Changes in the practices in make-believe play situations of one kindergarten teacher participating in an activity-oriented professional development program

References

• Blank, R. K., and N. de las Alas. 2009. “The Effects of Teacher Professional Development on Gains in Student Achievement.” www.ccsso.org.
   Google Scholar
• Bodrova, E., and D. Leong. 2012. Les outils de la pensée. Québec City: PUQ.
   Google Scholar
• Bouchard, C., A. Charron, N. Bigras, L. Lemay, and S. Landry. 2015. “Conclusion. Le jeu en jeu et ses enjeux en contextes éducatifs pendant la petite enfance.” In Actes de colloque: Le jeu en contextes éducatifs pendant la petite enfance. Colloque présenté au 81e congrès de l’ACFAS, edited by C. Bouchard, A. Charron, and N. Bigras. Québec: Livre en ligne du CRIRES. http://lel.crires.ulaval.ca/public/bouchard_charron_bigras_2015.pdf.
   Google Scholar
• Brougère, G. 2010. “Formes ludiques et formes éducatives.” In Jeu et apprentissage : quelles relations ?, edited by J. Bédard and G. Brougère, 43–62. Sherbrooke: Éditions du CRP.
   Google Scholar
• Chambers, B., A. C. Cheung, and R. E. Slavin. 2016. “Literacy and Language Outcomes of Comprehensive and Developmental-Constructivist Approaches to Early Childhood Education: A Systematic Review.” Educational Research Review 18: 88–111. https://doi.org/10.1016/j.edurev.2016.03.003
   Web of Science ®Google Scholar
• Conseil supérieur de l’éducation (CSÉ). 2012. Mieux accueillir et éduquer les enfants d’âge préscolaire, une triple question d’accès, de qualité et de continuité des services. Québec, QC: Conseil supérieur de l’éducation.
   Google Scholar
• Darling-Hammond, L., D. J. Holtzman, S. J. Gatlin, and J. V. Heilig. 2005. “Does Teacher Preparation Matter? Evidence About Teacher Certification, Teach for America, and Teacher Effectiveness.” Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas 13: 42–48. https://doi.org/10.14507/epaa.v13n42.2005.
   Google Scholar
• Desimone, L. M. 2009. “Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures.” Educational Researcher 38 (3): 181–199. https://doi.org/10.3102/0013189X08331140.
   Web of Science ®Google Scholar
• Dewey, J. 1993. Logique: La théorie de l’enquête. Paris: PUF.
   Google Scholar
• Durand, M., L. Ria, and P. Veyrunes. 2010. “Analyse du travail et formation: un programme de recherche empirique et technologique portant sur la signification et l’organisation de l’activité des enseignants.” In Analyser l’activité enseignante : des outils méthodologiques et théoriques pour l’intervention et la formation, edited by F. Yvon and F. Saussez, 17–40. Québec, QC: Presses de l’Université de Laval.
   Google Scholar
• Flandin, S., S. Leblanc, and A. Muller. 2015. “Vidéoformation « orientée-activité » : quelles utilisations pour quels effets sur les enseignants?” Raisons éducatives 2015 (19): 179–198.
   Google Scholar
• Flowers, H., L. Girolametto, E. Weitzman, and J. Greenberg. 2007. “Promoting Early Literacy Skills: Effects of In-Service Education for Early Childhood Educators.” Canadian Journal of Speech Language Pathology and Audiology 31 (1): 6–18.
   Google Scholar
• Fukkink, R. G., and L. W. Tavecchio. 2010. “Effects of Video Interaction Guidance on Early Childhood Teachers.” Teaching and Teacher Education 26 (8): 1652–1659. https://doi.org/10.1016/j.tate.2010.06.016.
   Web of Science ®Google Scholar
• Gaudin, C., and S. Chaliès. 2012. “Video Use in Beginning Teachers’ Professional Development | L’utilisation de la vidéo dans la formation professionnelle des enseignants novices.” Revue Francaise de Pedagogie 178 (1): 115–130.
   Google Scholar
• Gaudreau, N., and M.-F. Nadeau. 2015. “Enseigner aux élèves présentant des difficultés comportementales : dispositifs pour favoriser le développement des compétences des enseignants.” La nouvelle revue de l’adaptation et de la scolarisation 72 (4): 27–45. https://doi.org/10.3917/nras.072.0027.
   Google Scholar
• Gérin-Lajoie, S. 2018. Analyse du cours de vie relatif aux pratiques d’enseignement des nouveaux professeurs. Thèse de doctorat, Université Laval, Canada.
   Google Scholar
• Germeroth, C., E. Bodrova, C. Day-Hess, D. H. Clements, and C. Layzer. 2019. “Play It High, Play It Low: Examining the Reliability and Validity of a New Observation Tool to Measure Children’s Make-Believe Play.” American Journal of Play 11 (2): 183–221.
   Web of Science ®Google Scholar
• Girolametto, L., E. Weitzman, and J. Greenberg. 2003. “Training Day Care Staff to Facilitate Children’s Language.” American Journal of Speech-Language Pathology 12 (3): 299–311. https://doi.org/10.1044/1058-0360(2003/076).
   PubMed Web of Science ®Google Scholar
• Girolametto, L., E. Weitzman, and J. Greenberg. 2012. “Facilitating Emergent Literacy: Efficacy of a Model That Partners Speech-Language Pathologists and Educators.” American Journal of Speech Language Pathology 21 (1): 47–63. https://doi.org/10.1044/1058-0360(2011/11-0002).
   PubMed Web of Science ®Google Scholar
• Hall, A. H., A. Simpson, Y. Guo, and S. Wang. 2015. “Examining the Effects of Preschool Writing Instruction on Emergent Literacy Skills: A Systematic Review of the Literature.” Literacy Research and Instruction 54 (2): 115–134. https://doi.org/10.1080/19388071.2014.991883.
   Web of Science ®Google Scholar
• Hamel, C., A. Viau-Guay, L. Ria, and J. Dion-Routhier. 2018. “Video-Enhanced Training to Support Professional Development in Elementary Science Teaching: A Beginning Teacher’s Experience.” Contemporary Issues in Technology and Teacher Education 18 (1): 102–124.
   Google Scholar
• Hirsh-Pasek, K., R. M. Golinkoff, L. E. Berk, and D. Singer. 2009. A Mandate for Playful Learning in Preschool: Applying the Scientific Evidence. New York: Oxford University Press. https://doi.org/10.1093/acprof:oso/9780195382716.001.0001.
   Google Scholar
• Lillard, A., M. D. Lerner, E. J. Hopkins, R. A. Dore, E. S. Smith, and C. M. Palmquist. 2013. “The Impact of Pretend Play on Children’s Development: A Review of the Evidence.” Psychological Bulletin 139 (1): 1–34. https://doi.org/10.1037/a0029321.
   PubMed Web of Science ®Google Scholar
• Lussi Borer, V., and A. Muller. 2014. “L’enquête collaborative comme démarche de transformation de l’activité d’enseignement : de la formation initiale à la formation continuée.” In Apprendre à enseigner, edited by V. L. Borer and L. Ria, 193–207. Paris: PUF. https://doi.org/10.3917/puf.borer.2016.01.0193.
   Google Scholar
• Lussi Borer, V., and A. Muller. 2016. “Designing a Collaborative Video Learning Lab to Transform Teachers’ Work Practices.” In Integrating Video into Pre-Service and In-Service Teacher Training, edited by P. G. Rossi and L. Fedeli, 68–89. Hershey, PA: IGI Global. https://doi.org/10.4018/978-1-5225-0711-6.ch004
   Google Scholar
• Marinova, K., and R. Drainville. 2019. “La pression ressentie par les enseignantes à adopter des pratiques scolarisantes pour les apprentissages du langage écrit à l’éducation préscolaire.” Canadian Journal of Education 3 (42): 606–634.
   Google Scholar
• Markussen-Brown, J., C. B. Juhl, S. B. Piasta, D. Bleses, A. Højen, and L. M. Justice. 2017. “The Effects of Language-And Literacy-Focused Professional Development on Early Educators and Children: A Best-Evidence Meta-Analysis.” Early Childhood Research Quarterly 38: 97–115. https://doi.org/10.1016/j.ecresq.2016.07.002.
   Web of Science ®Google Scholar
• Maturana, H. R., and F. J. Varela. 1992. The Tree of Knowledge: The Biological Roots of Human Understanding, translated by Robert Paolucci, 1998. Boston: Shambhala.
   Google Scholar
• Miles, M. B., and A. M. Huberman. 2003. Analyse des données qualitatives. Paris: De Boeck Supérieur.
   Google Scholar
• Miller, E., and J. Almon. 2009. Crisis in the Kindergarten: Why Children Need to Play in School. College Park, MD: Alliance for Childhood.
   Google Scholar
• Montie, J. E., Z. Xiang, and L. J. Schweinhart. 2006. “Preschool Experience in 10 Countries: Cognitive and Language Performance at Age 7.” Early Childhood Research Quarterly 21 (3): 313–331. https://doi.org/10.1016/j.ecresq.2006.07.007.
   Web of Science ®Google Scholar
• Nicolopoulou, A. 2010. “The Alarming Disappearance of Play from Early Childhood Education.” Human Development 53 (1): 1–4. https://doi.org/10.1159/000268135.
   Web of Science ®Google Scholar
• Nilsson, M., B. Ferholt, and R. Lecusay. 2018. “‘The Playing-Exploring Child’: Reconceptualizing the Relationship Between Play and Learning in Early Childhood Education.” Contemporary Issues in Early Childhood 19 (3): 231–245. https://doi.org/10.1177/1463949117710800.
   Web of Science ®Google Scholar
• OECD (Organisation for Economic Co-operation and Development). 2014. “Education at a Glance 2014.” http://www.oecd.org/edu/Education-at-a-Glance-2014.pdf.
   Google Scholar
• Peirce, C. S. 1978. Écrits sur le signe. Paris: Seuil.
   Google Scholar
• Pellegrini, A. D., L. Galda, J. Dresden, and S. Cox. 1991. “A Longitudinal Study of the Predictive Relations Among Symbolic Play, Linguistic Verbs, and Early Literacy.” Research in the Teaching of English 25 (2): 219–235.
   Web of Science ®Google Scholar
• Piasta, S. B., L. M. Justice, S. Q. Cabell, A. K. Wiggins, K. P. Turnbull, and S. M. Curenton. 2012. “Impact of Professional Development on Preschool Teachers’ Conversational Responsivity and Children’s Linguistic Productivity and Complexity.” Early Childhood Research Quarterly 27 (3): 387–400. https://doi.org/10.1016/j.ecresq.2012.01.001.
   Web of Science ®Google Scholar
• Poizat, G., D. Salini, and M. Durand. 2013. “Approche énactive de l’activité humaine, simplexité et conception de formations professionnelles.” Education Sciences & Society 4 (1): 97–112.
   Google Scholar
• Poizat, G., and J. San Martin. 2020. “The Course-Of-Action Research Program: Historical and Conceptual Landmarks.” Activités 17 (2): 1–31. https://doi.org/10.4000/activites.5277.
   Google Scholar
• Powell, D. R., K. E. Diamond, M. R. Burchinal, and M. J. Koehler. 2010. “Effects of an Early Literacy Professional Development Intervention on Head Start Teachers and Children.” Journal of Educational Psychology 102 (2): 299. https://doi.org/10.1037/a0017763.
   Web of Science ®Google Scholar
• Pyle, A., J. Prioletta, and D. Poliszczuk. 2017. “The Play-Literacy Interface in Full-Day Kindergarten Classrooms.” Early Childhood Education Journal 46 (1): 117–127. https://doi.org/10.1007/s10643-017-0852-z.
   Web of Science ®Google Scholar
• Ria, L., and S. Leblanc. 2011. “Conception de la plateforme de formation Néopass@ction à partir d’un observatoire de l’activité des enseignants débutants : enjeux et processus.” @Ctivités 8 (2): 150–172.
   Google Scholar
• Rosaen, C. L., M. Lundeberg, M. Cooper, A. Fritzen, and M. Terpstra. 2008. “Noticing Noticing: How Does Investigation of Video Records Change How Teachers Reflect on Their Experiences?” Journal of Teacher Education 59 (4): 347–360. https://doi.org/10.1177/0022487108322128.
   Web of Science ®Google Scholar
• Roskos, K., and J. Christie. 2001. “Examining the Play–Literacy Interface: A Critical Review and Future Directions.” Journal of Early Childhood Literacy 1 (1): 59–89. https://doi.org/10.1177/14687984010011004.
   Google Scholar
• Sève, C., J. Saury, J. Theureau, and M. Durand. 2002. “La construction de connaissances chez des sportifs de haut niveau lors d’une interaction compétitive.” Le Travail humain 65 (2): 159–190. https://doi.org/10.3917/th.652.0159.
   Google Scholar
• Stipek, D. 2006. “No Child Left Behind Comes to Preschool.” The Elementary School Journal 106 (5): 455–466. https://doi.org/10.1086/505440.
   Web of Science ®Google Scholar
• Tamis-LeMonda, C. S., and M. H. Bornstein. 1990. “Language, Play, and Attention at One Year.” Infant Behavior and Development 13 (1): 85–98. https://doi.org/10.1016/0163-6383(90)90007-U.
   Web of Science ®Google Scholar
• Theureau, J. 2004. Le cours d’action : méthode élémentaire. Toulouse: Octares Éditions.
   Google Scholar
• Theureau, J. 2006. Le cours d’action : méthode développée. Toulouse: Octares Éditions.
   Google Scholar
• Theureau, J. 2010. “Les entretiens d’autoconfrontation et de remise en situation par les traces matérielles et le programme de recherche « cours d’action ».” Revue d’Anthropologie des Connaissances 4 (2): 287–322.
   Google Scholar
• Trawick-Smith, J. 2012. “Teacher-Child Play Interactions to Achieve Learning Outcomes: Risks and Opportunities.” In Handbook of Early Childhood Education, edited by R. C. Pianta, W. S. Barnett, L. M. Justice, and S. M. Sheridan (ass. eds), 259–277. New York: Guilford Press.
   Google Scholar
• Vermersch, P. 2006. L’entretien d’explicitation. 4th ed. Issy-les-Moulineaux: ESF.
   Google Scholar
• Viau-Guay, A. 2010. “Le cadre sémiologique du cours d’action : des outils théoriques et méthodologiques pour l’analyse de l’activité enseignante.” In Analyser l’activité enseignante : des outils méthodologiques et théoriques pour l’intervention et la formation, edited by F. Yvon and F. Saussez, 117–139. Québec City: PUL.
   Google Scholar
• Wood, A. L., and R. N. Stanulis. 2009. “Quality Teacher Induction: “Fourth-Wave” (1997–2006) Induction Programs.” The New Educator 5 (1): 1–23. https://doi.org/10.1080/1547688X.2009.10399561.
   Google Scholar
• Wood, E., and C. Chesworth. 2017. ”Play and Pedagogy.” In BERA/TACTYC Academic Review of Early Childhood Education 2003–2017, edited by J. Payler, J. Georgeson, and E. Wood, 49–60. https://www.bera.ac.uk/wpcontent/uploads/2017/05/BERA-TACTYC-Full-Report.pdf
   Google Scholar
• Yerrick, R., D. Ross, and P. Molebash. 2005. “Too Close for Comfort: Real-Time Science Teaching Reflections via Digital Video Editing.” Journal of Science Teacher Education 16 (4): 351–375. https://doi.org/10.1007/s10972-005-1105-3.
   Google Scholar
• Zigler, E. F., D. G. Singer, and S. J. Bishop-Josef. 2004. Children’s Play: The Roots of Reading. Washington, DC, US: ZERO TO THREE/National Center for Infants, Toddlers and Families.
   Google Scholar