The practices of a preschool teacher intervening in the ZPD of a student exhibiting externalizing behaviours: The genesis of a positive teacher-student relationship
The purpose of this article is to show that it is possible to intervene positively with students who exhibit externalizing behaviours in preschool. Our conceptual approach is rooted in a Vygotskian perspective, particularly in that it uses the concept of zone of proximal development (ZPD). In order to carry out this study, we observed a preschool teacher on two occasions during the same school year, and then conducted a thematic content analysis of the verbatim recordings made in the classroom. By intervening in the ZPD of a student exhibiting externalizing behaviours and by using cognitive and affective teaching practices, the teacher helped establish a positive relationship with the student, which may have helped to diminish his externalizing behaviours.