Développement des compétences en lecture-écriture chez des enfants de 5 à 7 ans selon les contextes éducatifs familiaux : une approche comparative franco-allemande
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Abstract EN:
The aim of our study is to analyse the influence of educational contexts in the familiy on reading and writing acquisition among children aged 5 to 7 (top class of nursery school and first class of primary school). This longitudinal study is also a comparative study between the educational systems in france and germany. Our sample was made up of 170 children of preschool age. 110 of these were interviewed a second time in their first year at primary school. Half of the children were french and the other half german. The two groups were matched according the social background, sex and the teaching method used in primary school. The children were interviewed individually to assess their reading and writing abilities. The educational attitudes and practices of the arents were evaluated by a questionnaire. The results show a definite interindividual heterogeneity in reading and writing skills as from preschool age. The difference in levels is even more marked in the first year of primary school. This development in a child's knowledge of reading and writing is closely to the educational context in the family (depending on the nationality and the social beckground). Children who are surrounded at home by the literate language activities of their parents and share with them the experience of print ("functional approach of literacy acquisition", more frequent in germany and in the upper social classes), possess better reading and writing skills than children who are unfamiliar with this type of social experience.
Abstract FR:
L objectif de notre etude est d analyser l influence des contextes educatifs familiaux sur les modes d acquisition de la lecture-ecriture chez des enfants de 5 a 7 ans (derniere annee prescolaire, premiere anne elementaire). Cette etude longitudinale se double d une approche comparative entre les systemes educatifs francais et allemand. Notre population se compose de 170 enfants au niveau prescolaire dont 110 ont ete teste a nouveau lorsqu ils frequentaient la premiere annee d ecole elementaire. La moitie de ces enfants sont francais l autre moitie allemands. Les deux groupes sont apparies selon le milieu social, le sexe et la methode pedaogique utilisee en premiere annee elementaire. Nous avons rencontre les enfants sous forme d entretiens individuels afin d evaluer leurs competences en leuture-ecriture. Les attitudes et pratiques educatives parentales ont ete apprehendees par un questionnaire. Les resultats font apparaitre une forte heterogeneite interindividuelle des competences lecturales et scripturales des l age prescolaire et les ecarts se creusent encore davantage en premiere annee d ecole elementaire. Le developpement des savoirs et savoir-faire vis-a-vis de l ecrit est etroitement lie au contexte educatif familial (qui differe a la fois selon la nationalite et selon le milieu socio-culturel) les enfants qui sont temoins, a la maison, des pratiques lecturales et scripturales de leurs parents tout en etant activement impliques dans des activites variees de lecture-ecriture ("approche fonctionnelle de l acquisition de l ecrit", plus frequente parmi les familles allemandes et dans les milieux sociaux favorises). Developpent des competences en lecture-ecriture superieures a celles des enfants qui ne beneficient pas de ce type d experience sociales.