La pression ressentie par les enseignantes à adopter des pratiques scolarisantes pour les apprentissages du langage écrit à l’éducation préscolaire

Abstract

Although preschool education programs in Quebec prescribe the developmental approach, there is a change in practice: teachers are giving more and more time to direct instruction of the name and sound of letters. This research examines whether this change is due to pressure felt by teachers to adopt academic practices for the learning of written language. Quantitative and qualitative data, collected through a questionnaire completed by 111 teachers, reveal that they feel pressure that leads them to change their practices. The results indicate that this pressure seems to have an administrative origin since it comes mainly from the school environment.

Keywords: preschool education, pressure, teaching practices, written language