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37131.More information
The objective of this article is to document the implementation process of an interactive reading project in early childhood centres of disadvantaged rural areas. Using a model based upon implementation science, we were able to determine the main components of the project, while also noting the facilitating factors and obstacles encountered by the educators during the process. The data were collected using self-reported questionnaires filled by the educators before, during, and after the implementation, as well as a final group interview from a focus group that was held at the end of the project. We found that comprehensive initial training was necessary, as well as flexibility in the project’s structure, so that integration does not add too much to the educators’ workload. The quality of the relationship between the educators and the children was also of great importance. Educators’ and children’s levels of responsiveness were notable facilitators, and lack of time was the most significant obstacle to the implementation of the reading activities.
Keywords: implementation, implantation, développement professionnel, professional development, emergent literacy, littératie, interactive reading, éveil à la lecture et à l’écriture, lecture interactive, early childhood educators, early childhood centers, éducatrices de la petite enfance, centres de la petite enfance
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37132.
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