A recent study from Quebec reveals that allophone children who attend daycare are better equipped for kindergarten. This research, shared exclusively with The Canadian Press, highlights the challenges allophone children face in learning and communication, which can hinder their academic success.
According to the study’s authors, preschool education services play a crucial role in bridging the gap between children whose first language is French and those for whom French is a second or third language. Professor Sylvana Côté from the Université de Montréal explained that families who do not speak French often find their children less prepared for school compared to those who attended preschool. She emphasized that exposure to peers and educators in a daycare setting significantly enhances readiness for school.
The study analyzed data from the Quebec Survey on Child Development in Kindergarten, which included approximately 81,000 kindergarteners aged six, collected between February and May 2022. It found that 6.1% of these children came from allophone families. Notably, nearly 14% of allophone children remained at home before starting school, in contrast to just 6% of French-speaking children. This disparity may stem from cultural preferences and a lack of familiarity with available resources.
The findings indicate that allophone children who attended daycare exhibited improved cognitive development, social skills, emotional skills, and communication abilities due to a broader understanding of general knowledge. Côté remarked that preschool services foster social diversity and integration, helping children meet school expectations.
While smaller benefits were noted for allophone children who attended preschool at age four, the study clarified that growing up in an allophone family does not inherently lead to weaker communication skills or general knowledge. Instead, these children possess different types of knowledge that may not align with school expectations.
Côté also pointed out that early friendships with peers from diverse cultures can reduce reluctance towards these cultures as children grow older. Engaging with allophone children not only prepares them better for school but also enriches their classmates’ experiences with varied perspectives.
Despite the advantages of bilingualism, Côté stressed the importance of ensuring that non-French-speaking children are not disadvantaged by limited access to preschool services. She warned against creating a cycle where allophone children fall behind academically.
The study suggests that improving policies for welcoming immigrant families could enhance school readiness for allophone children, which is critical for their future academic success. Côté advocates for more inclusive policies that celebrate cultural diversity and improve access to preschool education.
The research also accounted for families’ financial situations, demonstrating that the benefits of preschool education extend beyond economic factors. This study is significant as it specifically examines how preschool services impact allophone children’s readiness for kindergarten.
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