La ressource additionnelle à l’éducation préscolaire : réflexions sur son intégration en contexte québécois
Abstract
Intégrées dans les classes d’éducation préscolaire en soutien à l’enseignant·e, les ressources additionnelles, ou les aides-enseignant·es, ont le potentiel de jouer un rôle important auprès des jeunes enfants. Considérant la place que ces personnes-ressources occupent dans le quotidien des enfants, il semble pertinent de chercher à mieux comprendre leur rôle de même que la manière dont celui-ci se concrétise en classe. Cet article réflexif examine d’abord les politiques gouvernementales en France, aux États-Unis, en Ontario et au Québec régissant l’intégration des ressources additionnelles dans les classes d’éducation préscolaire. Il explore ensuite divers enjeux liés à cette intégration, puis suggère des pistes pour des recherches futures.
In preschool classrooms, additional resources (teaching assistants), play a pivotal role in supporting teachers and contributing to the daily lives of young children. Given the significant presence of these resources in children's routines, it is crucial to gain a deeper understanding of their roles and how they are enacted within the classroom. This reflective article first explores governmental policies in France, the United States, Ontario, and Quebec regarding the integration of these additional resources in preschool education. It then delves into various challenges associated with their integration and offers suggestions for future research directions.
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