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Le plus tôt est-il le mieux ? Les effets des dispositifs d'accueil et d'éveil des jeunes enfants sur leur comportement cognitif et non cognitif

Author

Listed:
  • Denis Fougère

    (OSC - Observatoire sociologique du changement (Sciences Po, CNRS) - Sciences Po - Sciences Po - CNRS - Centre National de la Recherche Scientifique, CREST - Centre de Recherche en Économie et Statistique - ENSAI - Ecole Nationale de la Statistique et de l'Analyse de l'Information [Bruz] - X - École polytechnique - ENSAE Paris - École Nationale de la Statistique et de l'Administration Économique - CNRS - Centre National de la Recherche Scientifique)

Abstract

Les travaux internationaux montrent que les structures collectives d'accueil de la petite enfance employant des personnels qualifiés favorisent le développement des aptitudes cognitives et non-cognitives des enfants au moins jusqu'à l'entrée dans le cycle d'éducation secondaire. La scolarisation précoce, telle qu'elle a été pratiquée en France jusqu'au début de la dernière décennie, a sans doute eu des effets similaires, en améliorant les aptitudes non-cognitives des élèves entrant à l'école primaire et la progression des compétences cognitives jusqu'au collège.

Suggested Citation

  • Denis Fougère, 2015. "Le plus tôt est-il le mieux ? Les effets des dispositifs d'accueil et d'éveil des jeunes enfants sur leur comportement cognitif et non cognitif," Post-Print hal-03459673, HAL.
    • Handle: RePEc:hal:journl:hal-03459673
    DOI: 10.3917/inso.192.0076
    Note: View the original document on HAL open archive server: https://sciencespo.hal.science/hal-03459673
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