Brittany Reyes: Primary School

Last week, I arrived at the École Publique La Bohalle on the outskirts of Angers, France to observe and interact with the French school community. To say I was prepared for a nine-hour long school day with children ages 2-11 is an overstatement. However, through this opportunity, I was able to immerse myself in a familiar situation within a different setting. With the assistance of Dr. Jennifer Kerzil, an Associate Professor of Developmental Psychology at the Université Catholique de l’Ouest, I was able to understand how a French primary school functions and gain valuable insight to the differences and similarities between American and French schools.

École Publique La Bohalle is a primary school, which is the equivalent of an elementary school in America. Because the school was located outside the city of Angers, there were some unique differences from other public schools in France.

École Publique La Bohalle

Although similar to the grade levels in America, the school offers classes from kinder-5th grade. It also extends classes to kids from 2-4 years old, essentially pre-kindergarten. By offering a “day-care” there is more likely to be stronger development in young children for cognition and language. Their independence is heightened as they remain on a routine and are slowly given responsibilities and activities to complete.

Because of the small size of the school, grade levels were paired in the same classroom with the same teacher: kinder & 1st grade, 2nd grade & 3rd grade, and 4th & 5th grade. From the general perspective of an American, this would be unwanted and even thought to produce some sort of retrogression, but that was not the same thought at the primary school. Jennifer explained that the teachers used this setup as an advantage, utilizing the older kids to assist the younger ones when necessary. I wondered how the teachers would manage a classroom that required different content for different grade levels, but to my surprise the teachers were able to successfully teach lessons to both grades without any critical struggles.

The kindergarteners in the shared classroom

The 1st graders in the shared classroom

Throughout the day I visited each classroom. I began with the Kinder/ 1st grade classroom, taught by Fabrice. Here, I was able to see the start of the children’s school day at 8:50am. The children followed a defined routine, which even at the age of 6 and 7, they were able to complete on their own. They would read off information about the day, set up snacks, check the temperature and other small tasks that required responsibility. Before any lessons began, the children had the opportunity to engage in “show-and-tell,” a daily activity every morning.

The kinder/ 1st grade classroom listening to the information about that day

A student taking pictures of all the “show-and-tell” items

Eventually, after their morning snack, the class split up into their distinguished grade levels. The first graders followed a lesson by the teacher instructing them how to write their pen-pal letters. The kindergarteners were to complete activities in their designated workbook. Whereas I thought the kindergarteners would need the direction of the teacher, all the children managed to go through their assignments extremely well on their own. Although if necessary, Anne (the teacher’s assistant) would be available for help. After some time working on writing, spelling and mathematics, the children were allowed outside for one of the many recess times. This was good because of how essential play is in the development of a child. Most importantly, recess encourages children to develop social skills and communication abilities by playing with one another. By engaging in play that involves other children, cooperative play is enforced and allows for self-identity, as well as group identity. The amount of time that was allowed for recess at the school can prove to be beneficial to a child’s development, relieving stress and anxieties, exercising motor skills and helping a child learn more about themselves and their environment.

Some toys the children played with at recess

Some girls engage in cooperative play during recess

After recess finished, I visited the class of 2nd/ 3rd graders. The teacher, Amélie, explained to the class my presence for being at the school and allowed students to ask questions. Some students excitedly asked, “How did you get here?” and “What’s your favorite food?” The children showed a great interest in having an American student visit their school, because at 2nd grade they began learning the basics of English.

A completed workbook to learn English phrases, vocabulary, and concepts

It’s apparent that language development is an important role in a child’s development. Although the kids already showed proficiency in their native language, demonstrating skills with semantics and syntax in French, they were being taught the basics of English at the same time. Learning another language showed the best competency within early childhood ages because of a child’s sensitive period. Typically in America, different languages aren’t taught until middle or high school.

To have the children participate in an English-speaking activity, I read the class a book called “Don’t Let the Pigeon Stay Up Late.” The students were able to understand the general concept and recognize some English words. They also demonstrated their English vocabulary by singing a song they use to help understand English terminology.

The book I read to the 2nd/ 3rd grade class

After another recess time, I visited the 4th and 5th grade classroom; altogether there were 33 children. The 5th graders stayed in the room and had an interactive lesson on geometry by the director of the school, Dominque, while the 4th graders moved into the classroom next door to work on their PowerPoint presentations on any topic they chose. Most of my time in the classroom was observation of the lesson being conducted.

The 4th/ 5th grade class during their interactive geometry lesson

Overall the teachers’ exhibited great authoritative traits. They responded to student needs, while remaining in control at all times, and were treated with respect. The students were given responsibility and allowed to make mistakes, which inhibits independence in a child. These teaching skills show a result of the high competence of the children in the classroom and their social environment.

Observing children in the Preoperational stage and Concrete Operational stage helped me understand some biological, cognitive, and social concepts within developmental psychology. While visiting the primary school, I was given first-hand experience of a primary school in France. Through my observation and participation, I became aware of cultural and educational differences between American and French schools.