Environnement physique en littératie en milieu de garde enrichi par le personnel éducateur à la suite d’un développement professionnel
DOI:
https://doi.org/10.53967/cje-rce.6145Keywords:
early literacy, physical environment, childcare centre, professional developmentAbstract
The aim of this study was to describe the environmental adaptations made by early childhood centre (ECC) educators to support the literacy skills of the children in their group through daily activities, following professional development (training and coaching). Data were collected using questionnaires administered before and after the experiment, as well as a logbook completed by the four participating educators. Qualitative analysis reveals that, as a result of professional development, the variety and quantity of environmental adaptations proposed by the educators increased, particularly in terms of environmental writing, printouts, and literacy materials made available. In conclusion, the enrichment of the physical environment in literacy would allow, among other things, the children to access the material themselves, which would promote their interest and their involvement in early literacy activities.
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References
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