Entrée précoce des enfants en préscolaire et développement émotionnel : étude menée au Groupe Scolaire Privé Bilingue les Reflets

Abstract

Our subject is entitled: early entry of children into preschool and emotional development. Study carried out at the Groupe Scolaire Privé Bilingue les Reflets. Many children are admitted to preschool early without having developed the required emotional and behavioral maturity. They present behavioral difficulties of the exteriorized type, such as: aggressive behavior, disobedience, opposition, hyperactivity, tantrums, etc. We then find that many parents no longer respect the preschool age regulations and schools also accept to enroll children under 4 years of age in their establishment, putting them in conditions which their state of maturation cannot support. The problem posed by our research is that of the early pre-schooling of children. We therefore formulated the following research question: what is the emotional development of preschool children? Can early entry into preschool influence a child's emotional development? To answer this research question, the working hypothesis postulates that the early entry of children into preschool leads to emotional development. We have chosen to show how the affective development of preschool children takes place and the emotional problems that result from it. Bowlby's attachment theory (1969; 1982), Gesell's maturationism (1943) and Touitou's biological clock theory (2010) served as our frame of reference to explain the link between early entry in preschool and emotional development. Eight preschool children aged 2 to 3 and a half made up our sample drawn in a reasoned way from the Groupe Scolaire Privé Bilingue les Reflets, who each made a drawing of the man and who were observed through two grids. developed for this purpose. Four teachers from the same school group responded to an interview guide on the emotional development of children attending school early. The data thus collected were analyzed with regard to the drawing of the man in the quotation of Royer (2005); the observation grids by observation made from a certain number of behaviors externalized in the child and the interview guide by a thematic analysis. . These results show that children enrolled early in preschool develop emotions of fear; of sadness and anger that lead them to be aggressive, withdrawn into themselves. For this, we suggest that parents enroll their children in crèches and that the ministry in charge of these structures trains the supervisors of said crèches. Key words : .