (2008). Executive function in preschoolers: a review using an integrative framework. Psychological Bulletin, 134(1), 31-60. https://doi.org/10.1037/0033-2909.134.1.31
- Gathercole, S. et Alloway, T. P. (2008). Working memory and learning: A practical guide for teachers. Sage. https://doi.org/10.1111/j.1467-9604.2009.01397_1.x
- Gioia, G. A., Espy, K. A. et Isquith, P. K. (2003). Behavior Rating Inventory of Executive Function® Preschool version (BRIEF-P). Psychological Assessment Resources.
- Groeneveld, M. G., Savas, M., van Rossum, E. F. et Vermeer, H. J. (2020). Children’s hair cortisol as a biomarker of stress at school: A follow-up study. Stress, 1-7. https://doi.org/10.1080/10253890.2020.1725467
- Harrison, L. J., & Murray, E. (2015). Stress, coping and wellbeing in kindergarten: Children’s perspectives on personal, interpersonal and institutional challenges of school. International Journal of Early Childhood, 47(1), 79–103.
- Helm, A. F., McCormick, S. A., Deater‐Deckard, K., Smith, C. L., Calkins, S. D. et Bell, M. A. (2020). Parenting and children’s executive function stability across the transition to school. Infant and Child Development, 29(1), e2171. https://doi.org/10.1002/icd.2171
- Hughes, C. et Ensor, R. (2011). Individual differences in growth in executive function across the transition to school predict externalizing and internalizing behaviors and self-perceived academic success at 6 years of age. Journal of Experimental Child Psychology, 108(3), 663-676. https://doi.org/10.1016/j.jecp.2010.06.005
- Jacobson, L. A., Williford, A. P. et Pianta, R. C. (2011). The role of executive function in children’s competent adjustment to middle school. Child Neuropsychology, 17(3), 255-280. https://doi.org/10.1080/09297049.2010.535654
- Kaller, C. P., Unterrainer, J. M., Rahm, B. et Halsband, U. (2004). The impact of problem structure on planning: Insights from the Tower of London task. Cognitive Brain Research, 20(3), 462-472. https://doi.org/10.1016/j.cogbrainres.2004.04.002
- Kitson, N. et Merry, R. (2002). Teaching in the Primary School: A Learning Relationship. Routledge.
- Krippendorff, K. (2004). Measuring the reliability of qualitative text analysis data. Quality and Quantity, 38, 787-800. https://doi.org/10.1007/s11135-004-8107-7
- Lonigan, C. J., Burgess, S. R. et Anthony, J. L. (2000). Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study. Developmental Psychology, 36(5), 596-613. https://doi.org/10.1037/0012-1649.36.5.596
- McClelland, M. M., Acock, A. C. et Morrison, F. J. (2006). The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school. Early Childhood Research Quarterly, 21(4), 471-490. https://doi.org/10.1016/j.ecresq.2006.09.003
- Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A. & Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex "Frontal Lobe" tasks: a latent variable analysis. Cognitive psychology, 41(1), 49-100. https://doi.org/10.1006/cogp.1999.0734
- Monette, S. et Bigras, M. (2008). La mesure des fonctions exécutives chez les enfants d’âge préscolaire. Canadian Psychology/Psychologie canadienne, 49(4), 323-341. https://doi.org/10.1037/a0014000
- Monette, S., Langlois-Cloutier, C., Trépanier, G., Hammes, P., & Bigras, M. (2010, 20 mars). Le Stroop des fruits : une mesure d’inhibition chez les enfants d’âge préscolaire. Affiche présentée au 32e congrès de la Société québécoise de recherche en psychologie (SQRP), Montréal, Canada.
- Montgomery, D. E. et Koeltzow, T. E. (2010). A review of the day–night task: The Stroop paradigm and interference control in young children. Developmental Review, 30(3), 308-330. https://doi.org/10.1016/j.dr.2010.07.001
- Nayfeld, I., Fuccillo, J. et Greenfield, D. B. (2013). Executive functions in early learning: Extending the relationship between executive functions and school readiness to science. Learning and Individual Differences, 26, 81-88. https://doi.org/10.1016/j.lindif.2013.04.011
- Noble, K. G., McCandliss, B. D. et Farah, M. J. (2007). Socioeconomic gradients predict individual differences in neurocognitive abilities. Developmental Science, 10(4), 464-480. https://doi.org/10.1111/j.1467-7687.2007.00600.x
- Parent, S., Lupien, S., Herba, C. M., Dupéré, V., Gunnar, M. R. et Séguin, J. R. (2019). Children’s cortisol response to the transition from preschool to formal schooling: A review. Psychoneuroendocrinology, 99, 196-205. https://doi.org/10.1016/j.psyneuen.2018.09.013
- Peters, S. (2000, 30 août). Multiple perspectives on continuity in early learning and the transition to school [communication orale]. 10e congrès international de l’European Early Childhood Education Research Association (EECERA), Université de Londres, Londres, Angleterre.
- Pianta, R. C., Cox, M. J. et Snow, K. L. (2007). School readiness and the transition to kindergarten in the era of accountability. Paul H Brookes Publishing.
- Pianta, R. C., La Paro, K. M. et Hamre, B. K. (2008). Classroom Assessment Scoring System [CLASS] Manual: Pre-K. Brookes Publishing.
- Portilla, X. A., Ballard, P. J., Adler, N. E., Boyce, W. T. et Obradović, J. (2014). An integrative view of school functioning: Transactions between self‐regulation, school engagement, and teacher–child relationship quality. Child Development, 85(5), 1915-1931. https://doi.org/10.1111/cdev.12259
- Purpura, D. J., Schmitt, S. A. et Ganley, C. M. (2017). Foundations of mathematics and literacy: The role of executive functioning components. Journal of Experimental Child Psychology, 153, 15-34. https://doi.org/10.1016/j.jecp.2016.08.010
- Raver, C. C., Garner, P. W. et Smith-Donald, R. (2007). The roles of emotion regulation and emotion knowledge for children’s academic readiness: Are the links causal? Dans R. C. Pianta, M. J. Cox et K. L. Snow (dir.), School readiness and the transition to kindergarten in the era of accountability (p. 121-147). Paul H. Brookes Publishing. https://doi.org/10.1080/15240750701831966
- Robert-Mazaye, C., Duval, S., Salvas, M.-C. et Mieyaa, Y. (2021). Les recherches mixtes. Dans J. Lehrer, N. Bigras, A. Charron et I. Laurin (dir.), La recherche en éducation à la petite enfance : origines, méthodes et applications (p. 573-604). Presses Universitaires du Québec.
- Schmitt, S. A., Geldhof, G. J., Purpura, D. J., Duncan, R. et McClelland, M. M. (2017). Examining the relations between executive function, math, and literacy during the transition to kindergarten: A multi-analytic approach. Journal of Educational Psychology, 109(8), 1120-1140. https://doi.org/10.1037/edu0000193
- Tricot, A. et Chanquoy, L. (1996). La charge mentale, « vertu dormitive » ou concept opérationnel ? Introduction. Psychologie française, 41(4), 313-318. edutice-00000238f
- Valiente, C., Lemery-Chalfant, K., Swanson, J. et Reiser, M. (2008). Prediction of children’s academic competence from their effortful control, relationships, and classroom participation. Journal of Educational Psychology, 100(1), 67-77. https://doi.org/10.1037/0022-0663.100.1.67
- Vitiello, V. E., Booren, L. M., Downer, J. T. et Williford, A. P. (2012). Variation in children’s classroom engagement throughout a day in preschool: Relations to classroom and child factors. Early Childhood Research Quarterly, 27(2), 210-220. https://doi.org/10.1016/j.ecresq.2011.08.005
- Vygotski, L. S. (1997). The history of the development of higher mental functions. Dans R. W. Rieber et J. Wollock (dir.),. The collected works of l. S. Vygotsky: Problems of the theory and history of psychology (vol. 3). Plenum.
- Welsh, M. C. (1991). Rule-guided behaviour and self-monitoring on the Tower of Hanoi disk-transfer task. Cognitive Development, 6(1), 59-76. https://doi.org/10.1016/0885-2014(91)90006-Y
- White, R. E., & Carlson, S. M. (2021). Pretending with realistic and fantastical stories facilitates executive function in 3-year-old children. Journal of Experimental Child Psychology, 207, 105090. https://doi.org/10.1016/j.jecp.2021.105090
- White, R. E., Thibodeau-Nielsen, R. B., Palermo, F. et Mikulski, A. M. (2021). Engagement in social pretend play predicts preschoolers’ executive function gains across the school year. Early Childhood Research Quarterly, 56, 103-113. https://doi.org/10.1016/j.ecresq.2021.03.005
- Wong, N. C. (2010). A study of children’s difficulties in transition to school in Hong Kong. Early Child Development and Care, 173(1), 83-96. https://doi.org/10.1080/0300443022000022440
- Yeniad, N., Malda, M., Mesman, J., van IJzendoorn, M. H., Emmen, R. A. G., & Prevoo, M. J. L. (2014). Cognitive flexibility children across the transition to school: A longitudinal study. Cognitive Development, 31, 35–47. https://doi.org/10.1016/j.cogdev.2014.02.004
- Zelazo, P. D. (2006). The Dimensional Change Card Sort (DCCS): A method of assessing executive function in children. Nature Protocols, 1(1), 297-301. https://doi.org/10.1038/nprot.2006.46
- Zelazo, P. D. et Carlson, S. M. (2020). The neurodevelopment of executive function skills: Implications for academic achievement gaps. Psychology & Neuroscience, 13(3), 273-298. https://doi.org/10.1037/pne0000208