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Roy-Vallières M, Bigras N, Charron A, Bouchard C, Gagné A, Dessus P. Profiles of teacher-child interaction quality in groups of 3-year-old children in Quebec and France. SN Soc Sci 2021; 1:263. [PMID: 34723201 PMCID: PMC8549983 DOI: 10.1007/s43545-021-00266-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/07/2021] [Accepted: 09/22/2021] [Indexed: 12/01/2022]
Abstract
Theory and studies support that educational quality may differ according to socio-political context even in states with similar cultures. Based on a secondary analysis of data, this study aims at identifying latent profiles of adult-child interaction quality in groups of three-year-old children in Quebec's (Canada) early childhood centers and France's kindergarten classrooms using the CLASS Pre-K. This study also aims to explore existing associations between identified profiles, socio-political contexts, and structural characteristics (staff qualifications, ages, group size). Latent profile analyses showed four interaction quality profiles, namely a high-quality profile (HQ), a medium-high-quality profile (MHQ), a medium quality profile (MQ), and a medium-low-quality profile (MLQ). The scores of the three CLASS Pre-K domains associated with identified profiles show a higher average interaction quality in Quebec compared with France, suggesting a more favorable sociocultural context for interaction quality in Quebec. As for characteristics of structural quality, analyses suggest that the group size variable is significantly associated with scores of interaction quality, with the HQ and the MHQ profiles showing a significantly lower group size than the MQ and MLQ profiles. Age is also significantly associated with profiles, exhibiting a general trend of younger participants found in higher quality profiles. Courses of action to enhance French policies are discussed.
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Affiliation(s)
- Maude Roy-Vallières
- Équipe de recherche Qualité des Contextes Éducatifs de la Petite Enfance, Faculté des Sciences de l’Éducation, Université du Québec à Montréal, Montréal, QC Canada
| | - Nathalie Bigras
- Équipe de recherche Qualité des Contextes Éducatifs de la Petite Enfance, Faculté des Sciences de l’Éducation, Université du Québec à Montréal, Montréal, QC Canada
| | - Annie Charron
- Équipe de recherche Qualité des Contextes Éducatifs de la Petite Enfance, Faculté des Sciences de l’Éducation, Université du Québec à Montréal, Montréal, QC Canada
| | - Caroline Bouchard
- Faculté des Sciences de l’Éducation, Université Laval, Québec, QC Canada
| | - Andréanne Gagné
- Équipe de recherche Qualité des Contextes Éducatifs de la Petite Enfance, Faculté des Sciences de l’Éducation, Université du Québec à Montréal, Montréal, QC Canada
| | - Philippe Dessus
- Laboratoire de Recherche sur les Apprentissages en Contexte (LaRAC), Université Grenoble Alpes, Grenoble, France
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Bigras N, Lemay L, Lehrer J, Charron A, Duval S, Robert-Mazaye C, Laurin EI. Early Childhood Educators' Perceptions of Their Emotional State, Relationships with Parents, Challenges, and Opportunities During the Early Stage of the Pandemic. Early Child Educ J 2021; 49:775-787. [PMID: 34131378 PMCID: PMC8192128 DOI: 10.1007/s10643-021-01224-y] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 06/02/2021] [Indexed: 05/27/2023]
Abstract
This article presents a study about the impact of COVID-19 on childcare center educators in Quebec (Canada). Regulated childcare services were closed due to the pandemic between March 16 and May 31, 2020, in areas considered "hot" (highly affected by the pandemic). During this time, some centers were transformed into "emergency childcare services" available to parents considered to be essential workers. Therefore, few children attended, and most educators worked remotely. In May 2020, 372 educators completed an online questionnaire regarding their emotional state, challenges, and learning opportunities. Results indicate that half of the respondents reported a decrease in their level of well-being at work and an increase in their stress level. Educators working remotely were more likely to report a lower level of stress than when working with children at daycare (36.1% vs 19.7%). Despite these findings, educators estimated that the parents who used their emergency childcare service presented either high (37.7%) or average (32.2%) levels of wellbeing. The factors that educators identified as facilitating their interactions with families included parental recognition of their work (11.68%) and direct contact with them (12.62%). While many tasks accomplished at home were done for the first time during this period (i.e., creating video capsules for children and parents, virtual meetings with children and colleagues), a large majority of respondents reported that these tasks made them feel useful. Working at their own pace (34.7%) was seen as the principal advantage of remote working. Finally, 28.84% mentioned that the reduced ratio (1:2 or 1:3) was a facilitating factor that they would like to maintain during the upcoming reopening phase. The discussion uses the Job Demands and Resources theoretical framework (Bakker and Demerouti in Wellbeing 3(2):1-28, 2014; Dicke et al. in J Occupat Health Psychol 23(2): 262-277, 2017) to explain the educators' work-related demands and emotional state in both remote and CPE working pandemic contexts. In conclusion, we argued that this pandemic reveals the complexity, but also the essential nature of the work of early childhood educators, in particular by identifying their needs for support and recognition essential to their professional commitment.
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Affiliation(s)
| | - Lise Lemay
- Faculté des Sciences de l’éducation, UQAM, Québec, Canada
| | - Joanne Lehrer
- Faculté des Sciences de l’éducation, Université du Québec en Outaouais, Québec, Canada
| | - Annie Charron
- Faculté des Sciences de l’éducation, UQAM, Québec, Canada
| | - Stéphanie Duval
- Faculté des Sciences de l’éducation, Université Laval, Québec, Canada
| | | | - et Isabelle Laurin
- Direction de la Santé Publique de Montréal, CIUSS centre-sud, Montréal, QC Canada
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Bigras N, Dessus P, Lemay L, Bouchard C, Lequette C. Qualité de l’accueil d’enfants de 3 ans
en centre de la petite enfance au Québec et en maternelle en France. Enfances, Familles, Générations 2020. [DOI: 10.7202/1077681ar] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
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Laurin I, Guay D, Fournier M, Blanchard D, Bigras N. Quelle est l'association entre les caractéristiques résidentielles et du quartier et le développement de l'enfant à la maternelle? Can J Public Health 2018; 109:35-42. [PMID: 29981070 DOI: 10.17269/s41997-018-0024-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/16/2017] [Accepted: 11/02/2017] [Indexed: 11/17/2022]
Abstract
OBJECTIVES Evaluate the association between residential and neighbourhood characteristics of families and children and the latter's development, using data from the Montréal Survey on the Preschool Experiences of Children in Kindergarten (MSPECK). METHOD A sample of 1101 children was extracted from a survey frame that included Montréal children assessed in the 2012 Québec Survey of Child Development in Kindergarten (2012 QSCDK). Data collected from the children's parents were used to document the following residential and neighbourhood characteristics (independent variables): material deprivation in the neighbourhood, housing health, residential crowding, housing instability, neighbourhood safety, and access to resources. Linking QSCDK data provided a measure of development for children in kindergarten (dependent variable). Logistic regression was used to predict the probability of kindergarten children being vulnerable in at least one domain of development, or in two or more domains. RESULTS Children living in neighbourhoods perceived to be dangerous are 1.5 times more likely to be vulnerable in at least one domain of development, compared with their peers living in neighbourhoods perceived to be safe (95% CI: 1.02-2.14). A similar result is observed for vulnerability in two or more domains of development (OR 1.67; 95% CI: 1.07-2.61). Children living in families who lack access to resources are also more likely to be vulnerable in two or more domains of development than their peers in families who have easy access to resources (OR 1.56; 95% CI: 1.003-2.44). CONCLUSION Parents' feelings of insecurity and lack of access to local resources can limit children's opportunities for socialization and their exposure to enriching experiences.
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Affiliation(s)
- Isabelle Laurin
- Direction régionale de santé publique du Centre universitaire de santé et de services sociaux du Centre-Sud-de-l'Île-de-Montréal, 1301 Sherbrooke Est, Montréal, Québec, H2L 1M3, Canada. .,Professeure adjointe de clinique, École de santé publique, Université de Montréal, Montréal, Québec, Canada.
| | - Danielle Guay
- Direction régionale de santé publique du Centre universitaire de santé et de services sociaux du Centre-Sud-de-l'Île-de-Montréal, 1301 Sherbrooke Est, Montréal, Québec, H2L 1M3, Canada
| | - Michel Fournier
- Direction régionale de santé publique du Centre universitaire de santé et de services sociaux du Centre-Sud-de-l'Île-de-Montréal, 1301 Sherbrooke Est, Montréal, Québec, H2L 1M3, Canada
| | - Danielle Blanchard
- Direction régionale de santé publique du Centre universitaire de santé et de services sociaux du Centre-Sud-de-l'Île-de-Montréal, 1301 Sherbrooke Est, Montréal, Québec, H2L 1M3, Canada
| | - Nathalie Bigras
- Professeure titulaire, Département de didactique, Professeure externe, Département de psychologie, Université du Québec à Montréal, Montréal, Québec, Canada
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Cadoret G, Bigras N, Duval S, Lemay L, Tremblay T, Lemire J. The mediating role of cognitive ability on the relationship between motor proficiency and early academic achievement in children. Hum Mov Sci 2018; 57:149-157. [DOI: 10.1016/j.humov.2017.12.002] [Citation(s) in RCA: 21] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/27/2017] [Revised: 11/23/2017] [Accepted: 12/01/2017] [Indexed: 02/07/2023]
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Quiroz Saavedra R, Brunson L, Bigras N. Transforming Social Regularities in a Multicomponent Community-Based Intervention: A Case Study of Professionals' Adaptability to Better Support Parents to Meet Their Children's Needs. Am J Community Psychol 2017; 59:316-332. [PMID: 28580598 DOI: 10.1002/ajcp.12145] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
This paper presents an in-depth case study of the dynamic processes of mutual adjustment that occurred between two professional teams participating in a multicomponent community-based intervention (CBI). Drawing on the concept of social regularities, we focus on patterns of social interaction within and across the two microsystems involved in delivering the intervention. Two research strategies, narrative analysis and structural network analysis, were used to reveal the social regularities linking the two microsystems. Results document strategies and actions undertaken by the professionals responsible for the intervention to modify intersetting social regularities to deal with a problem situation that arose during the course of one intervention cycle. The results illustrate how key social regularities were modified in order to resolve the problem situation and allow the intervention to continue to function smoothly. We propose that these changes represent a transition to a new state of the ecological intervention system. This transformation appeared to be the result of certain key intervening mechanisms: changing key role relationships, boundary spanning, and synergy. The transformation also appeared to be linked to positive setting-level and individual-level outcomes: confidence of key team members, joint planning, decision-making and intervention activities, and the achievement of desired intervention objectives.
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Affiliation(s)
- Rodrigo Quiroz Saavedra
- Département de psychologie, Université du Québec à Montréal, Montréal, QC, Canada
- Département de didactique, Université du Québec à Montréal, Montréal, QC, Canada
| | - Liesette Brunson
- Département de psychologie, Université du Québec à Montréal, Montréal, QC, Canada
| | - Nathalie Bigras
- Département de didactique, Université du Québec à Montréal, Montréal, QC, Canada
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Laurin I, Guay D, Fournier M, Bigras N, Solis A. [Not Available]. Can J Public Health 2016; 106:eS14-20. [PMID: 26978693 DOI: 10.17269/cjph.106.4825] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/26/2014] [Revised: 05/15/2015] [Accepted: 05/29/2015] [Indexed: 11/17/2022]
Abstract
OBJECTIVES Describe the preschool education of children in educational services. Study the effects of components of preschool educational service attendance on the development of kindergarten children, based on income. METHOD A sample of 1,184 children was extracted from a survey frame that included Montréal children assessed in the 2012 Québec Survey of Child Development in Kindergarten (2012 QSCDK). Data collected from the parents of these children allowed us to document the following components of educational service attendance (independent variables): longitudinal profile of the service used; age at entry; duration; average weekly attendance; and cumulative time. Linking QSCDK data provided a measure of development of children in kindergarten (dependent variable). Various logistic regression models using different combinations of components of educational service attendance were tested. Akaike information criterion enabled us to select the model that best explains the data. RESULTS Children from low-income families are proportionately fewer to attend a preschool educational service than children from better-off families (79.6% vs. 90.5%; chi-square test (1df), p < 0.001). Children from low-income families who attended only an early childhood centre (centre de la petite enfance) are less likely to be vulnerable in two or more domains of development compared to their peers who did not attend educational services (OR 0.23; CI: 0.06 –0.92). Children who started attending an educational service before the age of 12 months are less likely to be vulnerable in two or more domains of development (OR: 0.38; CI: 0.18–0.81). CONCLUSION Attending an early childhood centre (centre de la petite enfance) is beneficial to the development of children from low-income families.
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Affiliation(s)
- Isabelle Laurin
- Direction de santé publique de l'Agence de la santé et des services sociaux de Montréal.
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Blain-Brière B, Bouchard C, Bigras N. The role of executive functions in the pragmatic skills of children age 4-5. Front Psychol 2014; 5:240. [PMID: 24688480 PMCID: PMC3960491 DOI: 10.3389/fpsyg.2014.00240] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/14/2014] [Accepted: 03/04/2014] [Indexed: 11/17/2022] Open
Abstract
Several studies suggest that pragmatic skills (PS) (i.e., social communication) deficits may be linked to executive dysfunction (i.e., cognitive processes required for the regulation of new and complex behaviors) in patients with frontal brain injuries. If impairment of executive functions (EF) causes PS deficits in otherwise healthy adults, could this mean that EF are necessary for the normal functioning of PS, even more so than cognitive maturation? If so, children with highly developed EF should exhibit higher levels of PS. This study aimed to examine the link between EF and PS among normally developing children. A secondary goal was to compare this relationship to that between intellectual quotient (IQ) and PS in order to determine which predictor explained the most variance. Participants were 70 French-speaking preschool children (3;10–5;7 years old). The PS coding system, an observational tool developed for this study, was used to codify the children's PS during a semi-structured conversation with a research assistant. Five types of EF processes were evaluated: self-control, inhibition, flexibility, working memory and planning. IQ was estimated by tallying the scores on a receptive vocabulary test and a visuoconstructive abilities test. The results of the test of differences between correlation coefficients suggest that EF contributed significantly more than IQ to the PS exhibited by preschoolers during conversation. More specifically, higher inhibition skills were correlated with a decrease in talkativeness and assertiveness. EF also appeared to foster quality of speech by promoting the ability to produce fluid utterances, free of unnecessary repetition or hesitation. Moreover, children with a high working memory capacity were more likely to formulate contingent answers and produce utterances that could be clearly understood by the interlocutor. Overall, these findings help us better understand how EF may assist children in everyday social interactions.
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Affiliation(s)
- Bénédicte Blain-Brière
- Qualité Éducative des Services de Garde et Petite Enfance, Département de Psychologie, Université du Québec à Montréal Montréal, QC, Canada
| | - Caroline Bouchard
- Qualité Éducative des Services de Garde et Petite Enfance, Département D'études sur L'enseignement et L'apprentissage, Université Laval Ville de Québec, QC, Canada
| | - Nathalie Bigras
- Qualité Éducative des Services de Garde et Petite Enfance, Département de Didactique, Université du Québec à Montréal Montréal, QC, Canada
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Abstract
This study aimed to compare children’s performance on two mnemonic functions that engage the lateral prefrontal cortex. Brain imaging studies in adults have shown that the mid-ventrolateral prefrontal cortex is specifically involved in active controlled retrieval, and the mid-dorsolateral prefrontal cortex is specifically involved in monitoring mnemonic information (Petrides, 2005). Eighty-two children aged from 6 years, 8 months to 8 years, 7 months were tested. They showed equivalent success rates in active retrieval and monitoring with color and shape information. However, children were slower in monitoring than in active retrieval in color trials. The results demonstrate that the specialized contributions of the lateral prefrontal cortex emerge conjointly during childhood giving children multiple tools to exert an active control within memory.
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Lemay L, Bigras N, Bouchard C. Educational Daycare from Infancy and Externalizing and Internalizing Behaviors in Early Childhood: Differential Effect by Children's Vulnerability. ACTA ACUST UNITED AC 2012. [DOI: 10.1016/j.sbspro.2012.09.485] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Bigras N, Lemay L, Brunson L. Parental Stress and Daycare Attendance. Does Daycare Quality and Parental Satisfaction with Daycare Moderate the Relation Between Family Income and Stress Level among Parents of Four Years Old Children? ACTA ACUST UNITED AC 2012. [DOI: 10.1016/j.sbspro.2012.09.578] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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Bigras N, Bouchard C, Cantin G, Brunson L, Coutu S, Lemay L, Tremblay M, Japel C, Charron A. A Comparative Study of Structural and Process Quality in Center-Based and Family-Based Child Care Services. Child Youth Care Forum 2009. [DOI: 10.1007/s10566-009-9088-4] [Citation(s) in RCA: 50] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Bigras N, Blanchard D, Bouchard C, Lemay L, Tremblay M, Cantin G, Brunson L, Guay MC. Stress parental, soutien social, comportements de l’enfant et fréquentation des services de garde. efg 2009. [DOI: 10.7202/037517ar] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
Cette étude examine les taux de problèmes de comportement internalisés et externalisés des enfants et des indices de stress parental et du réseau de soutien social rapportés par les parents d’un échantillon d’enfants et de familles en fonction du type de service de garde fréquenté par les enfants. Elle vise aussi à identifier si les mêmes variables diffèrent en fonction de l’utilisation de divers types de services de garde et de la présence de divers facteurs de risques psychosociaux (0, 1, 2, 3) dans la famille, et ce, tout en contrôlant les effets reliés à l’âge et la santé des enfants ainsi qu’au pays d’origine et à l’âge de la mère. À cette fin, nous utilisons les données de trois cueillettes de données transversales de l’évaluation de l’initiative 1,2,3GO!. L’échantillon comporte 1245 enfants et familles provenant de 10 territoires de la grande région de Montréal. Les enfants sont âgés de 20 à 42 mois. Nous mesurons les comportements des enfants à l’aide du Child Behaviour Checklist (CBCL). Nous utilisons aussi la version abrégée du Parenting Stress Index pour mesurer le stress parental et la taille du réseau de soutien social (Barrera). Les parents répondent à un questionnaire sur le type de garde utilisé pour leur enfant. Les résultats indiquent que la fréquentation d’un service de garde est associée à moins de problèmes de comportements internalisés chez les enfants ainsi qu’à un plus grand réseau de soutien social chez les parents. Il n’y a pas de différences significatives pour ce qui est des scores de comportements externalisés chez les enfants et de l’indice de stress parental chez leurs parents. Ce sont les enfants et leurs parents qui utilisent des services structurés (CPE, garderies et services de garde en milieu familial) qui obtiennent les meilleurs scores relativement aux comportements internalisés des enfants et à la taille du réseau de soutien social des parents. Nos résultats soulignent également que les enfants qui ne fréquentent aucun service de garde présentent des taux supérieurs de comportements internalisés problématiques et externalisés limites à ce qu’on retrouve dans la population en général. Il en est de même pour les parents qui ne recourent à aucun service de garde, c’est-à-dire qu’ils présentent des taux plus élevés de stress parental et plus faibles de soutien social que la population en général. La discussion fait le lien entre les résultats de cette étude et d’autres résultats obtenus récemment. La conclusion propose de poursuivre l’accroissement du réseau afin de mieux répondre aux besoins des familles vulnérables.
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Affiliation(s)
- Nathalie Bigras
- Université du Québec à Montréal, Département d’éducation et pédagogie, C.P. 8888, Succursale Centre-ville, Montréal (Québec), Canada, H3C 3P8
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