Résumés
Résumé
La communication entre les intervenants oeuvrant auprès des enfants d’âge préscolaire et les familles immigrantes ayant un enfant avec un trouble de développement pose des défis particuliers. Afin de favoriser le déploiement du plein potentiel de l’enfant, une compréhension mutuelle s’impose. Cette étude de la portée aborde les facilitateurs et les contraintes communicationnelles vécues dans un contexte interculturel et interlinguistique, ainsi que les outils, stratégies ou approches utilisés pour faciliter les échanges. Six bases de données ont été consultées et au terme d’une démarche de sélection interjuges, trente-cinq articles scientifiques ont été retenus. Les principaux obstacles et facilitateurs influençant la communication ont été dégagés. Toutefois, peu de stratégies concrètes, destinées aux intervenants et permettant de soutenir les échanges, ont pu être recensées.
Abstract
Communication between early childhood practitioners and immigrant families who have a child with a developmental disorder creates particular challenges. In order to promote the child's full potential, mutual understanding is required. This scoping review addresses the facilitators and communicative constraints experienced in intercultural and inter-linguistic context, as well as tools, strategies and approaches used to facilitate information sharing. These aspects were searched in six databases. Two independent judges reviewed abstracts and articles. Thirty-five articles were included. The main barriers and facilitators influencing communication were acknowledged. Few concrete strategies to support exchanges between early childhood practitioners and immigrant families could, however, be identified.
Parties annexes
Bibliographie
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