Cette conférence a un triple objectif scientifique : d’une part, témoigner des enjeux sociétaux et politiques qu’induisent la protection et le soin de la petite enfance en Europe ; d’autre part, échanger sur les pratiques et les savoirs mobilisés en matière d’acquisition du langage, de suivi des apprentissages et d’ouverture aux littéracies familiales, notamment chez les enseignant∙e∙s et les éducateurs/trices, avec les freins et les leviers liés à la mise en place de démarches inclusives ; enfin, montrer en quoi, et dans quelle mesure, s’opèrent les mutations des métiers de l’éducation, du travail social, du caregiving et de l’animation auprès de la petite enfance dans le monde contemporain.

Joint Initiatives for Early Childhood 2021 International Conference, University of Montpellier, Faculty of Education

21st to 23rd of October, 2021

Argument

In a world in transition, services and professionals that work directly with children, and specifically those in the early childhood period, must adapt and reorient their institutional operations and organizational methodologies to meet new requirements and changes. Notably in Europe, the socio-economic demographics and political contexts are rapidly changing. This is especially evident in cross-border zones more than in other regions, and with this comes potential disruptions but also new opportunities (eg., migration flows, variable political solutions, multiplicity of the expressions of multiculturalism, specificities of the contexts and time periods). These observed socio-economic and political changes do not exist without having an effect on daily life, and there is no doubt families are at the forefront of this issue in conjunction with other community stakeholders.

This conference aims to establish a detailed and contemporary framework for the cooperation between the multitude of professionals that hold a stake in the domain of early childhood education and wellbeing. Notably, this includes educational researchers, social workers, caregivers and preschool teachers. Consequently, it is fair to ask ourselves about the exact role(s) Europe is likely to endorse on these current social, educational and political issues, including questions about the “values” of inclusion and solidarity addressed by the different programs Europe supports on a short or long term.

The first half-day of the conference will be opened by Åse Kari Hansen Wagner and Sara Esmaeeli (Stavanger, Norway). They will highlight research concerning social development and literacy in the home setting for young children, based on the PIRLS 2016 study and the Norwegian early literacy intervention study On Track. Chiara Melloni and Maria Vender (University of Verona, Italy) will close this section of the conference with an examination of the link between education and social work.

Encarnación Soriano Ayala, Veronica Caballero and Rachida Dalouh (University of Almería, Spain) will start off the following day of the conference on October 22nd. They will present on the interconnected nature of different professions working within the domain of early childhood, with specific attention to the spheres of schools, academic progress and families. This will be followed by a discussion and poster presentations relating to these same topics. Tijana Ašić & Izabela Dankić (University of Kragujevac and University of Mostar, Serbia and Bosnia-Herzegovina) will focus next on border regions in relationship to the conference topic and the challenges faced in this context via minority group acceptance. The day will finish with a roundtable discussion with a multidimensional focus on comparing and contrasting different issues across Europe concerning early childhood.

The final half-day will comprise a discussion about controversial issues that require the collaboration between families and community stakeholders in the area of early childhood. This discussion will be enriched by presentations by Snejana Konsulova (University of Sofia, Bulgaria) and Daiva Jakavonytė-Staškuvienė (University of Vilnius, Lithuania), who will also mediate the second roundtable event.

Main Scientific Objectives:

• report on the strategic issues that can result in improving early childhood programs in Europe, and by extension, greater protection and care for young children, especially those belonging to vulnerable populations.
• share and discuss best practices concerning language acquisition and literacy in the home setting for young children, among others in a bilingual context (in particular from the teachers’ side, considering the obstacles to and leverage practices for inclusive classrooms).
• highlight the interconnected and also changing nature of the professions working in the areas of education, social work, caregiving and preschool in contemporary society.

Organization

• Conference Keynote Speakers (5): 35 minutes each followed by 10 minutes of discussion with the assembly. It is foreseen with the health situation to use video conferencing as an additional tool.
• Presentations (24 or more): 20 minutes each followed 10 minutes of discussion.
• Round Table Events (2): 40 minutes with 2 to 3 conference participants per group with a discussion leader assigned by each group.
• Poster Session: Scheduled for October, 22 in two time slots (12:30 to 2:00 P.M. and 3:10 to 3:40 P.M.).

Journal article submissions will include the plenary conferences and, concerning the communications, will be selected based on a double-blind review by a team of international specialists with expertise in the subject field(s). These papers will form a collective publication to be printed by “Presses Universitaires de la Méditerranée (PULM)” or a comparable scientific publisher. A volume of 23 to 30 chapters is estimated, equivalent to approximately 650,000 characters (not including bibliographic references) or 230 pages.

The five plenary conferences and the two round table events will be filmed and recorded by the I.T. service of the Faculty of Education at the University of Montpellier. The video will be hosted on the University of Montpellier platform: https://video.umontpellier.fr/. This will ensure a significant broadcast of the conference to make a greater impact on the fields of research and education.

Schedule of Events

• March 12th: First call for submissions

• deadline: August 20th, 2021

• May 20th: Status update with the organizers and second call for submissions
• Summer : Double¬blind review of the submission proposals
• September 2nd Finalization of the conference program

Procedure for submission

The communication proposals (400-600 words, in English, French or Spanish) must be submitted by e-mail to : frederic.torterat@umontpellier.fr and brahim.azaoui@umontpellier.fr in .odt or .doc format. You are invited to clearly state the title of the paper, the theme addressed, the originality of your approach and the prospects opened up by your study, with 5 to 10 bibliographical references.

Organization Commitee

• Torterat, Frédéric (Full Professor : FP), UM - LIRDEF
• Azaoui, Brahim (Associate Professor : AP), UM – LIRDEF
• Ruprecht, Katherine (PhD student), UM - LIRDEF
• Baldelli, Brigitte, UPVD / IRTS de Montpellier
• Boutevin, Christine (AP), UM – LIRDEF
• Casanova, Ludivine (PhD student), UM - LIRDEF
• Gnagne, De Tata Mariane (PhD student), UM - LIRDEF
• Tahiri, Awatif, UM – LIRDEF / FDE

Scientific Commitee

• Audras, Isabelle (AP), Univ. du Mans
• Ašić, Tijana (FP), Univ. of Kragujevac
• Azaoui, Brahim (AP), UM - LIRDEF
• Baldelli, Brigitte, UPVD / IRTS de Montpellier
• Bazile, Sandrine (AP), UM - LIRDEF
• Boutevin, Christine (AP), UM - LIRDEF
• Caballero, Veronica (Assist. P), Univ. de Almería
• Cadet, Lucile (FP), Univ. de Cergy Paris-U
• Ćirović, Katarina Z. (Assist. P), Univ. of Kragujevac
• Dupont, Pascal (AP), UTJJ - EFTS
• Esmaeeli, Sara (AP), Univ. of Stavanger
• Filliettaz, Laurent (FP), Univ. de Genève
• Gouaïch, Karima (Assist. P), AMU
• Grandaty, Michel (FP), UTJJ - EFTS
• Hansen Wagner, Åse Kari (FP), Univ. of Stavanger
• Jakavonytė-Staškuvienė, Daiva (FP), Univ. of Vilnius
• Konsulova, Snejana (FP), Univ. of Sofia
• Kudinovienė, Jolita (FP), Univ. of Vilnius
• Lebon, Francis (FP), Univ. de Paris, CERLIS
• Maleyrot, Éric (AP), UPVM - LIRDEF
• Marquié-Dubié, Hélène (AP), UM - LIRDEF
• Melloni, Chiara (AP), Univ. of Verona
• Mendonca Dias, Catherine (AP), Univ. de Paris Sorbonne
• Montefusco, Camille Charlotte (Collab.), Univ. de Lausanne, EHTSL
• Montmasson-Michel, Fabienne (AP), Univ. de Poitiers
• Perez-Roux, Thérèse (FP), UPVM - LIRDEF
• Soriano Ayala, Encarnación (FP), Univ. de Almería
• Thamin, Nathalie (AP), Univ. de Besançon Franche-Comté
• Torterat, Frédéric (FP), UM - LIRDEF
• Trébert, Dominique (AP), Univ. de Lausanne
• Zogmal, Mariane (Assist. P), Univ. de Genève

Several references

Auger N., Adam-Maillet M. & Thamin N. (2018). Inclusive Education for Non-French-Speaking Schoolchildren (in Metropolitan France): Obstacles, institutional Opportunities and Present-Day Teaching Practices. In “Displacement Planet Earth: Plurilingual Language Education Policy for 21st Century Schools”, K. M. Harrison, M. Sadiku, F.V. Tochon (dirs.), Deep University Press, 145-170.

Azaoui, B. (2021, à paraitre). Entrer dans le langage par le plurilinguisme et la multimodalité. Le projet des Mères conteuses dans une école maternelle REP+. In A. Corvaglia & F. Wolf-Mandroux. Formation linguistique des apprenants allophones et pédagogies innovantes. Paris : Editions des Archives Contemporaines.

Azaoui, B. ; Auger, N. & Zoïa, G. (2020). L’interculturalité, l’arlésienne des INSPE? Mélanges CRAPEL, 41(1), 16-30.

Azaoui, B. Gouaïch, K. & Roubaud, M.-N.(coord.) (2020). L’accueil et la formation linguistique des migrants. Quelles pratiques aujourd‘hui ? Questions Vives, n°32.

Dabestani, M.-N. (2019). La délimitation des traces d’activités scolaires dans les cahiers en circulation entre école maternelle et familles : une codification qui ne va pas de soi. Recherches en didactiques, 28(2) : 35-54.

Depoilly, S. (2019). La différenciation sociale des enfants. Enquêter sur et dans les familles. Saint-Denis : Presses universitaires de Vincennes, « Culture et Société ».

Krüger A-B., Thamin N. & Cambrone-Lasnes S. (dir.) (2016). Diversité linguistique et culturelle à l'école primaire : accueil des élèves et formation des acteurs. CAS, n°11, L’Harmattan.

Le Pape, M.-C. ; Bellidenty, J. ; Lhommeau, B. (coord.) (2017). Les modes d’accueil des jeunes enfants : des politiques publiques à l’arrangement quotidien des familles. Paris : Documentation française (Revue française des affaires sociales).

Lignier, W. (2019). Prendre : naissance d’une pratique sociale élémentaire. Paris : Seuil.

Melloni, C. ; Vender, M. (2020). Phonological processing and nonword repetition: A critical tool for the identification of dyslexia in Bilingualism. In E. Babatsouli and M. J. Ball (ed.), Anthology of bilingual child phonology (p. 309-333). Bristol: Multilingual Matters.

Mendonça Dias, C. ; Azaoui, B. & Chnane-Davin, F. (dir.) (2020). Allophonie. Inclusion et langues des enfants migrants à l’école. Limoges : Lambert Lucas

Mukamurera, J. ; Desbiens, J.F. & Perez-Roux, T. (2018). Se développer comme professionnel dans les professions adressées à autrui. Paris : Editions JFD.

Myre-Bisaillon, J. ; Torterat, F. (coord.) (2021). Les Transitions du préscolaire au scolaire. Approches empiriques. Paris : L’Harmattan, « Enfance & Langages ».

Torterat, F. ; Blazin, D. ; Cros, A. ; Jarrige, I. ; Morel, F. (2019). Apports et mise en pratique de démarches coopératives en classe Passerelle. Recherches, 70, 195-219.

Torterat, F. ; Dupuy, C. (2019). Entre discours militants et pratiques effectives : une recherche collaborative en éducation prioritaire. In Véronique Bordes, Laurent Lescouarch et Jean-François Marcel (éds), Recherches en éducation et Engagements militants (p. 141-152).Toulouse : PUM.

Torterat, F. ; Azaoui, B. (coord.) (2021). Initiatives collaboratives pour l’Enfance (Collaborative Education / Social Work Initiatives in European Contexts). PULM, « Mutations en éducation et en formation ».

Vender, M. ; Delfitto, D. ; Melloni, C. (2020). How do bilingual dyslexic and typically developing children perform in nonword repetition? Evidence from a study on Italian L2 children. Bilingualism : Language and Cognition, 23(4), 884-896.

Vender, M. ; Garraffa, M. ; Sorace, A. & Guasti, M. T. (2016). How early L2 children perform on Italian clinical markers of SLI: A study of clitic production and nonword repetition. Clinical Linguistics & Phonetics,30, 150-169.

Wagner, Å. K. H. ; Skaftun, A.  & McTigue, E. M. (2020). Literacy practices in co-taught early years classrooms. Study protocol: The seaside case. Nordic Journal of Literacy Research, 6(4).