Psycholinguistic And Cognitive Determinants And Their Relationship With Academic Achievement: A Comparative Study Of Preparatory-class Pupils And Their Peers Directly Enrolled In The First Year Of Primary Education
Auteurs : Silini Besma .
Résumé
This study aims to monitor and analyze the nature of developmental and pedagogical characteristics resulting from differences in the pre-school trajectory among learners in the first cycle of primary education in Algeria. It does so by examining the role of the "preparatory education" experience in shaping psycholinguistic and cognitive determinants, and by identifying the nature of its impact on early academic achievement efficiency, compared to the trajectory of direct enrollment in primary school at the legal age (six years). To achieve this objective, the study adopted a comparative analytical descriptive approach. Measurement instruments were administered to a homogeneous purposive sample of first-grade pupils in the educational districts of Constantine Province, Algeria, who were divided into two groups. The analytical and pedagogical reading of the study data revealed the existence of distinct psycholinguistic characteristics in favor of preparatory-class graduates, clearly manifested in the maturity of phonological awareness and the ability to auditorily and visually discriminate letters. Furthermore, the results showed that the preparatory education experience grants the child higher competence in facilitating governing cognitive processes, such as attention and concentration within the classroom. This positively reflects on the quality and level of their early academic achievement and affords them greater fluency in adapting to the competency-based approach in place.
Mots clés
Preparatory Education; Psycholinguistic Determinants; Cognitive Determinants; Early Academic Achievement; Algerian Educational System.
