Child Care Quality and Cognitive Development: Trajectories Leading to Better Preacademic Skills
Référence bibliographique 
Côté, Sylvana M., Mongeau, Chantal, Japel, Christine, Xu, Qian, Séguin, Jean R. et Tremblay, Richard E. 2013. «Child Care Quality and Cognitive Development: Trajectories Leading to Better Preacademic Skills ». Child Development, vol. 84, no 2, p. 752–766.
Intentions : «In the present study, we examine the associations between child care quality assessed between 2 and 4 years and children’s preacademic skills at 4 years. We had two specific objectives; the first was to examine the extent to which patterns of change in child care quality over time predicted cognitive performance. The second was to examine whether or not distinct dimensions of quality were particularly relevant to cognitive performance.» (p. 752)
Questions/Hypothèses : «The method provides a dynamic description of the patterns of variation in quality over time for distinct groups of children and aims at answering the following questions: Are there groups of children exposed to distinct levels of child care quality over time? What proportion of children are assigned to the distinct groups? What patterns of stability or change do we observe?» (p. 753)
Échantillon/Matériau : «Participants in the study were drawn from a larger pool (n = 809) of families with a child born between June 2003 and April 2004 and having taken part in a prenatal–perinatal study conducted in four Montreal maternity hospitals […] The analysis sample included 257 families for whom at least one quality assessment and at least one of the cognitive assessments at 4 years of age were available.» (p. 754)
Instruments : Questionnaire Guide d’entretien
Type de traitement des données : Analyse statistique
«Distinct quality trajectories were identified: low and high ascending Teaching and Interactions trajectory; low and high Provision for Learning trajectory. Membership in the high ascending Teaching and Interactions trajectory was associated with better numeracy […], receptive vocabulary […], and school readiness […]. The results suggest that a pattern of increasing quality of teacher–child interactions during the preschool years, particularly with regard to supporting the development of language, has a moderate impact on children’s cognitive development.» (p. 752) Les pratiques parentales ont été mesurées et mises en relation avec la qualité des soins reçus par les enfants, mais aucune relation n’a été démontrée significative.