Profiles of teacher-child interaction quality in groups of 3-year-old children in Quebec and France.

Theory and studies support that educational quality may differ according to socio-political context even in states with similar cultures. Based on a secondary analysis of data, this study aims at identifying latent profiles of adult-child interaction quality in groups of three-year-old children in Quebec's (Canada) early childhood centers and France's kindergarten classrooms using the CLASS Pre-K. This study also aims to explore existing associations between identified profiles, socio-political contexts, and structural characteristics (staff qualifications, ages, group size).

Early Childhood Educators' Perceptions of Their Emotional State, Relationships with Parents, Challenges, and Opportunities During the Early Stage of the Pandemic.

This article presents a study about the impact of COVID-19 on childcare center educators in Quebec (Canada). Regulated childcare services were closed due to the pandemic between March 16 and May 31, 2020, in areas considered "hot" (highly affected by the pandemic). During this time, some centers were transformed into "emergency childcare services" available to parents considered to be essential workers.

Quelle est l'association entre les caractéristiques résidentielles et du quartier et le développement de l'enfant à la maternelle?

Objectives: Evaluate the association between residential and neighbourhood characteristics of families and children and the latter's development, using data from the Montréal Survey on the Preschool Experiences of Children in Kindergarten (MSPECK).

Method: A sample of 1101 children was extracted from a survey frame that included Montréal children assessed in the 2012 Québec Survey of Child Development in Kindergarten (2012 QSCDK). Data collected from the children's parents were used to document the following residential and neighbourhood characteristics (independent variables): material deprivation in the neighbourhood, housing health, residential crowding, housing instability, neighbourhood safety, and access to resources.

The mediating role of cognitive ability on the relationship between motor proficiency and early academic achievement in children.

The aim of this study was to examine the relationship between motor proficiency and academic achievement in 7 years-old children. A mediating model in which the relation between motor proficiency and academic achievement is mediated by cognitive ability was tested. Participants included 152 children from the longitudinal study Jeunes enfants et leurs milieux de vie (Young Children and their Environments).

Transforming Social Regularities in a Multicomponent Community-Based Intervention: A Case Study of Professionals' Adaptability to Better Support Parents to Meet Their Children's Needs.

This paper presents an in-depth case study of the dynamic processes of mutual adjustment that occurred between two professional teams participating in a multicomponent community-based intervention (CBI). Drawing on the concept of social regularities, we focus on patterns of social interaction within and across the two microsystems involved in delivering the intervention. Two research strategies, narrative analysis and structural network analysis, were used to reveal the social regularities linking the two microsystems.

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Objectives: Describe the preschool education of children in educational services. Study the effects of components of preschool educational service attendance on the development of kindergarten children, based on income.

Method: A sample of 1,184 children was extracted from a survey frame that included Montreal children assessed in the 2012 (2012 QSCDK).

The role of executive functions in the pragmatic skills of children age 4-5.

Several studies suggest that pragmatic skills (PS) (i.e., social communication) deficits may be linked to executive dysfunction (i.