Comment les enseignantes de maternelle 4 ans soutiennent-elles les fonctions exécutives des enfants dans le jeu libre?
Bibliographic record
Abstract
This article explores teaching practices that may support the deployment of executive functions (EF) in 4-year-old kindergarten children within the context of free play. Three types of teacher practices related to the interactive environment are considered: those associated with emotional support, behaviour management, and instructional support. Observations conducted with eight teachers reveal that they implement several practices during free play, such as encouraging prosocial behaviours and children’s autonomy or supporting their language and cognitive development. Furthermore, the data indicate that teachers employed more instructional support interventions, particularly within symbolic play contexts. Based on the identification and description of the observed teaching practices, this article highlights the need to examine these practices more closely in the context of symbolic play, including the roles adopted by teachers and their potential impact on children’s EF. Finally, this study proposes avenues for future research while emphasizing the importance of integrating direct EF measures to concretely examine the effects of teaching practices.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.007 | 0.002 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".