Quality Experiences for 4-Year-Olds: Comparing the Pre-primary and Social Pedagogy Educational Approaches Through Quebec’s Preschools and Childcare Centers

Conference: The European Conference on Education (ECE2022)
Title: Quality Experiences for 4-Year-Olds: Comparing the Pre-primary and Social Pedagogy Educational Approaches Through Quebec’s Preschools and Childcare Centers
Stream: Learning Experiences, Student Learning & Learner Diversity
Presentation Type: Live-Stream Presentation
Authors:
Maude Roy-Vallières, Université du Québec à Montréal, Canada
Annie Charron, Université du Québec à Montréal, Canada
Nathalie Bigras, Université du Québec à Montréal, Canada

Abstract:

The United Nations recognise that quality educational services are paramount during childhood. While quality experiences promote brain development, under-stimulation can undermine long-term educational success. However, quality levels vary around the world, as countries adopt different educational approaches. This raises the question of whether a specific approach facilitates the establishment of high educational quality. In Quebec, four-year-olds have access to the two predominant approaches, namely the pre-primary approach (preschool) and the social pedagogy approach (childcare centers), making it possible to answer this universal question underlying the optimal development of children, in Quebec as well as internationally. However, no study to date has measured the quality levels within these two services and limitations of previous studies do not allow for an indirect comparison. This study therefore aims to compare the educational quality of 4-year-old groups in preschool (45) and childcare centers (45), with three specific objectives: (1) measure and compare levels of structural and interaction quality; (2) identify correlations between these variables; (3) determine which structural variables have a greater influence on interaction quality. A questionnaire will measure structural quality, while the CLASS Pre-K tool will measure the quality of adult-child interactions. Descriptive, correlational and regression analyses are planned to meet the study’s objectives. In addition to being the first to compare the two educational approaches in Quebec, this study will further investigate existing correlations between the components of educational quality. Moreover, it will offer valid scientific data to support decision-makers in improving services, both in Quebec and internationally.

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