Academic journal article European Journal of Social & Behavioural Sciences, The

A Pre-School Child's School Diary from the Lens of a Professional Educator: Case of Preparatory Education in Chouhada Hamoum Public School in Algeria

Academic journal article European Journal of Social & Behavioural Sciences, The

A Pre-School Child's School Diary from the Lens of a Professional Educator: Case of Preparatory Education in Chouhada Hamoum Public School in Algeria

Article excerpt

1. Introduction: Pre-schooling education is becoming a standing issue and it has even become the springboard to academic success, as evidenced by its generalization to all social strata in developed countries. These countries have understood that the child's school progress depends essentially on cognitive skills before the age of six. In our work, we are employing terms like teacher, ins tructor or educator to refer to the pers on who is taking care of the pre - school children in the classroom. It is not evident to find an exact term that describes this job as there exist what Chartier and Geneix (2007: 7) coined to the problem of "untranslatable" terms from one country to another, from one language to another and from one culture to another. Here, we do not refer to the use of the word "teacher" to trans late its s cholas tic connotation but to the pedagogic function. In our country, we employ the French term "pedagogue" who "seeks to address the child as a whole, a child with a body, a mind, emotions, a creativity, a history and a social identity." (Moss and Petrie, 2002 cited in Ibid: 25). Compulsory schooling has begun at the age of s ix years in France, Switzerland and United States (Chartier and Geneix, 2007) and this is als o the cas e in Algeria. Pre-school education is based on the knowledge, skills and experience in the child. It is based on the game and a positive approach to life. The methods used and the proposed activities must as far as possible be varied to avoid monotony. The other important as pect is the s upport given to the pers onal initiative of the child and its consolidation throughout the programmed activities. In Algeria, there was a gradual re-opening, from 1980, of district kindergartens or nursery schools and infant classes under the care of teachers appointed by the Ministry of National Education, the availability of pres chool facilities remains s maller and res tricted to urban areas (Zoubida Senouci, 1992 cited in Chartier and Geneix, 2007). In the Algerian context, an effort has been made by the government to introduce preparatory education in 2008. In 2011, preparatory teaching covered 73% of enrolled children (Sofi, 2011). The government released 600 billion centime to cover the need of an important demand at a national level (Sofi, 2011). The broad guidelines of the pre-school education programme are based, according to concerned officials, on respect for the child's individuality and on the importance of active learning and work as a team. The taught programme does not share education in separate materials or hours of lessons . It however has different objectives and interests which are: language and communication, notions of mathematics, language and interaction, morality, religion, nature and the environment, health, physical and motor development as well as art and culture (Sofi 2011). The school should not, then, put focus on discipline in an explicit way but should rather encourage interpersonal relations. We can be best served by Sullivan's (1953) interpersonal theory of psychiatry. Wagner said that for Sullivan, relationships are primary because personality is a hypothetical entity that cannot be observed or studied apart from interpersonal situations wherein it is made manifest. He added that the only way personality can be known is through the medium of interpersonal interactions. Hence, in pre-schooling education, the child should feel that the class is part of his surrounding through a positive atmosphere. We can suggest what Algozzine, Wang and Violette (2011: 4) call Positive Behaviour Support (PBS); which is intended to improve the climate of s chools us ing "systems approach to enhancing the capacity ". The importance here for children is straightforward since it is difficult to learn when you are spending more time in discipline-related interactions than in those related / to learning academic content (Miles & Stipek, 2006 cited in Ibid). In pre-schooling education in Algeria, the syllabus is based on language and arithmetic. …

Search by... Author
Show... All Results Primary Sources Peer-reviewed

Oops!

An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.