Lise Lemay

Quebec’s Child Care Services: What Are the Mechanisms Influencing Children’s Behaviors Across Quantity, Type, and Quality of Care Experienced?

The objective of this study was to examine how quantity, type, and quality of care interact in predicting externalizing and internalizing behaviors of 36-month-old children attending Quebec’s educational child care from their first years of life. To do so, the authors examined two hypothesized models: (1) a mediation model where quantity, type, and structural quality of care influences children’s behaviors through process quality and (2) a moderation model where process quality interacts with quantity, type, and structural quality of care in influencing children’s behaviors. The results of this study were consistent with the moderation model. They suggest conditions under which several features of process quality are associated with a lower occurrence of externalizing and internalizing behaviors during an important period of behavioral development and before school entry.

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.

The mediating role of cognitive ability on the relationship between motor proficiency and early academic achievement in children

The aim of this study was to examine the relationship between motor proficiency and academic achievement in 7 years-old children. A mediating model in which the relation between motor proficiency and academic achievement is mediated by cognitive ability was tested. Participants included 152 children from the longitudinal study Jeunes enfants et leurs milieux de vie (Young Children and their Environments). Motor proficiency was evaluated with the Bruininks-Oseretsky Test of Motor Proficiency (BOT2), cognitive ability with the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) and academic achievement with the Wechsler Individual Achievement Test II (WIAT II). Results showed that motor proficiency, cognitive ability and academic achievement were positively correlated with each other. A structural equation modeling analysis revealed that motor proficiency had a positive effect on academic achievement through an indirect path via cognitive ability. These results highlight the fundamental importance of motor skills in childrens academic achievement in early school years.

Respecting but not sustaining play: early childhood educators’ and home childcare providers’ practices that support children’s play

Abstract This study examined and compared the extent to which early childhood educators’ (ECEs) and home childcare providers’ (HCPs) practices supported children’s play. The sample included 50 ECEs and 20 HCPs in settings that care for 70 children at 18, 24, and 36 months old. At each time point, the childcare process quality was observed using the Educational Quality Observation Scales. Cross-sectional descriptive analysis revealed unsatisfactory scores on items that comprise the ‘Adult’s practices that support children’s play’ subscale. The item ‘respects children’s play’ was the only exception, with scores in the satisfactory range. In addition, compared to HCPs, ECEs obtained higher scores. This study suggests that although ECEs and HCPs generally respected children’s play, their interventions did not extend further to sustain play. There is a need to improve ECEs’ and HCPs’ practices to sustain young children’s development and learning during play.

Sustaining the support in four-year-olds in childcare services with the goal of promoting their cognitive and language development

ABSTRACT This paper aims to describe the quality of play as offered by early childhood educators working with four-year-olds within an educational childcare service. It also aims to identify the correlation between the quality of play support and a child’s cognitive, language and socio-emotional development. Finally, it focuses on the factors associated with the quality of play support provided by educational childcare centres and the characteristics of the educators involved. The sample included 170 educators working with four-year-olds. Results show that higher quality of play are linked with higher cognitive and language development. Other factors with a positive impact on play include: group of eight children, higher educator-to-child ratios, groups with male educators and groups whose personnel have followed more than 24 hours of in-service training and who express positive feelings towards their work. The discussion addresses the significance of these findings in childcare services.

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 ...

Relationship between screen-time and motor proficiency in children: a longitudinal study

ABSTRACT The objective of this longitudinal study was to examine the relationship between screen time (ST) and children’s motor proficiency. The amount of time 113 children spent watching television, using a computer, and playing video games as reported by parents at ages 4, 5, and 7 was measured and children’s motor skills were evaluated at age 7 with the short version of the Bruininks-Oseretsky Test of Motor Proficiency Second Edition. The results revealed that children who spent more time in front of a screen at age 4 also do so at ages 5 and 7. A negative relationship was observed between ST at ages 4, 5, and 7 and motor proficiency at age 7. Mediation analysis suggested that the negative effect of ST at age 4 on motor competence was mediated by ST at age 7. This result emphasizes the adverse influence of ST stability on motor proficiency.