“This pilot project is fully consistent with the nursery school restructuring as defined by the previous ministry, focusing only on” profitable “school education and, more broadly, maximizing kindergarten time as a ‘learning time’. Pascale Garnier Returned to report.
Evaluate children before entering kindergarten
At the turn of the political world and skills, think tanks have been investing in educational issues since childhood. The Montaigne Institute thus published a report in June 2022, written by Judge El Carui and Olivier Klein, “The future is run in a poor neighborhood”, dedicated to public activism in the “political neighborhood of the city” (QVP).
In terms of the reception and education of children under the age of three, the report points to statistics that highlight striking inequalities, such as the absence of reception institutions in 40% of QVPs. In these districts, where only 22% of the requirement is covered, the supply of crches is 6 times lower than the national average (p. 7). More generally, 68% of children in the richest 20% of households have access to childcare (combined or private) while only 9% for the poorest (p. 11). Faced with these shortcomings, the proposals are for an “early childhood course”, which requires the creation of a new space: “between 6 and 18 months, weekly reception of children and parents in a multi-reception organization, specializing in parental support”; 18 months and 3 years In, reception in a joint structure “. An assessment stage is given just before kindergarten begins,” Assessment of the level of language acquisition and development of social skills in young children “(p. 27). Such initial assessment, which was huge in 2005” No Driving Zero “gives birth to the movement, thus complementing a language assessment objective, driven by the compulsion to be” ready “to go to school. Compulsory in three years.
Old neo-liberal recipe
For kindergarten, its fundamental role for students’ future academic success has been underlined, as has been the case since the late 1960’s (Garnier, 2016), while acknowledging failure at the same time: “Lessons evolved in nursery school. (P. 33). To address this, the report is entitled “Contractors (Civil Service, Students, Retired, etc.)”. They will intervene directly in the small and medium sections, without the need for special measures: “These staff (who), thanks to the educational games, will be able to strengthen the work performed by the students on the predictive skills of teaching. Fundamental” (p. 35). Nothing is said about teacher training, children’s schooling conditions, very strong regional disparities, especially in the case of regional agents, the absence of social diversity, and so on.
The report thus adopts old neo-liberal recipes from the Anglo-Saxon world, similar to pornographic compensatory educational programs, such as the Perry Preschool Project (1962-1967), in which 58 African-American children aged 3 and 4 participated in and out of their families. Action. Since the 1970s, these compensatory programs have been questioned in France. Where in the United States, these social investment policies specifically targeted the most vulnerable families, an active policy of generalization to kindergarten was applied. But such “turnkey” programs have been established in France, such as the one entitled “Baby Talk”, which has been widely criticized and whose results are at least highly questionable in terms of language development (Ben Susan and Raina, 2018).
If the results of these compensatory programs remain questionable, they especially miss the learning methods preferred by young children. We can undoubtedly develop and stabilize through so-called “fun” training (and no doubt a good dose of “attachment”, even if it is not mentioned in this report), such cognitive and language-generated neural networks. Skills but what remains a particularly educational goal? Do young children lose their self-esteem, cognition and language performance? After all, what is left of their diversity and time needed for long-term learning? The annual “€ 29 billion” (pictured in front of the report) that leaving the school system without the cost of qualifications cannot be saved by a “strong cognitive stimulus” program at the age of 3 and 4. This can only reinforce the demand for short-term results and, as a result, a whole bunch of children with initial failure may face. When will we realize that “too much school kills the school” (Dubet et al., 2000), the expectations of the elementary school have put those who are supposed to benefit from it at a disadvantage!
Basically, this pilot project fits perfectly with the nursery school reorganizations defined by previous ministries, which focus only on “profitable” school education and more extensively on maximizing nursery school time as teaching time (Garnier, 2020). Finally, we regret that the “bridge class” is only briefly mentioned in this report (p. 26). They allow children and their families to get acquainted with the school properly (Garnier et al., 2016). Given the almost general absence of change between family and school in QVP, all the smaller parts would benefit from being a real “bridging class”.
Xperia Laboratory, Sorbonne Paris Nord University.
Montain Institute Report
P. Garnier: A turning point for kindergarten
P. Garnier: Kindergarten that we don’t envy
Ben Soussan P., S. Rayna (eds.) (2018). “Parlor Bambin” Program: Problems and Debates. Toulouse, Ares.
Dubet F, Duru Bellat, M. & F. Vérétout (2010). Society and their schools; The effect of diploma and social cohesion. Paris, Threshold.
Garnier P. (2016). Kindergarten Sociology. Paris, PUF.
Garnier p. (2020). Compulsory education from the age of three: a turning point in the history of nursery schools in France. International Review of Communication and Socialization, Vol. 7, n ° 1-2, p. 1-16.
Garnier P., Brougère G., Rayna S., Rupin P. (2016). At the age of 2, children live in a group. Crচche, Kindergarten, Bridge Class, Kindergarten. Toulouse, Ares.