The experiences of the child during his early childhood (0-6 years) contributed to his level of development and to his future educational success (Observatory of Toddlers, 2018). The developmental vulnerability of the latter, when he returned to preschool at age 5 (Lavoie et al., 2019), reflects an interest in studying his daily education from age 4 in Center for Early childhood Education (CECE) and preschool; reputable environments in Quebec. The Executive Function Development (ED) approach, which promotes educator/teacher support for the child’s cognitive skills, is proposed in the Educational Curriculum Refresh (MF, 2019; MEQ, 2021) and is a pillar for everyone’s development and success (Diamond, 2009; MEQ, 2021; MF, 2019). Among these additions, two EF (working memory and inhibitor control) would be said to be precursors and would be favoured when the child is placed in an environment where interactions are said to be of quality (Duval, 2015). This proposal, resulting from a study carried out among 2 teachers in preschool 4 years and 2 educators in CECE, relates statistical analyses from non-participating observations on the manifestations related to the two EF and observations from the CLASS (Pianta et al., 2008) on the quality of interactions within the group/class. The results will discuss the influence of the quality of the interactions provided by the educator/teacher on the manifestations related to working memory and inhibitory control in children aged 4 years in CECE/preschool.

Authors:
Océanne Éthier, Université du Québec à Trois-Rivières, Canada
Isabelle Deshaies, Université du Québec à Trois-Rivières, Canada

About the Presenter(s)
Mrs Éthier is a Master's student, hers research focuses on the practices of the educator/teacher, the working memory and inhibitory control in children of 4 years old in Early Childhood Center/Kindergarten and the quality of interactions.

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