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Pour une relation affective de qualité à l'école maternelle : approche psycho-éducative de la relation maître-élève à l'éclairage de la théorie de l'attachement

Abstract : The affective relationship between teacher and child is not an obvious notion to consider and put into practice in the teaching relationship, in France. Many foreign studies, however, reap the benefits of such a relationship when it is of high quality and enlightened by the fundamental principles of Attachment Theory (Bowlby, 1978). The objective of this research is to observe, using the ethological method, the affects and the affective relationship that develops between the child and the teacher during pedagogical interactions in the last year of prescool, in a disadvantaged area. We use the Attachment Theory in order to ascertain whether the attachment developed by the child has an impact on the various pedagogical actions and support of the teacher during the realization (joint attention) of a task-problem: in what way the teaching attitude is likely to favor the entry of the preschool child into teaching relationship. The results show that one of the essential elements of the teacher's attitude would be the ability to adapt to the child's behavior, the teacher's flexibility in dealing with young children with social and academic difficulties. Although it is a qualitative study, relying on few subjects (19 children), it is possible to observe that the relational and pedagogical commitment of the teacher can secure children until then very difficult and bring them to a positive success, during a problem-solving-operation.
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  • HAL Id : tel-02124519, version 1

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Agnès Pommier de Santi. Pour une relation affective de qualité à l'école maternelle : approche psycho-éducative de la relation maître-élève à l'éclairage de la théorie de l'attachement. Education. Normandie Université, 2018. Français. ⟨NNT : 2018NORMR150⟩. ⟨tel-02124519⟩

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