Devenir élève à quatre ans

Quelles attentes et représentations des professionnel-le-s ?

Abstract

For several years, educational policies in Europe have considered early childhood care as one of the levers for reducing social inequalities and promoting educational success. Switzerland has addressed these concerns and harmonized its educational system by implementing throughout its territory compulsory schooling at the age of four. This contribution considers the tensions between childhood and schooling and presents the first results of an online survey questionnaire conducted with teachers working with four to six years old pupils in the canton of Vaud. The data’s presentation is organized into three lines of analysis: the underlying educational approaches in the teachers’ responses, the characteristics of learning in the declared practices, the way to define the role of pupils and their role as teacher.