Promouvoir le bien-être des enfants par des interactions de qualité : analyse des pratiques des éducatrices en fin de formation en Tunisie

SONIA DHAOUADI TALMOUDI, MANEL BAROUNI

Abstract

This article examines the ability of early childhood educators completing their initial alternating training at the Centre de Formation et d’Apprentissage of Tunis to promote children’s overall well-being through high-quality educational interactions. Based on the CLASS Pre-K observation tool, the study assesses three fundamental dimensions: emotional support, classroom organization, and instructional support, among 31 trainees in public, private, and associative kindergartens. The results show that educators achieve a high score in emotional support (M=5.84), a key aspect for promoting children's emotional well-being. However, challenges remain in instructional support (M=4.45), highlighting the need for improvement in cognitive and language stimulation. Three educational profiles were identified: (a) Priority on emotional support (45%), marked by warm interactions but dominant adult control. (b) Discipline-focused organization (35%), promoting structure but lacking emotional sensitivity. (c) Balanced and integrative approach (20%), harmoniously combining all three dimensions. The study underscores the importance of developing a balanced and integrative educational approach to meet children’s diverse needs. It recommends strengthening initial training and supervision of educators during internships, while taking into account cultural and institutional specificities. These measures aim to optimize the quality of educational interactions and support children’s overall development from an early age.

Keywords

Overall well-being, educational interactions, CLASS Pre-K, initial training, early childhood education

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References

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DOI: https://doi.org/10.26220/mje.5532

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