Gilles Cantin

Perceived, Expressed and Observed Prosociality among Four-Year-Old Girls and Boys in Childcare Centres.

This article examines the prosociality of four-year-old girls and boys in childcare centres. More specifically, it aims to measure gender differences in prosociality among children, based on three sources and methods of evaluation: (1) the early childhood educators (ECE) perception (perceived prosociality), (2) the childrens own responses to hypothetical interpersonal problem-solving situations (expressed prosociality) and (3) observation of the childrens prosocial behaviour during symbolic play with a peer (observed prosociality). In line with many studies in this field, the results show that girls are perceived by their ECEs as being more prosocial than boys. However, analyses of the data on expressed prosociality and observed prosociality did not reveal a significant gender effect. These results are discussed with respect to the influence that differential perceptions based on gender have on the assessment of childrens prosociality. Some possible explanations for this gender gap, particularly in educational contexts, are put forward.

Conception and validation of the Quality of Educators’ Observation and Planning Practices Scale (QEOPPS)

AbstractThe objective of this paper is to present the conception and validation of the Quality of Educators’ Observation and Planning Practices Scale (QEOPPS). The instrument assesses the quality of early childhood educators’ observation practices (observing children, collecting information, using the collected information, paying attention to each child) and planning practices (planning regularly, tailoring planning to each child, implementing it with flexibility, planning based on a curriculum). This study was conducted with 181 educators working in early childhood education and care centres with 3- to 5-year-olds. Based on educators’ responses in a semi-structured interview and on verification of relevant documents, an observer scored the QEOPPS. The results indicate that the QEOPPS shows good inter-rater reliability and internal consistency, and also provide evidence for construct and concurrent validity. The discussion highlights the implication of the QEOPPS as a promising scale for use in research ...

Regards croisés sur les pratiques de communication parent-éducatrice en centre de la petite enfance au Québec

La presente etude de cas vise a decrire les pratiques de communication parent-educatrice dans un centre de la petite enfance quebecois. Les pratiques de communication sont d’abord examinees sous l’angle des perceptions des educatrices et des parents, a partir du Questionnaire sur la communication parent-educatrice (QCPE) (Coutu, Dubeau et Emard, 2009). Ces perceptions sont ensuite mises en relation avec l’observation non-participante d’une pratique de communication quotidienne, a savoir les interactions parent-educatrice lors de l’accueil des enfants le matin et a leur depart en fin de journee, a partir de la procedure de Perlman et Fletcher (2012). Les resultats demontrent que les parents, tout comme les educatrices, percoivent leur communication mutuelle de maniere positive. Les donnees observationnelles convergent avec ces perceptions, se demarquant favorablement de resultats rapportes dans des recherches anterieures. La discussion met notamment en lumiere certains defis que pose la communication parent-educatrice.