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- handle: 10670/1.4tvg9x
- Bigras, Marc; Gosselin, Catherine; Capuano, France; Normandeau, Sylvie et Parent, Sophie (2008). « A Comparison of Parent and Teacher Ratings of Child Behaviours: the Pygmalion Effect Revisited ». Prépublication. (Montréal, Québec, Canada, UQAM). 14 p.
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Mots-clés
school achievement parent perception teacher perception child behavior preschool age school ageSujets proches
Childhood Youngsters Pedology (Child study) Kids (Children) Scholastic achievement School achievement Scholastic success Achievement, Academic Student achievement Educational achievement Academic underachievement Underachievement, AcademicCiter ce document
Marc Bigras et al., « A Comparison of Parent and Teacher Ratings of Child Behaviours: the Pygmalion Effect Revisited », UQAM Archipel : prépublications, ID : 10670/1.4tvg9x
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Résumé
Early schooling experience is a reliable predictor of later school and professional adjustment. In the context of important investment made in the preschool curriculum to promote early academic achievement among children at risk of failure, the validity of screening and referring procedures is a rising issue. 384 children and their family participated in an 18 months longitudinal study from kindergarten to first grade. Results of the present study confirmed the value of screening protocol based on consensus between parents and teacher for greater attention to children needs. However, further results suggested that kindergarten’ teachers might be considered as a unique and valid informant to predict early academic achievement.