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Proceedings of the Collaborative Initiatives for Early Childhood Conference
Actes n°1 / 2022

Proceedings of the Collaborative Initiatives for Early Childhood Conference

Coordonné par Frédéric Torterat, Brahim Azaoui, Katherine Ruprecht

Sommaire du numéro

Collaborations in Early Childhood: Towards Other paradigms ?

Frédéric Torterat, Brahim Azaoui, Katherine Ruprecht

Editorial / Éditorial

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The importance of Home Environment in Early Age for later Literacy Development

Sara Esmaeeli, Ase Kari H. Wagner

The main aim of this article is to explore these promising, and possibly protecting factors (such as the HLE) that may help to promote children’s early literacy development, which consequently can have a positive effect on their later reading skills at school. This paper sums up some relevant findings from two studies based on the “On Track” project (Lundetræ et al., 2017) to elaborate our understanding about the vital and long-lasting role of HLE in children’s both early and later...

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Understanding and supporting collaborative interactions with parents in Early Childhood Education

Laurent Filliettaz, Marianne Zogmal, Stéphanie Garcia

In this contribution, we report on an ongoing research program conducted in Geneva (Switzerland), dedicated to relationships between parents and professionals in the field of Early Childhood Education. In this research program, we aim at understanding the sorts of interactional competences mobilised by educators when encountering parents in daily work situations. The program includes a video-ethnographic survey based on direct observation of naturally occurring encounters, as well as a training program, dedicated to in-service educators in which their interactional competences...

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Alternance codique, langage des signes pour bébé et gestes en micro-crèche bilingue

Brahim Azaoui, Christelle Dodane

Les interactions que les professionnels de la petite enfance établissent avec l’enfant sont primordiales dans la construction de ce dernier, et possèdent un impact considérable sur le bien-être et le développement des enfants (OCDE, 2015, p.134). De plus, comme dans toute interaction adulte-enfant en d’autres contextes, les échanges sont foncièrement multimodaux dans le sens où tout signe fait sens : les phénomènes oraux (verbal et vocal), les supports matériels, les gestes, les corps.

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Des cahiers au service de la collaboration entre École maternelle et familles : une littératie scolaire renégociée

Marie-Noëlle Dabestani

This study presents an emergent device of collaboration between Nursery School and families operated in the last decade of the 20th century, with a renegotiation over the last thirty years. The author analyses kindergarten notebooks introduced at the turn of the 21st century, as a retranslation into action of educational initiatives which aim at reducing school inequalities from the earliest years of schooling, by forstering the relationship between school and families. Based on school materials, the cross-analyses of the contents...

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Disentangling bilingualism and language impairment in Italian L2 children: good practices

Chiara Melloni, Maria Vender

The present article discusses the interplay between bilingualism and Developmental Language Disorder (DLD), i.e., a neurodevelopmental disorder that negatively affects children’s language expressive and comprehension abilities. Given the close resemblance between the developmental language trajectories of typically developing L2 children and language-impaired children, the risk of confounding a delayed yet normal development with a language disorder in the L2 population is very high. The current study discusses assessment tools and good practices that (Italian) school educators and health practitioners could...

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Teaching Foreign Language to special needs children in Serbia and Bosnia and Herzegovina

Tijana Asic, Izabela Dankic

This article examines the current situation related to foreign language teacher education and challenges faced by foreign language instructors in Serbia and Bosnia and Herzegovina (BiH) in teaching different language skills to young children with special needs. This investigation highlights difficulties they encounter and shows strategies they use depending on types of special needs their pupils have. Data were collected using the responsive interview approach and the credibility of this qualitative study is enhanced by participatory and reflective framework provided...

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French “Passerelles” (transitional preschool) Classes: Outcomes of a specific program for Early Childhood Education

Frédéric Torterat, Françoise Morel, Katherine Ruprecht, Yves Soulé

This study examines sample classrooms in order to evaluate the cognitive and social dimensions of the transition of students from preschool to primary school, with a special focus on "passerelle" classes, which are a special type of transitional preschool program that exist in France. A main interest of the study is children's transition from home and community life to "class life" (developmental success in a formal education setting). Grounded in evidence-based practices, the present empirical and in-depth approach takes place...

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Some principles applied to Action Research in Lithuania

Daiva Jakavonyte-Staskuviene, Linas Jašinauskas, Jolita Kudinoviene

The paper presents a conception of action research-based pedagogy in primary education, which is carried out by prospective primary school teachers, i.e. student teachers of a Lithuanian university. Action research is an appropriate way to implement educational practices that take into account the needs of each pupil, by solving problems and creating authentic educational content in each classroom. Since pupils' critical thinking skills in argumentation are a weak area in primary school in Lithuania, the article describes the methods and...

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« Premiers Cris »: a Science & Design alliance for collaborative action-research projects in Early Childhood

Lisa Jacquey, Marion Voillot

Premiers Cris is a research initiative that aims to rethink research practices in the field of early childhood, through a methodology combining Science & Design. Premiers Cris facilitates the implementation of collaborative action-research projects in places welcoming children aged 0 to 6. In this article, we present the collaborative action-research methodology developed by Premiers Cris and illustrate it through a case study. We also share initial thoughts on the key elements of our methodology that we believe could promote the...

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Analyses d’effets de médiation de pratiques collaboratives école-association : pistes pour prendre en compte la diversité en maternelle

Isabelle Audras, Violaine Beduneau, Françoise Leclaire

This article aims to contribute to current research on educational approaches in schools that  take into account the diversity (linguistic, cultural) of pupils in learning situations, analyse the effects on the target groups and analyse the conditions of organisation and development in order to reduce educational inequalities at source. The article presents different effects of collaborative practices involving parents, teachers and educational stakeholders in the framework of a school-association partnership. It concerns plurilingual mediation workshops set up by the Association...

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« Les conseils de crèche » : mise en œuvre d’instances de partages et d’échanges avec les parents en EAJE

Fabien Catherine


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L’École des Parents et des Éducateurs (EPE)

Charles Foxonet, Pascal Suzanne


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Coordination du numéro

Frédéric Torterat

Professeur des universités
UFR Éducation
Laboratoire LIRDEF
University of Montpellier

Brahim Azaoui

Maître de conférences
Laboratoire LIRDEF
University of Montpellier

Katherine Ruprecht

Laboratoire LIRDEF
Université Paul-Valéry Montpellier

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