Structuration de l’environnement familiale et acquisition du comptage des nombres chez les enfants âgés de 7-12 ans

Abstract

This study is entitled: structuring of the family environment and acquisition of number counting in children aged 7-12 years. Focused on the cognitive development of the latter, it mainly aims to determine the variation in the development of their abilities in counting numbers according to the parental educational practices to which they are subjected. To achieve this, a specialized literature has been compiled around the central themes of this study. As part of this perspective, it is clarified by the model of structuring the family environment of Lautrey (1980) and the model of principles first (Gelman & Gallistel, 1978) and principles after (Briars & Siegler, 1984). This allowed us to pose the problem of the difficulty related to the acquisition of counting numbers in children aged 7- 12 years with parental educational practices. This study was carried out with 163 Cameroonian children from the city of Yaounde 3, aged between 7 and 12 years old, of both sexes, attending primary school. Data were collected using the questionnaire (PAQ) of Leman (2005) for information relating to parental educational practices and the ZAREKI-R battery of Dellatolas & Von Aster (2006) for information related to counting numbers. After processing the data by regression analysis via SPSS, it appears that the factors associated with rigid parental educational practice make children aged 7-12 years less able to count numbers (= 0,137; p = 0,082 so β > p); the factors associated with poor parental educational practice make children aged 7-12 years less able to count numbers (= 0,135; p = 0,052 so β > p). However, factors associated with flexible parenting make children aged 7-12 years better at counting numbers (= 0, 011; p = 0,199 so < p)