Résumés
Résumé
Cet article s’inscrit dans l’étude quasi expérimentale MathPlay visant le développement des premières compétences numériques (PCN) d’enfants de 4 à 6 ans (cycle 1 au Luxembourg) au travers d’une intervention basée sur des jeux mathématiques interculturels proposés à l’école et en famille. Pendant huit semaines, huit jeux, connus des familles mais adaptés au développement des PCN, ont été suggérés aux parents. Les données collectées, en fin de recherche, par interviews, auprès de 38 parents volontaires, sur les représentations et les stratégies éducatives familiales susceptibles de renforcer l’engagement ainsi que l’intérêt des parents pour certaines activités ou matériel mathématiques ont été examinées au départ d’analyses thématiques inductives. Les principaux résultats font apparaître l’utilité d’une telle intervention pour favoriser le partenariat école-famille en matière de PCN.
Mots-clés :
- relation école-famille,
- environnement numérique familial,
- préscolaire,
- intervention familiale,
- jeux mathématiques
Abstract
This article is part of an almost experimental study, MathPlay, which aims to develop early numeracy skills in children aged four to six (Luxembourg Cycle 1: preschool) using intercultural math games in school and at home. Eight games, familiar to families but adapted to early numeracy skill development, were suggested to parents for eight weeks. A total of 38 voluntary parents were interviewed about family educational strategies and representations likely to foster engagement and parents’ interest in certain mathematical activities and materials. Inductive thematic analysis was used to examine the data collected. The main results demonstrated the pertinence of such methods for encouraging the school-family partnership in the development of early numeracy skills.
Keywords:
- school-family relations,
- family numeracy environment,
- preschool,
- family participation,
- math games
Resumen
Este artículo forma parte del estudio cuasiexperimental MathPlay destinado a desarrollar las primeras competencias numéricas (PCN por sus siglas en francés) de niños de 4 a 6 años (ciclo 1 en Luxemburgo) a través de una intervención basada en juegos matemáticos interculturales propuestos en la escuela y en familia. Durante ocho semanas, ocho juegos, conocidos por las familias pero adaptados al desarrollo de las PCN, fueron sugeridos a los padres. Al final de la investigación, se recopilaron datos mediante entrevistas a 38 padres voluntarios sobre las representaciones y estrategias educativas familiares que podrían reforzar el compromiso y el interés de los padres hacia ciertas actividades o materiales matemáticos; estos datos fueron examinados al inicio de los análisis temáticos inductivos. Los principales resultados destacan la utilidad de tal intervención para fomentar la colaboración entre la escuela y la familia en materia de PCN.
Palabras clave:
- relación escuela-familia,
- entorno numérico familiar,
- preescolar,
- intervención familiar,
- juegos matemáticos
Parties annexes
Bibliographie
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