Résumés
Résumé
L’impact de la qualité des milieux de garde sur le développement de l’enfant et l’importance des interactions pour son développement langagier sont largement démontrés. Cette étude décrit des caractéristiques structurelles de 20 garderies et explore la qualité des interactions menées par 62 éducatrices au Liban. Les résultats montrent des faiblesses par rapport aux standards internationaux en ce qui concerne le ratio, la qualification et les pratiques de soutien à la communication et au langage. Cette étude montre l’importance de renforcer la qualité des garderies et propose de valoriser les interactions en tenant compte des contraintes et des spécificités contextuelles.
Mots-clés :
- garderie,
- qualité,
- éducateur·rice,
- pratiques de soutien au langage,
- interactions
Abstract
The impact of daycare settings on the development of children and the importance of interactions for their language development have been widely demonstrated. This study describes structural characteristics of 20 daycares and explores the quality of the interactions achieved by 62 educators in Lebanon. The results reveal weaknesses compared to international standards, in terms of ratios and qualifications, as well as communication and language support practices. This study shows the importance of enhancing the quality of daycares and suggests fostering interactions by considering contextual constraints and specificities.
Keywords:
- daycare,
- quality,
- educator,
- language support practices,
- interactions
Resumen
El impacto de la calidad de los entornos de cuidado infantil en el desarrollo del niño y la importancia de las interacciones para su desarrollo lingüístico están ampliamente demostrados. Este estudio describe las características estructurales de 20 guarderías y explora la calidad de las interacciones llevadas a cabo por 62 educadoras en el Líbano. Los resultados muestran debilidades en comparación con los estándares internacionales en lo que respecta a la proporción de niños por educador, la cualificación del personal y las prácticas de apoyo a la comunicación y al lenguaje. Este estudio resalta la importancia de mejorar la calidad de las guarderías y propone valorar las interacciones teniendo en cuenta las limitaciones y especificidades del contexto.
Palabras clave:
- guardería,
- calidad,
- educador,
- prácticas de apoyo al lenguaje,
- interacciones
Zusammenfassung
Die Auswirkung der Qualität des Kitamilieus auf die Entwicklung des Kindes und die wichtige Rolle von Interaktionen für dessen Sprachentwicklung sind ausführlich nachgewiesen. Diese Studie beschreibt die strukturellen Eigenschaften von 20 Kitas und untersucht die Qualität der Interaktionen von 62 Erzieherinnen im Libanon. Die Ergebnisse deuten auf Schwächen in Bezug auf die internationalen Standards zum Verhältnis, zur Qualifikation und zur Praxis der Kommunikations- und Sprachunterstützung hin. Die Studie zeigt die Wichtigkeit, die Qualität der Kitas zu verbessern, und empfehlt, Interaktionen aufzuwerten, unter Berücksichtigung der kontextuellen Einschränkungen und Eigenheiten.
Stichworte:
- Kitas,
- Qualität,
- Erzieher*in,
- Sprachunterstützungspraktiken,
- Interaktionen
Parties annexes
Bibliographie
- Ali, U., Herbst, C. M. et Makridis, C. A. (2024). Minimum quality regulations and the demand for childcare labor. Journal of Policy Analysis and Management, 43(3), 660-695. https://doi.org/10.1002/pam.22568
- Anderson, N. J., Graham, S. A., Prime, H., Jenkins, J. M. et Madigan, S. (2021). Linking quality and quantity of parental linguistic input to child language skills: A meta‐analysis. Child Development, 92(2), 484-501. https://doi.org/10.1111/cdev.13508
- Bauchmüller, R., Gørtz, M. et Rasmussen, A. W. (2014). Long-run benefits from universal high-quality preschooling. Early Childhood Research Quarterly, 29(4), 457-470. https://doi.org/10.1016/j.ecresq.2014.05.009
- Baustad, A. G. et Bjørnestad, E. (2020). Everyday interactions between staff and children aged 1-5 in Norwegian ECEC. Early Years, 1-15. https://doi.org/10.1080/09575146.2020.1819207
- Bigras, N., Bouchard, C., Cantin, G., Brunson, L., Coutu, S., Lemay, L., Tremblay, M., Japel, C. et Charron, A. (2010). A comparative study of structural and process quality in center-based and family-based child care services. Child & Youth Care Forum, 39(3), 129-150. Springer US. https://doi.org/10.1007/s10566-009-9088-4
- Bigras, N., Dessus, P., Lemay, L., Bouchard, C. et Lequette, C. (2020). Qualité de l’accueil d’enfants de 3 ans en centre de la petite enfance au Québec et en maternelle en France. Enfances familles générations. Revue interdisciplinaire sur la famille contemporaine, 35. http://dx.doi.org/10.7202/1077681ar
- Bouchard, C., Bigras, N., Cantin, G., Coutu, S., Blain-Brière, B., Eryasa, J., Charon, A. et Brunson, L. (2010). Early childhood educators’ use of language-support practices with 4-year-old children in child care centers. Early Childhood Education Journal, 37(5), 371-379. https://doi.org/10.1007/s10643-009-0355-7
- Brebner, C., Jovanovic, J., Lawless, A. et Young, J. (2016). Early childhood educators’ understanding of early communication: Application to their work with young children. Child Language Teaching and Therapy, 32(3), 277-292. https://doi.org/10.1177/0265659016630034
- Degotardi, S., Torr, J. et Nguyen, N. T. (2016). Infant–toddler educators’ language support practices during snack-time. Australasian Journal of Early Childhood, 41(4), 52-62. https://doi.org/10.1177%2F183693911604100407
- Eadie, P., Stark, H. et Niklas, F. (2019). Quality of interactions by early childhood educators following a language-specific professional learning program. Early Childhood Education Journal, 47(3), 251-263. https://doi.org/10.1007/s10643-019-00929-5
- Early, D. M., Maxwell, K. L., Ponder, B. D. et Pan, Y. (2017). Improving teacher-child interactions: A randomized controlled trial of making the most of classroom interactions and my teaching partner professional development models. Early Childhood Research Quarterly, 38, 57-70. https://doi.org/10.1016/j.ecresq.2016.08.005
- Fukkink, R. G., et Lont, A. (2007). Does training matter? A meta-analysis and review of caregiver training studies. Early Childhood Research Quarterly, 22(3), 294-311. https://doi.org/10.1016/j.ecresq.2007.04.005
- Girolametto, L., Weitzman, E. et Greenberg, J. (2000). Teacher interaction and language rating scale. Hanen Centre. https://www.hanen.org/SiteAssets/_3_Areas-of-Expertise/Language-and-Literacy/Capilano-College.aspx
- Girolametto, L., Weitzman, E. et Greenberg, J. (2003). Training day care staff to facilitate children’s language. American Journal of Speech-Language Patholology, 12(3), 299-311. https://doi.org/10.1044/1058-0360(2003/076)
- Goouch, K. et Powell, S. (2013). Orchestrating professional development for baby room practitioners: Raising the stakes in new dialogic encounters. Journal of Early Childhood Research, 11(1), 78-92. https://doi.org/10.1177%2F1476718X12448374
- Han, F. et Degotardi, S. (2020). Infant educators’ reported conceptions of, and approaches to, infant language development: How do they relate to educator qualification level? Early Childhood Education Journal, 49, 259-271. https://doi.org/10.1007/s10643-020-01070-4
- Karemaker, A., Mathers, S., Hall, J., Sylva, K. et Clemens, S. (2011). Evaluation of the graduate leader fund: Factors relating to quality: Findings from the baseline study. Department for Education. https://eprints.soton.ac.uk/414666/1/DFE_RR144c.pdf
- Kern, S. et Fekete, G. (2019). De l’évaluation à l’intervention. Dans S. Kern (dir.), Le développement du langage chez le jeune enfant. Théorie, clinique, pratique (p. 233-267). De Boeck. https://www.cairn-sciences.info/le-developpement-du-langage-chez-le-jeune-enfant--9782807320543-page-233.htm
- Kouba Hreich, E., Moitel Messarra, C., Martinez‐Perez, T., Richa, S. et Maillart, C. (2020). Supporting language development in Lebanese preschools: SLT and pre‐KT practice and perception of roles. International Journal of Language & Communication Disorders, 55(6), 988-1004. https://doi.org/10.1111/1460-6984.12576
- Kouba Hreich, E., Messarra, C., Martinez-Perez, T. et Maillart, C. (2022). Effects of a professional development program designed by speech-language pathologists targeting the use of vocabulary strategies in preschool teachers: A pilot study. Canadian Journal of Speech-Language Pathology & Audiology, 46(4).
- Law, J., Charlton, J. et Asmussen, K. (2017) Language as a child well-being indicator. Early intervention foundation. https://www.eif.org.uk/report/language-as-a-child-wellbeing-indicator
- Letts, C. et Hall, E. (2003). Exploring early years professionals’ knowledge about speech and language and development and impairment. Child Language Teaching and Therapy, 19(2), 211-229. https://doi.org/10.1191%2F0265659003ct251oa
- Love, J. M., Harrison, L., Sagi‐Schwartz, A., Van IJzendoorn, M. H., Ross, C., Ungerer, J. A. Raikes, H., Brady‐Smith, C., Boller, K., Brooks‐Gunn, J. et Constantine, J. (2003). Child care quality matters: How conclusions may vary with context. Child Development, 74(4), 1021-1033. https://doi.org/10.1111/1467-8624.00584
- McDonald, D., Proctor, P., Gill, W., Heaven, S., Marr, J. et Young, J. (2015). Increasing early childhood educators’ use of communication-facilitating and language-modelling strategies: Brief speech and language therapy training. Child Language Teaching and Therapy, 31(3), 305-322. https://doi.org/10.1177%2F0265659015588203
- Melhuish, E. et Gardiner, J. (2019). Structural factors and policy change as related to the quality of early childhood education and care for 3-4 year olds in the UK. Frontiers in Education, 4. Frontiers. https://doi.org/10.3389/feduc.2019.00035
- Moitel, C., El Kouba, E., Martinez Perez, T., et Maillart, C. (2021). Accompagner des éducateurs pour soutenir le développement langagier de jeunes enfants: Une intervention indirecte menée au Liban. ANAE: Approche Neuropsychologique des Apprentissages chez l'Enfant, 33(TomeIV). https://hdl.handle.net/2268/265648
- Niklas, F., Tayler, C. et Cohrssen, C. (2018). Bilingual children’s language learning in Australian early childhood education and care settings. Research Papers in Education, 33(4), 544-560. https://doi.org/10.1080/02671522.2017.1353672
- Organisation de coopération et de développement économiques [OECD]. (2021). Starting strong VI: Supporting meaningful interactions in early childhood education and care. OECD Publishing. https://doi.org/10.1787/25216031
- Pirard, F., Housen, M. et Pools, E. (2019). Redefining and developing professional competencies for early childhood education and care. Journal for Educators, Teachers and Trainers, 10(2), 193-204. http://www.ugr.es/~jett/index.php
- Ramsook, K. A., Welsh, J. A. et Bierman, K. L. (2020). What you say, and how you say it: Preschoolers’ growth in vocabulary and communication skills differentially predict kindergarten academic achievement and self‐regulation. Social Development, 29(3), 783-800. https://doi.org/10.1111/sode.12425
- Rentzou, K. et Sakellariou, M. (2011). The quality of early childhood educators: Children’s interaction in Greek child care centers. Early Childhood Education Journal, 38(5), 367-376. https://doi.org/10.1007/s10643-010-0403-3
- Reyhing, Y. et Perren, S. (2023). The situation matters! The effects of educator self-efficacy on interaction quality in child care. Journal of Research in Childhood Education, 37(4), 582-597. https://doi.org/10.1080/02568543.2022.2161678
- Rockel, J. (2009). A pedagogy of care: Moving beyond the margins of managing work and minding babies. Australasian Journal of Early Childhood, 34(3), 1-8. https://doi.org/10.1177/183693910903400302
- Sanders, K. et Howes, C. (2013). Child care for young children. Dans O. N. Saracho et B. Spodek (dir.), Handbook of research on the education of young children (3e éd., p. 355-368). Routledge. https://www.taylorfrancis.com/books/edit/10.4324/9780203841198/handbook-research-education-young-children-bernard-spodek-olivia-saracho
- Slot, P. L. (2018), Structural characteristics and process quality in early childhood education and care: A literature review. OECD education working papers (publication no 176). OECD Publishing. https://www.oecd.org/en/publications/structural-characteristics-and-process-quality-in-early-childhood-education-and-care_edaf3793-en.html
- Slot, P. L., Leseman, P. P., Verhagen, J. et Mulder, H. (2015). Associations between structural quality aspects and process quality in Dutch early childhood education and care settings. Early Childhood Research Quarterly, 33, 64-76. https://doi.org/10.1016/j.ecresq.2015.06.001
- Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I. et Taggart, B. (2004). The effective provision of pre-school education (EPPE) project technical paper 12: The final report-effective pre-school education. https://discovery.ucl.ac.uk/id/eprint/10005308/1/EPPE12Sylva2004Effective.pdf
- Tankersley, D. et Ionescu, M. (2017). A quality framework for early childhood practices in services for children under three years of age: Starting regionally – moving globally. Dans E. White et C. Dalli (dir.), Policy and pedagogy with under-three-year olds: Cross-disciplinary insights and innovations (p. 191-204). Springer. https://doi.org/10.1007/978-981-10-2275-3_13
- Tankersley, D., Ionescu, M. et Trikic, Z. (2018). ISSA’s quality framework: An invitation to policy dialogue for building integration and alignment in ECEC systems. Dans L. Miller, C. Cameron, C. Dalli et N. Barbour, The SAGE handbook of early childhood policy (1e éd., p. 551-565). SAGE Publications. https://www.issa.nl/sites/default/files/www-issa/pdf/epubs/ISSA_Quality_Framework_0-3/PDF/ISSA_Quality_Framework_0-3_e-version_screen.pdf
- Ulferts, H., Wolf, K. M. et Anders, Y. (2019). Impact of process quality in early childhood education and care on academic outcomes: Longitudinal meta‐analysis. Child development, 90(5), 1474-1489. https://doi.org/10.1111/cdev.13296
- Von Suchodoletz, A., Lee, D. S., Henry, J., Tamang, S., Premachandra, B. et Yoshikawa, H. (2023). Early childhood education and care quality and associations with child outcomes: A meta-analysis. Plos one, 18(5), article e0293056. https://doi.org/10.1371/journal.pone.0285985
- Zouhir, A. (2017). The politics of language and identity in Lebanon and Morocco: Similarities and differences. International Journal of Arabic-English Studies, 17(1), 145-162. https://doi.org/10.33806/ijaes2000.17.1.8
10.7202/1077681ar