Comment accompagner les enseignants du préscolaire à améliorer le développement langagier de leurs élèves ? : Etude de l'efficacité de différents dispositifs d'implémentation de SOLEM
[fr] Lors de l’enseignement préscolaire, les enfants peuvent bénéficier quotidiennement
d’interactions verbales riches et diversifiées, avec leur enseignant
et leurs pairs. La qualité de ces interactions va jouer un rôle
prépondérant sur le développement langagier des enfants. Cependant,
différentes études démontrent que le soutien langagier offert dans les
milieux éducatifs en petite enfance est parfois de qualité insuffisante et
doit être amélioré. Cette étude a pour objectif de comparer l’efficacité
de différentes modalités d’implémentation d’un programme d’intervention
destiné à accompagner les enseignants du préscolaire à améliorer
la qualité des interactions en classe. Quatre dispositifs variant selon
l’intensité du support proposé aux enseignants (formation combinée ou
non à une rétroaction réflexive sur les pratiques) ont été implémentés
auprès de 39 enseignants préscolaires. Les résultats indiquent que les
dispositifs à haut niveau de soutien faisant intervenir plusieurs modalités
paraissent comme plus prometteurs pour améliorer la qualité des
interactions en classe.
Disciplines :
Theoretical & cognitive psychology
Author, co-author :
Desmottes, Lise ; Université de Liège - ULiège > Département de Logopédie > Logopédie clinique
leroy, sandrine
Maillart, Christelle ; Université de Liège - ULiège > Département de Logopédie > Logopédie clinique
Language :
French
Title :
Comment accompagner les enseignants du préscolaire à améliorer le développement langagier de leurs élèves ? : Etude de l'efficacité de différents dispositifs d'implémentation de SOLEM
Alternative titles :
[en] How can preschool teachers be supported to improve the language development of their pupils? A study of the efficacy and effectiveness of various implementation systems of the French SOLEM tool (Supporting and observing language in a kindergarten class)
Publication date :
2020
Journal title :
ANAE: Approche Neuropsychologique des Apprentissages chez l'Enfant
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