Chapitre 4 : Article
5.6. Conclusion générale
Cette étude a permis d'explorer, de manière novatrice, le lien entre l'AR chez l'enfant de cinq ans, tel qu’observée en contexte de jeu symbolique, et la qualité des interactions à l'éducation préscolaire. De par l’observation en contexte naturel de classe, la présente recherche a démontré que le niveau d’habiletés reliées à l'AR et manifestées chez les enfants pouvait varier d’un niveau moyen-faible à moyen, notamment en ce qui concerne la composante cognitive de l'AR. Rappelons que cette composante permet à l'enfant d'atteindre un contrôle cognitif nécessaire pour qu'il puisse s'autoréguler de manière autonome et motivée, d'où l'importance de l'examiner et de la soutenir.
Qui plus est, les résultats de ce mémoire soulignent la pertinence de poursuivre les recherches sur la validation d’outils d’observation en contexte naturel de classe. Effectivement, l’observation valide et fidèle en contexte éducatif permettrait d’augmenter la probabilité de trouver des liens significatifs entre les habiletés de l’enfant telles que déployées spontanément et des facteurs d’influence rattachés au milieu (p.ex. la qualité des interactions; Raver et al., 2012).
Pour conclure, bien que les résultats de cette étude doivent être nuancés (voir les limites liées à l’échantillon et à l’outil de mesure), ils amènent néanmoins à se questionner sur la qualité des pratiques enseignantes qui permettent de favoriser les habiletés d'AR chez l'enfant âgé de cinq ans. À cet effet, les résultats de la présente étude font ressortir deux niveaux importants à prendre en compte pour favoriser les habiletés liées à l’AR chez l'enfant : 1) le développement hiérarchique des composantes y étant associées, et 2) le niveau de soutien de l'adulte en lien avec le processus partagé de l'AR. Premièrement, les interactions corégulatrices de l’enseignante gagneraient à être ajustées selon le développement hiérarchique de l’AR, soit en modifiant ses stratégies d’étayage pour soutenir les composantes émotionnelle et comportementale de l’AR, tout en considérant
l’importance de soutenir la composante cognitive chez les enfants de cet âge en contexte naturel (p.ex. à travers le jeu initié par l’enfant). Deuxièmement, trop de soutien aux habiletés liées à l’AR de l’enfant se rangerait davantage dans l’ordre de la régulation externe que dans la corégulation, ce qui pourrait alors restreindre le déploiement des habiletés de l’enfant.
Ces résultats convergent avec le modèle du développement de l’AR en contexte éducatif préscolaire élaboré pour la présente étude (voir chapitre 2) en plus de venir le préciser (voir Figure 5.1.). L’hypothèse première présentée dans la Figure 2.7. (chapitre 2) était que les facteurs biologiques et environnementaux influencent les habiletés d’AR de l’enfant. L’étude actuelle montre que ces caractéristiques doivent d’être prises en compte tant au niveau du développement hiérarchique des composantes d'AR (niveau 1), qu'au niveau du processus partagé de l'AR (niveau 2). La présente étude suggère alors que la qualité des interactions, essentielle au processus interactionnel de la corégulation, gagnerait à prendre en considération les caractéristiques d’influence (p.ex. âge et sexe de l'enfant), pour mieux s’adapter aux besoins de chacun. Des recherches futures devraient être menées afin de préciser les résultats obtenus dans ce mémoire. En ce sens, on peut penser que l’ajout d’une mesure dyadique de la qualité des interactions pourrait davantage préciser les associations obtenues dans la présente étude, c'est-à-dire entre les habiletés d'AR observées chez l'enfant et la qualité des interactions en classe.
Figure 3.1. Modèle du développement de l'autorégulation en contexte éducatif préscolaire (Montminy, 2019).
Vu l’importance de l’AR dans la réussite éducative (Diamond, 2013), des recherches futures sur un plus grand nombre de participants pourraient être menées afin de préciser les
facteurs liés à l’enfant (p.ex. le sexe, l’âge) et à la famille (p.ex. niveau de scolarité de la mère, statut socioéconomique) pouvant avoir une incidence sur les habiletés observables d’AR à l’éducation préscolaire cinq ans. Mieux connaitre l’effet des facteurs ayant une influence sur l’AR, mais aussi l’effet du caractère modérateur de ceux-ci entre l’AR et la qualité des interactions en classe pourrait permettre de mieux orienter les pratiques enseignantes, notamment en lien avec la mise en place de pratiques corégulatrices de qualité se situant dans la ZPD de chacun des enfants (Størksen, Ellingsen, Wanless, et McClelland, 2015).
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