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Children's Engagement in Quebec Childcare Centres: Progression from 3 to 5 Years Old and Predictor Variables
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Roy-Vallières, Maude; Lachapelle, Julie; Lemay, Lise; Bouchard, Caroline; Bigras, Nathalie – Early Child Development and Care, 2022
This study examined the longitudinal evolution of 3 to 5 year old children's level of engagement in Quebec's early childcare centres. A latent transition analysis was conducted on child engagement measured by the inCLASS. Results revealed three engagement profiles at ages 3 and 5: (1) low engagement profile; (2) low- medium engagement profile; (3)…
Descriptors: Learner Engagement, Foreign Countries, Child Care Centers, Preschool Children
Examination of the Quality of Interactions as Observed in Childcare Centers and Reported by Early Childhood Educators
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Duval, Stéphanie; Bouchard, Caroline; Lemay, Lise; Cantin, Gilles – SAGE Open, 2020
This study aimed to describe the quality of interactions between early childhood educators (ECEs) and children, as observed in childcare centers and as reported by early childhood educators (N = 15) working with 5 year-old children. To assess ECEs' practices related to the quality of these interactions as observed in childcare centers…
Descriptors: Teacher Student Relationship, Early Childhood Teachers, Child Care Centers, Young Children
Why Are Boys Perceived as Less Prosocial than Girls by Their Early Childhood Educators? The Role of Pragmatic Skills in Preschool and Kindergarten Children
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Bouchard, Caroline; Sylvestre, Audette; Forget-Dubois, Nadine – Educational Psychology, 2020
This study examined the moderating role of pragmatic language skills in the relationship between perceived prosociality and gender among children in two different educational contexts and age groups (n = 108 children in childcare centres, age 4-5; n = 113 children in kindergarten, age 5-6). In line with many other studies, the results showed that…
Descriptors: Gender Differences, Males, Prosocial Behavior, Preschool Teachers
Perceived, Expressed and Observed Prosociality among Four-Year-Old Girls and Boys in Childcare Centres
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Bouchard, Caroline; Coutu, Sylvain; Bigras, Nathalie; Lemay, Lise; Cantin, Gilles; Bouchard, Marie-Claire; Duval, Stéphanie – Early Child Development and Care, 2015
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 educator's (ECE) perception (perceived prosociality), (2) the children's own responses to…
Descriptors: Prosocial Behavior, Young Children, Child Care Centers, Teacher Attitudes
Sustaining the Support in Four-Year-Olds in Childcare Services with the Goal of Promoting Their Cognitive and Language Development
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Bigras, Nathalie; Lemay, Lise; Bouchard, Caroline; Eryasa, Joell – Early Child Development and Care, 2017
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…
Descriptors: Preschool Children, Child Care, Child Care Centers, Educational Quality
Quebec's Child Care Services: What Are the Mechanisms Influencing Children's Behaviors across Quantity, Type, and Quality of Care Experienced?
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Lemay, Lise; Bigras, Nathalie; Bouchard, Caroline – Journal of Research in Childhood Education, 2015
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,…
Descriptors: Foreign Countries, Child Care Centers, Child Care, Child Behavior
Early Childhood Educators' Use of Language-Support Practices with 4-Year-Old Children in Child Care Centers
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Bouchard, Caroline; Bigras, Nathalie; Cantin, Gilles; Coutu, Sylvain; Blain-Briere, Benedicte; Eryasa, Joell; Charron, Annie; Brunson, Liesette – Early Childhood Education Journal, 2010
The importance of encouraging language skills in early childhood has been well documented. Educators who are responsible for children in daycare services have many opportunities to use rich and stimulating educational practices that support language acquisition. The purpose of this study was to assess the language-support practices used by 22…
Descriptors: Language Usage, Early Childhood Education, Young Children, Rating Scales