Résumés
Résumé
L’objectif de cette recherche est d’étudier les niveaux d’engagement des enfants envers l’enseignante et les pairs selon différents contextes de classe (activités et regroupements) à l’éducation préscolaire cinq ans. À l’aide de l’Individual Classroom Assessment Scoring System (Downer, Booren, et al., 2010), 113 enfants (66 filles et 47 garçons) ont été observés. Les résultats démontrent que l’engagement envers l’enseignante est plus élevé lors d’activités de routines et transitions et celui envers les pairs est plus élevé lors d’activités de jeux libres et ateliers et du regroupement petits groupes. Les contextes de classe modulent les niveaux d’engagement de l’enfant dans ses interactions avec les autres.
Mots-clés :
- engagement,
- contextes,
- activités,
- regroupement,
- éducation préscolaire
Abstract
The objective of this research is to study children’s levels of engagement in their interactions with the teacher and peers in different classroom contexts (activities and groupings) in five-year-old’s preschool education. Using the Individual Classroom Assessment Scoring System (inCLASS), 113 children (66 girls and 47 boys) were observed. The results show that the children’s level of engagement in their interactions with the teacher is higher during routine and transition activities and shows no significant differences depending on the type of grouping. Children’s level of engagement in interactions with peers is higher in free play activities, workshops and grouping small groups. Classroom contexts modulate the children’s levels of engagement in interacting with others.
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