Open AccessFOR A QUALITY PRESCHOOL IN THE ERA OF THE NEW MOROCCAN DEVELOPMENT MODEL
Author(s) -
Rachid Bentaibi
Publication year - 2022
Publication title -
international journal of advanced research
Language(s) - English
Resource type - Journals
ISSN - 2320-5407
DOI - 10.21474/ijar01/14508
Subject(s) - quality (philosophy) , promotion (chess) , pillar , set (abstract data type) , face (sociological concept) , psychology , inclusion (mineral) , social change , cognition , mathematics education , pedagogy , political science , sociology , engineering , computer science , social psychology , social science , epistemology , philosophy , structural engineering , neuroscience , politics , law , programming language
This article is intended as a contribution to the problem of generalising the quality of preschool education in Morocco in the era of the new development model by pointing out certain dysfunctions likely to slow down the growth and progress of pre-school education and by proposing avenues for reflection and improvement based on a cross-cutting and interdisciplinary approach that would make it possible to prepare tomorrows citizens to better meet the challenges they will have to face and to promote their learning in a motivating environment. The pedagogical quality requirements of pre-school education differ greatly from those of other levels of education. However, it is the pillar on which the new Moroccan school must be built, insofar as it forms the basis for the generalisation of quality education. The current objective of pre-school education is to improve the childs preparation for school and, more broadly, his or her proper development. It offers the possibility of acquiring a set of skills, psychological aptitudes, cognitive abilities, human and social values in order to enable them to succeed in their initiation ritual of integration into the social body and with a view to establishing a more harmonious human society that is also open to the challenges of inclusion and development of tomorrow. At a time when the progress report on the promotion of pre-school education has recorded positive results resulting in an increase of 72.5% by the end of 2021, the success of quality pre-schooling still depends on the requirements relating to measures to improve quality (inclusion, programme and content), human resources and governance. The originality and value of this article can be summed up by the fact that it provides avenues for reflection and improvement based on a cross-cutting and interdisciplinary approach that would make it possible to prepare tomorrows citizen children to better meet the challenges they will face and to promote their learning in a motivating environment.