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Copyright of Revue Hybride de l'Éducation (RHÉ) is the property of Universite du Quebec a Chicoutimi, Departement des sciences de l'Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Studii de Ştiintă şi Cultură is the property of Studii de Stiinta si Cultura and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal of Occupational Therapy is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal of Speech-Language Pathology & Audiology is the property of Speech-Language & Audiology Canada and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objectives: To evaluate the psychometric properties of the French form of the preschool social responsiveness scale-2 (SRS-2-P-Fr)., Participants: A sample of French children aged 2 to 4 years comprising a group of 93 children with autism spectrum disorder (ASD) and a community control group of 201 children., Materials and Methods: Study of internal consistency using Cronbach's α coefficient, convergent validity using correlations with the ADI-R and ADOS-2, and diagnostic accuracy using the receiver operating characteristic curve to determine the best threshold scores useful for screening ASD in preschool children., Results: Good internal consistency (0.78 to 0.98) according to Cronbach's alpha coefficients for the total score and the sub-scores of the SRS-2-P scale. The study of convergent validity showed strong correlations with the total score of the ADOS-2 Toddlers and the communication and reciprocal social interaction sub-scores of the ADI-R. Diagnostic accuracy indicated that the best cut-off score for detecting ASDs was 56 (area under the curve=0.97, sensitivity 0.925, specificity 0.98)., Conclusion: The SRS-2-P-Fr is a valid instrument for the early detection of ASD in preschool children in France and can facilitate diagnosis., (Copyright © 2024 L'Encéphale, Paris. Published by Elsevier Masson SAS. All rights reserved.)

The study aims to propose a program of small toys for preschoolers. The experimental method and the research sample which includes 60 children were been used. Boys and girls were deployed in two groups of 30 children, and represent the sample percentage of 18.92% of the original society at the Province of es Senia. Department of Oran. After statistical treatment, we found that there were significant differences for the benefit of the experimental sample. That confirmed the validity of the assumptions. That is why we recommend researchers to pay more attention to small toys. [ABSTRACT FROM AUTHOR]

La cooccurrence de diagnostics (dx) en santé mentale réfère à la présence de deux ou plusieurs dx chez un même enfant et peut s'avérer synonyme d'une symptomatologie complexe et difficile à traiter. Afin d'identifier des leviers d'intervention dans le traitement de ces enfants, la présente étude examine si des facteurs familiaux, tels les symptômes dépressifs, le stress parental et la sensibilité chez les mères, sont associés à la cooccurrence de dx chez de jeunes enfants d'âge préscolaire. Pendant quatre ans, des parents et leurs enfants (1–5 ans) ont été sollicités à une clinique spécialisée de psychiatrie du Centre hospitalier universitaire Sainte-Justine de Montréal (Canada). Un protocole d'évaluation et d'observation a été proposé à un tiers des familles ayant pris part au projet. Notre étude porte sur les 54 enfants et parents ayant participé à ce protocole. La sensibilité maternelle a été observée via la procédure de la situation étrangère et les mères ont complété des questionnaires sur le stress et la dépression. Les dx des enfants ont été posés par les psychiatres. Les analyses montrent des difficultés cliniques sur le plan de la sensibilité (39 %), du stress (67 %) et de la dépression (43 %) chez de nombreuses mères. Le stress et la dépression ne sont pas associés à la présence de dx cooccurrents ; mais, les mères moins sensibles sont deux fois plus à risque que leur enfant présente plus d'un dx. L'étude souligne l'importance du parent dans les traitements des enfants avec une symptomatologie plus complexe. L'intervention dyadique améliorant la sensibilité parentale est discutée. Co-occurrence of mental health diagnoses (dx) refers to the presence of two or more dx in the same child and may imply a more complex profile of symptoms and be more difficult to treat. Treatments for children with co-occurring dx often appear successful for some of the symptoms, while other symptoms persist with clinical efforts. Although it is well documented that an early onset of disorders in the preschool period is associated with numerous adverse outcomes in the middle childhood or adolescence periods (e.g., antisocial behavior, peer rejection), little is known about risk and protective factors associated with the co-occurrence of psychopathological disorders in preschool children. To better identify intervention leverages for the treatment of these children, this study examines whether the quality of the family environment (maternal sensitivity, stress and depressive symptoms) is associated with the presence of co-occurring psychiatric dx among preschool age children. During four years, parents and children (1–5 years old) were approached at a specialized psychiatric clinic at the Sainte-Justine University Hospital Center in Montreal. An assessment and observation protocol was administered to a third of these families. Our study comprises the 54 children and their parents who participated to this protocol. In this sample, 37% of the children were diagnosed with an attention deficit hyperactivity disorder, 24% with a disruptive disorder, 39% with an oppositional defiant disorder and 46% with an anxiety disorder. Overall, 42 children (78%) were diagnosed with two or more dx. Maternal sensitivity was observed during the very well-validated Strange Situation Procedure. Mothers completed questionnaires on parental stress and their depressive symptoms. Children were diagnosed by the clinic's psychiatrists. Analyses showed clinical level difficulties of sensitivity (39%), stress (67%) and depression (43%) in a significant portion of the mothers. Parental stress and depression were not associated with co-occurring dx in children; however, less sensitive mothers were more likely to have children with more than one dx. Precisely, children of less sensitive mothers were more than twice as likely to present co-occurring disorders as children with more sensitive mothers. Parental sensitivity, i.e., the ability to observe, interpret correctly and respond in a timely and appropriate manner to the child needs, is more problematic in mothers of children with a more complex symptomatology. This study highlights the importance of parental involvement in the treatment of these preschool children. Parent–child dyadic interventions, such as the Attachment Video feedback Intervention (AVI), to optimize parental sensitivity are discussed. [ABSTRACT FROM AUTHOR]

International health organizations have called for a shift towards more plant-based foods as a way of promoting both individual health and environmental sustainability. Given the high percentage of children in Canada who attend childcare and the high volume of food provided in childcare, transitioning menus to incorporate plant-based foods could have important implications for both planetary and child health. The purpose of this case study is to describe a childcare centre's transition to a plant-based menu. A detailed nutritional analysis of the menu was conducted. The financial and logistical implications of the transitions to a plant-based menu were also assessed. Nutritional analysis revealed that the plant-based menu met or exceeded the daily nutrient requirement for all the key nutrients explored. Financially, the transition led to a 9% reduction in food costs. Logistically, the transition led to improved efficiency and safety with regard to food preparation, with substantially fewer tailored meals due to allergies and dietary restrictions required after the transition. These novel findings are relevant for food service administrators interested in transitioning to a plant-based menu as well as public health dietitians who could support the transition.

This research aims to identifying children's evolution in classification and seriation criteria using Dienes' logic blocks. Besides, it intends to investigate the construction preferences of children during the development of free play. It is a descriptive study carried out using a previously-constructed observation code. The results showed that color and size are the characteristics most quickly identified by children and most familiar to them. Form is a bit below the previous ones. Thickness is the least observed feature. In week seven, children start to do two-criterion simultaneous seriations, with the majority of them completing it at the end of week nine. Regarding construction preferences, children prefer to recreate the fantasy world of their stories than their daily life objects. [ABSTRACT FROM AUTHOR]

In recent years, two school districts in the Montérégie region in Quebec have implemented a response-to-intervention model to support the development of literacy in kindergarten and the first two years of the elementary grades. This implementation was guided by the coaching model developed by Guay and Gagnon (this issue). A narrative account of the application of this coaching model in these two school districts and the development of tools and teaching material are presented in the present article. Finally, we summarize the gains and obstacles encountered in this project. This account is intended to offer some guidance to educational leaders in charge of implementing a response-to-intervention model. [ABSTRACT FROM AUTHOR]

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Cet article s’intéresse aux interventions directes et indirectes à l’égard de l’aménagement de trois centres de littératie, soit les coins lecture, écriture et jeu symbolique, afin de soutenir l’émergence de l’écrit des enfants à l’éducation préscolaire 5 ans. Il est maintenant bien reconnu dans les écrits scientifiques que l’enseignante joue un rôle important pour favoriser et soutenir l’émergence de l’écrit des jeunes enfants (Bodrova et Leong, 2012; Tracey et Morrow, 2015). Ainsi, c’est en agissant tant sur l’environnement physique (interventions indirectes) que psychologique (interventions directes) qu’elle favorise le développement optimal de l’émergence de l’écrit des enfants (Guo, Justice, Kaderavek et McGinty, 2012). Dans le cadre de cet article, ces deux types d’interventions seront définis et les études portant sur l’état des pratiques d’enseignantes de maternelle 5 ans à ce sujet seront présentées.

Résumé: Le contenu de cet article résulte de travaux d’une recherche sur le développement de l’attention d’enfants d’âge préscolaire. Les résultats de ce texte portent sur les pratiques déclarées des enseignants et visent à mieux comprendre les pratiques pédagogiques implantées en milieu préscolaire afin de favoriser l’acquisition de comportements attentionnels. Ce texte rappelle le problème à l’étude, le cadre théorique et la méthodologie; les résultats et la discussion terminent ce texte. Des pistes de pratiques pédagogiques ciblées pour soutenir particulièrement les enfants manifestant des difficultés attentionnelles sont soulevées. Abstract: The content of this article is the result of work on research on the development of attention of preschool children. The results of this text relate to the reported practices of teachers and aim to better understand the educational practices implemented in preschool to promote the acquisition of attentional behavior. It recalls the problem to the study, the theoretical framework and methodology; Results and discussion complete text. Targeted educational practices leads to particularly support children exhibiting attentional difficulties arise.

In this study we analyze the results of the implementation of a comprehensive development program (Queremos aprender - QA) for pre-school children in order to analyze the impact on different cognitive, linguistic and literacy variables. A quasiexperimental design (experimental and control group) was carried out, with repeated measures of pre-post intervention. The sample consisted of 47 Argentinian children with a mean age at the beginning of the intervention of 64.3 months and at the end of 71.3 months from public schools. The results showed a significant interaction effect between the groups in relation to the pre - post analysis in favor of the intervention group in terms of visual attention, visual-spatial working memory, cognitive flexibility and planning measures as well as vocabulary, reading and writing of words. These results are encouraging given the early influence of the literacy process and the improvement of executive functions linked to future school performance. [ABSTRACT FROM AUTHOR]

The use of bilingual books represents an interesting means of supporting the development of emergent literacy skills among young multilingual children. The family practices that surround these books have, however, remain little explored. In this exploratory study, in order to document the use of this type of book by multilingual families, six parent-child dyads were filmed during the repeated reading of two bilingual books. Our analysis has been focused on the use the parents and children make of the various resources of their linguistic repertoire in order to read and discuss the books. A variety of practices surrounding the use of bilingual books have been observed, thereby highlighting the importance of taking different factors into account when considering an intervention based on using bilingual books in/among multilingual families. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Childhood Studies is the property of Canadian Association for Young Children and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract Résumé L’évaluation du vocabulaire auprès de jeunes enfants est un défi puisque peu d’instruments tiennent compte des processus d’apprentissage du vocabulaire. S’appuyant sur les connaissances relatives au développement des champs lexicaux, cet article propose d’organiser et de présenter, sous forme de cartes sémantiques, des données recueillies à partir d’entretiens. Afin de présenter la contribution d’une telle démarche, deux de ces cartes sont exposées, illustrant le vocabulaire expressif de deux enfants de 4 et 6 ans interrogés à trois reprises, avant et après une activité portant sur les quatre saisons. Les avantages et les limites de cette démarche sont décrits et discutés, puisque cet article a comme visée de contribuer à la création de nouveaux instruments et de nouvelles méthodes, complémentaires aux instruments déjà existants afin d’évaluer le vocabulaire de jeunes enfants. Abstract The evaluation of young children’s vocabulary is a challenge because few instruments reflect the vocabulary learning process. Based on knowledge about the development of lexical fields, this article proposes to organize and present data collected from interviews with the help of semantic maps. In order to describe the contribution of such an approach, two of these semantic maps are exposed, showing the expressive vocabulary of two children of 4 and 6 years of age before and after a learning activity on the four seasons. The advantages and limits of this approach are described and discussed, since this article intends to contribute to the creation of new instruments and new methods, complementary to existing instruments assessing the vocabulary of young children.

Cette étude évalue l’impact d’une adaptation de la Lecture interactive d’albums (Wasik & Bond, 2001) sur le vocabulaire et sur certaines habiletés langagières d’élèves du préscolaire ayant un retard sévère de langage (n = 7). L’intervention (5 semaines) combinait des méthodes d’apprentissage implicite et explicite à travers la lecture d’histoire. Un test t à échantillons appariés montre une amélioration significative du vocabulaire réceptif et des réseaux sémantiques. Ainsi, l’étude met en lumière une dichotomie entre le développement des versants réceptif et expressif et démontre la possibilité d’implanter une intervention en vocabulaire en contexte de classe. -------------------------------------------------------------------- This study aims to measure the impact of an adaptation of the Interactive Book Reading (Wasik & Bond, 2001) on vocabulary and other related language abilities of kindergarteners with language impairment (LI) (n = 7). The intervention (5 weeks) involved indirect and direct instruction through book reading. A t-test for paired sample shows a significant improvement of receptive vocabulary and semantic networks. These results indicate a dichotomy between the production and the comprehension of words. Further directions for vocabulary intervention through book reading with LI children will be discussed in light of the results.

Cet article a pour objectif de porter un regard sur la pédagogie du jeu au préscolaire, et ce, au Québec. Par un bref survol de cette réalité dans différents pays, deux visions de la pédagogie à la maternelle sont présentées. Ces deux approches pédagogiques différentes, l’une développementale et l’autre considérée plus scolarisante, sont le reflet d’une conception de l’éducation pour les tout-petits qui ne fait pas consensus dans le monde et qui met en lumière les différents rôles que peuvent occuper le jeu, l’enfant et l’enseignant au préscolaire. Également, les bénéfices que procure cette activité quant au développement global de l’enfant sont soulignés tout comme les caractéristiques qui favorisent le jeu chez les jeunes enfants. À travers cet article, une réflexion relative à la qualité des pratiques enseignantes dans le milieu préscolaire québécois est amorcée.

La présente étude s’inscrit dans le cadre des travaux de recherche qui ont pour objectif d’évaluer l’état actuel de l’enseignement préscolaire au Maroc en général et à Meknès en particulier. Elle a été réalisée à l’aide des entretiens face à face avec les divers responsables au sein de l’académie régionale de l’éducation et de la formation Meknès-Tafilalet ainsi qu’à la délégation de Meknès. Cela nous a permis l’investigation des documents officiels et l’analyse de l’état d’enseignement préscolaire et des curricula. Un questionnaire a également été administré à un échantillon représentatif d’éducateurs du préscolaire au niveau de 67 établissements. La recherche a révélé que l’offre préscolaire au Maroc demeure toujours restreinte et insatisfaisante sur le plan qualité aussi bien que quantité, et ce malgré l’adoption du programme d’urgence (2009-2012) qui a ambitionné de généraliser de nouveau un enseignement préscolaire de qualité. La quasi-totalité des établissements préscolaires sont privés (Kouttab et établissements modernes) et inégalement répartis sur l’ensemble des communes. Nombreux d’entre eux ne répondent pas au cahier de charge élaboré par les autorités éducatives compétentes. Une trop grande diversité des curricula doublée d’une insuffisance de qualifications professionnelles des éducateurs ne font que nuire à la qualité de ce type d’enseignement. Tous ces points correspondent à des obstacles et défis que doit surmonter le gouvernement marocain afin de développer et améliorer l’éducation préscolaire dans le territoire marocain.

This cross-sectional study examines the relationship between internalizing and externalizing behaviours and overweight in preschool children from Quebec City aged between 3 and 5 years. A total of 330 parents completed the French-Canadian version of the Child Behavior Checklist for Ages 1.5-5. Based on their body mass index, gender, and age (all self-reported data from the parent), children were classified as normal weight (3rd to 85th percentile) or overweight (> 85th percentile). Normal weight girls showed higher total internalizing scores than their overweight counterparts. Normal weight girls also had higher scores for the anxious/depressed and withdrawn subscales than overweight girls. No significant difference was observed between normal weight and overweight children for externalizing behaviours. Longitudinal studies are needed to better understand the emergence and direction of the relationship between behavioural problems and overweight in preschool children and the mechanisms involved. [ABSTRACT FROM AUTHOR]

Résumé But de l’étude On dispose de peu d’outils en langue française permettant d’évaluer le lien d’attachement de l’enfant à ses figures d’attachement autres que les parents et en période préscolaire. L’objectif de cette étude est la validation francophone du questionnaire portugais Perception des Comportements d’Attachement – version Professeurs (PCV-P) (Dias et al., 2004), ainsi que son adaptation à des enfants de 3 à 6 ans. Population et méthode Au total, 29 professeurs de quinze écoles maternelles françaises y ont participé en prenant en considération les comportements d’attachement de leurs élèves. La version française du PCV-P, nommée PCA-P, est composée de 28 items. Le participant est invité à évaluer, grâce à une échelle de Likert, la ressemblance entre les comportements décrits et ceux de l’enfant observés dans le quotidien à l’école maternelle. Résultats Les qualités psychométriques de la version française, analysées à partir de 152 questionnaires, révèlent des bons indicateurs de validité et de fidélité. L’ensemble de l’échelle fournit un indice global de « Sécurité » et les analyses factorielles ont confirmé les deux dimensions de la version originale : « Comportement de Base de Sécurité » et « Autorégulation émotionnelle ». Conclusion Le PCA-P est un outil de maniement rapide et facile permettant d’évaluer la perception du professeur de la sécurité de l’attachement de ses élèves à l’école maternelle. Objective Even if the attachment theory continues to consolidate its conceptual basis by considering children within their overall life context, few tools are available to assess pre-schoolers’ attachment relationship with non-parental attachment figures and more precisely with kindergarten teachers. The aim of this research is to validate a French version of the Portuguese questionnaire “Percepção de Comportamento de Vinculação–Professor” (PCV-P – Attachment Behaviour Perception Scale – Teachers’ version; Dias et al., 2004) and its adaptation to 3 to 6 year-olds. Given its short form and easy administration and data analysis, this scale is an interesting alternative to traditional tools (the Strange Situation, the Attachment Q-Sort) of attachment assessment. Methods A back translation was led by two bilingual researchers helped by a psychologist and a kindergarten teacher to adapt the French version. With their clinical experiences in toddlerhood, this translation committee adjusted the items for children from 3 to 6 years old; the original version was created for 6 to 8 year-old-children. Twenty-nine kindergarten teachers from 15 French schools answered the questionnaire by quoting their pupils’ attachment behaviours. The French version of the PCV-P, named the PCA-P, is composed of 28 items. The participant has to assess, on a five point Likert scale, the similarity between attachment behaviour statements and the child's behaviours at preschool. Scores are calculated by summing up the items scores into each subscale and for the total scale. The two dimensions score provides an idea of the child attachment in terms of emotional self-regulation and of the quality of his secure base. Moreover, the total scale provides a global “security” score for the child–teacher relationship. Results The statistical analyses of the PCA-P were carried out on 152 questionnaires. A factorial analysis confirms the two Portuguese original dimensions: “secure-based behaviour” and “emotional self-regulation” and allows to explain 41.83% of the total variance. The Cronbach Alphas (0.86 and 0.89 for the two dimensions respectively, and 0.89 for the total scale) show a satisfying internal consistency. Conclusion This study reveals good validity and fidelity indicators for the French version of the PCV-P and allows Francophone researchers to assess more quickly and easily teachers’ perception of their pupils’ attachment security in kindergarten. Given the interest for the child to rely on secondary attachment relationships which offer a secure base to explore the environment, the PCA-P opens crucial research and clinical ways in terms of prevention of learning difficulties and school failure. Further studies should provide more data on the psychometric qualities of the PCA-P, namely its convergent, discriminant or test-retest validity. [ABSTRACT FROM AUTHOR]

Copyright of Insāniyāt / Revue Algérienne d'Anthropologie et de Sciences Sociales is the property of Centre de Recherche en Anthropologie Sociale et Culturelle (CRASC) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

L'enfance est une période de développement au cours de laquelle le comportement du jeune fait face à des moments d'équilibre et de déséquilibre tant aux plans physique que psychologique. Peut-on parler de difficultés attentionnelles durant cette période? Grâce au contexte stimulant favorisant le développement de l'attention, les enfants apprennent à être de moins en moins distraits en raison de leur capacité à maintenir leur attention (Bouchard, 2008). Les recherches auprès d'élèves scolarisés (DuPaul et Weyandt, 2006) nous amènent à nous questionner sur les caractéristiques du développement de l'attention chez les enfants du préscolaire. Dans le cadre de cet article portant sur le développement de l'attention des enfants du préscolaire, un entretien de groupe de discussion focalisé a été réalisé auprès de cinq enseignantes de la maternelle cinq ans. Les résultats descriptifs des caractéristiques attentionnelles des enfants attentifs seront présentés et discutés au regard des sphères de développement de l'enfant.

Dans les écoles francophones montréalaises situées en milieu pluriethnique et plurilingue, nombreux sont les jeunes enfants allophones qui réalisent (ou poursuivent) leur entrée dans l’écrit dans une langue différente de celle de leur famille. Cette réalité nous amène à explorer les approches susceptibles de favoriser la réussite de ces premiers apprentissages en littératie, notamment en questionnant dans quelle langue il est souhaitable que ces pratiques soient mises en place. Le présent article fait état de plusieurs pratiques novatrices et projets de recherches mis en place au Canada, aux États-Unis et en Angleterre et dont le but était de soutenir le développement des compétences en littératie d’enfants en apprentissage d’une langue seconde (LS) tout en sollicitant la collaboration des parents et en tenant compte des ressources qu’ils avaient à offrir à leurs enfants.