Conceptions éducatives parentales vis-à-vis de l'apprentissage de la lecture chez l'enfant d'âge préscolaire. Etude comparative selon deux systèmes socioculturels et politiques (rfa et France)

In: Enfance, Band 44, Heft 1, S. 83-97

Abstract

Our purpose is to analyse the parental conceptions of literacy acquisition by preschool children. We oppose two countries socio-culturally and politically marked (F.R.G. and France) . A survey by quest ionary has being realized on a sample of a 236 French families and 86 German families.
The group drawed from the analysis (Hierarchical Cluster Analysis) show a certain number of differences between the two systems considered. The French parents give importance to activities about code unities — activities practiced in French kindergarten. On the other side, German parents according to the dominant conceptions in Germany, favour activities about the functions and functionning of textual and discursive unities written in books.
These differences in the parental conceptions of literacy acquisition are associated with some aspects of the purpose attributed to the preschool systems in the two countries considered.