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Quebec Parents’Representationsof Social and Educational Intervention in Pre-school Education | Larose | Brock Education Journal

Quebec Parents’Representationsof Social and Educational Intervention in Pre-school Education

François Larose, Bernard Terrisse, Johanne Bédard

Abstract


This article presents findings of a larger SHHRC-funded study
(1998-2002) on competencies expected of and exhibited by educational and social professionals working with young children from socioeconomically disadvantaged environments. After describing the context of socioeducational interventions in early childhood education in Quebec, the authors present the duality and the potential complementarity of the values underlying this intervention by comparing the kindergarten classroom with day-care environments for children aged 4 and 5. Then, the authors present the findings of a survey based on a random sample of parents of young Quebecois children enrolled in or having attended day-care centers or kindergarten classrooms. The article highlights the differences in parents’ expectations according to the types of pre school environment and according to socioeconomic levels. These expectations are compared to the purposes of each environment as defined by their respective curriculum articulated in official policy. Finally, the issues resulting from the debate on the educational or non-educational nature of pre-school education are examined in light of the needs of society as reflected by Quebecois parents.

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Julian Kitchen
Editor, Brock Education
Faculty of Education, Brock University
Contact Editor ISSN 11831189

Creative Commons Licence
This work is licensed under a Creative Commons Attribution 2.5 Canada License