Abstracts
Résumé
L’objectif de cette étude est d’évaluer l’impact d’un programme de stimulation cognitive, soit le programme ÉgALIté, sur le développement socioaffectif d’enfants d’âge préscolaire, issus de familles immigrantes de pays en développement. Quarante-huit enfants provenant de ces pays, accompagnés par leurs parents, ont été assignés aléatoirement au groupe ÉgALIté ou à un groupe en liste d’attente. Les parents ont complété, avant et après le programme, un questionnaire qui mesure le développement socioaffectif des enfants d’âge préscolaire, soit le Profil socio-affectif (PSA, Dumas, Lafrenière, Capuano, & Durning, 1995). Les résultats montrent que les enfants ayant bénéficié du programme ÉgALIté diminuent leurs problèmes intériorisés et améliorent leur adaptation générale. Des mesures de maintien des acquis ont été prises quatre mois après la fin du programme. On ne relève toutefois plus de différence entre les groupes. Cependant, l’attrition élevée des participants commande la plus grande prudence dans l’interprétation de ces résultats.
Mots-clés :
- enfants immigrants d’âge préscolaire,
- adaptation scolaire,
- lecture dialogique,
- programme d’intervention,
- développement socioaffectif
Abstract
This study aimed at evaluating the impact of a cognitive stimulation program named ÉgALIté on the social-emotional development of preschool immigrant children from developing countries. Forty eight children and their immigrant parents were randomly assigned to the ÉgALIté group or to a waiting list group. Parents completed a socioaffective development questionnaire, the Profil socioaffectif (PSA, Dumas, Lafrenière, Capuano, & Durning, 1995), before and after the program. The results show that children of the ÉgALIté group decrease their internalized problems and increase their global adaptation. These gains were not maintained when measured four months after the program. However, these results have to be interpreted cautiously considering the large attrition rate.
Keywords:
- immigrant’s preschooler children,
- school adaptation,
- dialogic reading,
- intervention program,
- social-emotional development
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Appendices
Remerciements
Nous tenons à remercier le Conseil Canadien pour l’Apprentissage (CCA) pour son soutien financier.
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