Abstract :
[en] Background. Language development is considered as a key factor for school readiness. In early educational contexts, it is closely related to the teacher-child quality of interaction. Professional development (PD) programs, involving Speech and Language Therapists (SLTs) alongside teachers, in situ, are highly recommended towards language practices change in teachers. However, positive outcomes of PD programs require a deep understanding of context realities as well as the identification of factors that affect teacher-child interactions.
Aims. To compare the quality levels of adult-child interactions and to identify factors that influence quality in two early childhood education contexts, in Belgium and Lebanon, with cultural and socioeconomic differences.
Methods. Interactions quality has been evaluated by the standardized tool Classroom Assessment Scoring System (Pianta et al., 2008) to 55 Lebanese teachers and 92 Belgian teachers. A socio-demographic questionnaire was used to identify data related to factors that might explain the level of interaction quality.
Results. In Lebanon, socio-economic indicators emerge as explanatory factors for all three CLASS domains, i.e. emotional support, classroom organization, and instructional support. Beyond the socio-economic level, the number of years of experience influences classroom organization. In terms of instructional support, the teacher's initial education and the teacher's first language are also decisive variables. In Belgium, socio-economic level was also found to be a strong determinant of emotional support and classroom organization, while instructional support was mainly influenced by the number of years of professional experience.
Conclusion. The study highlights concerns related to the quality of interactions in low Socio-Economic Contexts in both Belgium and Lebanon, despite the differences between the two contexts. Efforts should be expanded to support teachers in low SSE environments as a priority. Thus, SLTs should reconsider their practice within the frame of preventive actions to help to develop positive language practices in early educational contexts.
