Résumés
Résumé
Cet article présente les résultats d’une recension systématique de 23 articles scientifiques, essentiellement américains, portant sur le rôle des composantes de la qualité de l’environnement éducatif à la petite enfance sur la préparation scolaire des enfants issus de familles immigrantes. Les résultats révèlent que la formation du personnel, les interactions adulte-enfants et celles entre les pairs et le programme éducatif constituent les principales composantes de la qualité de l’environnement éducatif pouvant favoriser leurs apprentissages. À ces composantes s’ajoute le contexte qui influence la qualité de l’environnement éducatif et la préparation scolaire. Cette recension des écrits souligne l’importance des pratiques sensibles à la langue et à la culture des enfants sur leur préparation scolaire.
Mots-clés :
- qualité éducative,
- service de garde,
- préparation scolaire,
- enfants immigrants,
- recension des écrits
Abstract
This article presents the results of a systematic review of 23 academic articles, mainly American, addressing the impact of quality components of the early childhood education environment on the school readiness of children from immigrant families. The results show that staff training, adult-child and peer-to-peer interaction, and the education program are the main quality components of the education environment that can support their learning. Another quality component is the context, which influences the quality of the education environment and school readiness. This literature review underscores the importance of language- and culturally sensitive practices for children’s school readiness.
Keywords:
- education quality,
- daycare,
- school readiness,
- immigrant children,
- review
Resumen
Este artículo presenta los resultados de una revisión sistemática de 23 artículos científicos, principalmente americanos, que abordan el papel de los componentes de calidad del entorno educativo en el jardín infantil en la preparación escolar de los niños de familias inmigrantes. Los resultados revelan que la formación del personal, las interacciones entre adultos y niños, y el programa educativo constituyen los principales componentes de la calidad del entorno educativo que pueden apoyar los aprendizajes de estos niños. A estos componentes se suma el contexto, el cual influye la calidad del entorno educativo y la preparación escolar. Esta revisión bibliográfica, destaca la importancia de las prácticas sensibles a la lengua y a la cultura de los niños en su preparación para la escuela.
Palabras clave:
- calidad educativa,
- jardín infantil,
- preparación escolar,
- niños inmigrantes,
- recopilación bibliográfica
Parties annexes
Bibliographie
- Barnett, W. S., Yarosz, D. J., Thomas, J., Jung, K. et Blanco, D. (2007). Two-way and monolingual English immersion in preschool education: An experimental comparison. Early Childhood Research Quarterly, 22(3), 277-293.
- 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, 129-150.
- Castro, D., Gillanders, C., Franco, X., Bryant, D. M., Zepeda, M., Willoughby, M. T. et Mendez, L. (2017). Early education of dual language learners: an efficacy study of the Nuestros Niños School Readiness professional development program. Early Childhood Research Quarterly, 40, 188-203.
- Côté, S. M., Mongeau, C., Japel, C., Xu, Q., Séguin, J. R. et Tremblay, R. E. (2013). Child care quality and cognitive development: Trajectories leading to better preacademic skills. Child Development, 84(2), 752-766.
- Currie, J. et Duncan, T. (1999). Does Head Start help Hispanic children? Journal of Public Economics, 74(2), 235-262.
- da Silva, L. et Wise, S. (2006). Parent perspectives on childcare quality among a culturally diverse sample. Australian Journal of Early Childhood, 31(3), 6-14.
- Dockrell, J. E., Stuart, M. et King, D. (2010). Supporting early oral language skills for English language learners in inner city preschool provision. British Journal of Educational Psychology, 80(4), 497-515.
- Dominguez, S. et Trawick-Smith, J. (2018). A qualitative study of the play of dual language learners in an English-speaking preschool. Early Childhood Education Journal, 46(6), 577-586.
- Edyburn, K. L., Quirk, M. et Oliva-Olson, C. (2019). Supporting Spanish-English bilingual language development among Latinx dual language learners in early learning settings. Contemporary School Psychology, 23(1), 87-100.
- Franco, X., Bryant, D. M., Gillanders, C., Castro, D., Zepeda, M. et Willoughby, M. T. (2019). Examining linguistic interactions of dual language learners using the Language Interaction Snapshot (LISn). Early Childhood Research Quarterly, 48, 50-61.
- Freedson, M. J. (2008). Supports for dual language vocabulary development in bilingual and English immersion pre-kindergarten classrooms. Journal of School Connections, 1(1), 25-62.
- Garcia, E. B. (2018). The classroom language context and English and Spanish vocabulary development among dual language learners attending Head Start. Early Childhood Research Quarterly, 42, 148-157.
- Gillanders, C. (2007). An English-speaking prekindergarten teacher for young Latino children: Implications of the teacher-child relationship on second language learning. Early Childhood Education Journal, 35(1), 47-54.
- Han, W. J., Lee, R. et Waldfogel, J. (2012). School readiness among children of immigrants in the US: Evidence from a large national birth cohort study. Children and Youth Services Review, 34, 771-783.
- Hartman, S. C., Warash, B. G., Curtis, R. et Day Hirst, J. (2016). Level of structural quality and process quality in rural preschool classrooms. Early Child Development and Care, 186(12), 1952-1960.
- Hindman, A. H. et Wasik, B. A. (2015). Building vocabulary in two languages: an examination of Spanish-speaking dual language learners in Head Start. Early Childhood Research Quarterly, 31, 19‑33.
- Janus, M. et Offord, D. (2007). Development and psychometric properties of the early development instrument (EDI): A measure of children’s school readiness. Canadian Journal of Behavioral Science, 39(1), 1-22.
- Lee, V. E., Loeb, S. et Lubeck, S. (1998). Contextual effects of prekindergarten classrooms for disadvantaged children on cognitive development: the case of Chapter 1. Child Development, 69(2), 479-494.
- Lewit, E. M. et Schuurmann Baker, L. (1995). School readiness. Critical Issues for Children and Youths, 5(2), 128-139.
- Lipsky, M. G. (2013). Head Start teachers’ vocabulary instruction and language complexity during storybook reading: Predicting vocabulary outcomes of students in linguistically diverse classrooms. Early Education and Development, 24(5), 640-667.
- Loreen, K. (2015). Language environment of dual language learners and the use of language support practices. New Waves Educational Research and Development, 18(2), 1-15.
- Magnuson, K., Lahaie, C. et Waldfogel, J. (2006). Preschool and school readiness of children of immigrants. Social Science Quarterly, 87, 1241-1262.
- Mashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T., Barbarin, O. A., Bryant, D. Burchinal, M., Early, D. M. et Howes, C. (2008). Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills. Child Development, 79(3), 732-749.
- McCoy, D. C., Morris, P. A., Connors, M. C., Gomez, C. J. et Yoshikawa, H. (2016). Differential effectiveness of Head Start in urban and rural communities. Journal of Applied Developmental Psychology, 43, 29-42.
- Philips, D., Mekos, D., Scarr, S., McCartney, K. et Abbott–Shim, M. (2001). Within and beyond the classroom door: Assessing quality in child care centers. Early Childhood Research Quarterly, 15(4), 475-496.
- Raikes, H. H., White, L., Green, S., Burchinal, M., Kainz, K., Horm, D., Bingham, G, Cobo-Lewis, A., St. Clair, L., Greenfield, D. and Esteraich, J. (2019). Use of the home language in preschool classrooms and first-and second-language development among dual-language learners. Early Childhood Research Quarterly, 47, 145-158.
- Ramírez, R., Lopez, L. M. et Ferron, J. (2019). Teacher characteristics that play a role in the language, literacy and math development of dual language learners. Early Childhood Education Journal, 4(1), 85-96.
- Reilly, S. E., Johnson, A. D., Luk G. et Partika, A. (2019). Head Start classroom features and language and literacy growth among children with diverse language backgrounds. Early Education and Development, 31(3), 354-375.
- Roberts, T. A., Vadasy, P. F. et Sanders, E. A. (2019). Preschool instruction in letter names and sounds: Does contextualized or decontextualized instruction matter? Reading Research Quarterly, 0(0), 1-28.
- Slot, P. L., Bleses, D., Justice, L. M., Markussen-Brown, J. et Højen, A. (2018). Structural and process quality of Danish preschools: Direct and indirect associations with children’s growth in language and preliteracy skills. Early Education and Development, 29(4), 581-602.
- Uchikoshi, Y. (2006). English vocabulary development in bilingual kindergartners: What are the best predictors? Bilingualism. Language and Cognition, 9(1), 33-49.
- Votruba-Drzal, E., Levine Coley, R., Collins, M. et Miller, P. (2015). Center-based preschool and school readiness skills of children from immigrant families. Early Education and Development, 26(4), 549-573.
- White, L. J., Fernandez, V. A. et Greenfield, D. B. (2019). Assessing classroom quality for Latino dual language learners in Head Start: DLL-specific and general teacher child interaction perspectives. Early Education and Development, 31(4), 599-627.
- Wilson, S. J., Dickinson, D. K. et Wells Rowe, D. (2013). Impact of an Early Reading First program on the language and literacy achievement of children from diverse language backgrounds. Early Childhood Research Quarterly, 28(3), 578-592.
- Yazejian, N., Bryant, D., Freel, K., Burchinal, M. et Educare Learning Network Investigative Team (2015). High-quality early education: Age of entry and time in care differences in student outcomes for English-only and dual language learners. Early Childhood Research Quarterly, 32, 23-39.
- Boucheron, L., Durand, D., Fournier, M. et Lavoie, S. (2012). Enquête sur la maturité scolaire des enfants montréalais: Qu’en est-il des enfants issus de l’immigration? Direction de santé publique de l’Agence de la santé et des services sociaux de Montréal. Repéré à http://www.santecom.qc.ca/bibliothequevirtuelle/Montreal/9782896731756.pdf
- Boucheron, L., Durand, D., Goulet, N., Laurin, I. et Lavoie, S. (2008). Enquête sur la maturité scolaire des enfants montréalais: rapport régional 2008. Agence de la santé et des services sociaux de Montréal. Repéré à http://www.santecom.qc.ca/bibliothequevirtuelle/hyperion/9782894947340.pdf
- Desrosiers, H. et Tétreault, K. (2012). Les facteurs liés à la réussite aux épreuves obligatoires de français en sixième année du primaire: un tour d’horizon. Étude longitudinale du développement des enfants du Québec (ÉLDEQ 1998-2010) – De la naissance à 12 ans. Institut de la statistique du Québec. Repéré à https://statistique.quebec.ca/fr/document/les-facteurs-lies-a-la-reussite-aux-epreuves-obligatoires-de-francais-en-sixieme-annee-du-primaire-un-tour-dhorizon
- Finnish Institute for Health and Welfare (2020, 2 août). Cultural competence and cultural sensitivity. Migration and cultural diversity. Repéré à https://thl.fi/en/web/migration-and-cultural-diversity/support-material/good-practices/cultural-competence-and-cultural-sensitivity
- Fournier, C. et Drouin, C. (2004). La qualité de l’environnement éducatif dans les installations de centres de la petite enfance. Faits saillants. Institut de la statistique du Québec. Repéré à https://statistique.quebec.ca/fr/fichier/la-qualite-educative-dans-les-installations-de-centres-de-la-petite-enfance-faits-saillants.pdf
- Gingras, L., Lavoie, A. et Audet, N. (2015). La qualité éducative dans les installations de centres de la petite enfance. Faits saillants. Institut de la statistique du Québec. Repéré à https://statistique.quebec.ca/en/fichier/qualite-educative-dans-les-installations-de-centres-de-la-petite-enfance-faits-saillants.pdf
- Guay, D., Laurin, I., Léonard, M., Fournier, M. et Bigras, N. (2018). L’effet du parcours éducatif préscolaire des enfants issus de l’immigration sur leur développement à la maternelle. Résultats de l’Enquête montréalaise sur l’expérience préscolaire des enfants de maternelle (EMEP, 2012). Centre intégré universitaire de santé et de services sociaux de Centre-Sud-de-l’Île-de-Montréal. Repéré à https://archipel.uqam.ca/12022/1/fascicule%203%20juillet%202018.pdf
- Lemelin, J.-P. et Boivin, M. (2007). Mieux réussir dès la première année: l’importance de la préparation à l’école. Étude longitudinale du développement des enfants du Québec (ÉLDEQ 1998-2010). Institut de la statistique du Québec. Repéré à https://www.jesuisjeserai.stat.gouv.qc.ca/publications/Fasc2Vol4.pdf
- National Association for the Education of Young Children (2009). Where we stand on school readiness? Repéré à https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/Readiness.pdf
- Simard, M., Lavoie, A. et Audet, N. (2018). Enquête québécoise sur le développement des enfants à la maternelle 2017, Portrait statistique pour le Québec et ses régions administratives. Institut de la statistique du Québec. Repéré à https://statistique.quebec.ca/fr/document/enquete-quebecoise-sur-le-developpement-des-enfants-a-la-maternelle-2017-portrait-statistique-pour-le-quebec-et-ses-regions-administratives
- Castro, D. C. (2005). Early Language and Literacy Classroom Observation. Addendum for English Language Learners. Chapel Hill, NC: The University of North Carolina, FPG Child Development Institute.
- Freedson, M., Figueras-Daniel, A. et Frede, E. (2009). Classroom Assessment of Supports for Emergent Bilingual Acquisition. New Brunswick, NJ: National Institute for Early Education Research.
- Harms, T., Clifford, R. M. et Cryer, D. (2005). Early Childhood Environment Rating Scale – Revised Edition. New York, NY: Teachers College Press.
- Harms, T., Cryer, D. et Clifford, R. M. (2006). Infant/Toddler Environment Rating Scale – Revised Edition. New York, NY: Teachers College Press.
- Pianta, R. C., LaParo, K. et Hamre, B. K. (2006). CLASS: Classroom Assessment Scoring System. Baltimore, MD: Brookes.
- Sprachman, S., Caspe, M. et Atkins-Burnett, S. (2009). LISn: Language Interaction Snapshot field procedures and coding guide. Princeton, NJ: Mathematica Policy Research.
- Manningham, S. et Vaillant, N. (2017). Services éducatifs de qualité en petite enfance. Théories et pratiques. Montréal, QC: Éditions JFD.
- McAndrew, M. (2015). La réussite éducative des élèves issus de l’immigration. Montréal, QC: Presses de l’Université de Montréal.