My current research is about scholar troubles encountered by young children. Still now, children difficulties are described as strongly related to motivation. Parents and teachers seem to say that the child is not motivated. Were he motivated, he would realize similar performances to those of the other children of his classroom. This approach that can be called "motivational approach" does not really stand to reason. Notably, no causal relationship can be perfectly established between motivation and performance. Pupils that show good performances are not necessarily motivated to do so. They can have some great ease that permits them to perform sufficiently. Furthermore, all children would like to be congratulated by adults, specially their parents or their teachers. For this very reason, if some children show some difficulties at school, their motivation should not be considered as the key-reason of their failure. In fact, the teacher-child interactions, familihood interactions are strong factors that can alter children scholar successfulness. These latter interactions must be understood and improved so that children can recover some natural mental set which can permit them to perform. In this way, they can easily recover at the same time their self-confidence and enter school life without any fear or pressure. 

La Famille, l'Enfant Et La Réussite Scolaire: Réflexion Sur l'Ecole Et Méthode pour Un Grenelle De l'Education

EDUCHANCE COACHING