Evaluation practices and pedagogical relationship in Nursery school

1. Conceptual framework

1.1. Evaluation practices

1.1.1. What assessment for what purpose

1.1.1.1. Diagnostic assessment

1.1.1.2. Formative assessment

1.1.1.3. Summative assessment

1.1.2. Positive evaluation

1.1.2.1. kindness ans high expectations

1.1.2.2. the smallest success is important

1.2. Nursery school's student

1.2.1. Child or student

1.2.2. What development

1.2.2.1. cognitive

1.2.2.1.1. Social Development Theory (Vygotsky)

1.2.2.2. emotional

1.2.2.2.1. Attachment Theory (Bowlby)

1.2.3. 3 to 5

1.3. Pedagogical relationship

1.3.1. Between teacher and student

1.3.1.1. Pedagogical triangle (Houssaye)

1.3.2. Affection's role

1.3.2.1. Love his students ?

1.3.3. Impact on learning

1.3.3.1. Development of self efficacy (Bandura)

1.3.3.2. Intrisic motivation

2. Factual framework

2.1. Nursery school creation

2.1.1. At the beginning : a social necessity

2.1.1.1. Oberlin

2.1.1.2. Pestalozzi

2.1.1.3. Owen

2.1.2. From social mission to educational mission

2.1.2.1. Kergomard

2.1.2.2. Pape-Carpantier

2.1.3. The Nursery school today : wich direction ?

2.2. Evaluation : from yesterday to tomorrow

2.2.1. The birth of evaluation system

2.2.1.1. Evaluation... Or notation ?

2.2.1.2. Perpetuate social inequalities

2.2.2. Student's role in the evaluation

2.2.3. To evaluate : a real necessity