Part I - Abstract

In the three months that I have been living in France, I have met many wonderful families, and with the help of my "guide," I was granted an inside look at the French educational system. My primary guide for this project has been my daughter's 1st grade teacher, but I also consider the other parents who have shared their thoughts and feelings with me to be secondary guides. My questions when this project began were: What is the role of education, as provided by the state? What is the role of the parents in their children’s education? What is the role of the teacher? What are their thoughts on outside activities, like dance, sports, music?

While there are no hard and fast answers to these questions, the families I have met all have a similar outlook towards their children's education and activities. By spending time in my daughter's 1st grade class teaching English, getting to know her teacher, and meeting other parents, I have observed many similarities and differences between French schools and American schools. The greatest difference is that every young child living in France is entitled to free health care, subsidized child care, and free education from preschool through college.

To help illustrate the differences between the two educational systems, I will show a snapshot of a week in the life of a 1st grader in Marseille and a 1st grader in Ithaca, NY.

Part II - Location

Marseille is the second largest city in France, with a population of around 800,000 (Provence Web). There is a very large immigrant population, with the majority of immigrants arriving from North Africa. The people of Marseille are very proud of their city, and speak with a very distinct accent. Being a city on the Mediterranean Sea with lots of sunshine, Marseille residents spend a considerable amount of time outside.

Our neighborhood is a middle to upper class area, made up mostly of families from other regions of France, the majority from Paris. They have moved here to slow down and enjoy life. They want cleaner air for their children, and to enjoy a life by the sea. Despite the diversity of the city of Marseille and the proximity of our neighborhood to downtown, the school my daughter attends, the one I will be discussing, has an all white student body. Out of the nearly 250 students, only a small handful are not French.

Ithaca is a small city in upstate New York. It is home to Cornell University and Ithaca College, and when college is in session the population goes from 30,000 to 75,000. Ithaca is well known for its liberal thinking, its dedication to being "green" and its year-round outdoor activities. Since 2001, Ithaca has been featured in at least 30 “best cities” lists. (VisitIthaca.com)

For a small city, Ithaca is very diverse and has a significant number of international families. My daughter's elementary school in Ithaca is comprised of students from many backgrounds, with a large number whose first language is not English.

Part III - Background

Meet Marie. She is 6 years old, and was born and raised in Marseille. She is in Cours Preparatoire, otherwise known as CP, which is the French equivalent to 1st grade. CP is the first year of primary school, however Marie has already been in school for 3 years.
When she was 3, she started Ecole Maternelle, or preschool. While Ecole Maternelle is optional, nearly all 3, 4, and 5 year olds attend (Neuman x). Most importantly, Ecole Maternelle is free. In fact, France instituted free universal preschool in the 1880's (Neuman 5). Ecole Maternelle is an all day school, going from 8:30-4:30, making it possible for both parents to work without paying for daycare, except on Wednesday's when there is no school. To help cover the cost of this once-per-week day care, there is a family allowance from the government.

For Marie's mother, she returned to work when Marie was 3. French mothers get 16 weeks paid maternity leave, which starts 6 weeks before the birth and then 10 weeks after (more for twins). This is for their first two children. For the birth of a third child, it extends to 18 weeks. Maternity leave, pre and postnatally, is mandatory! After this time period, leave is available to either parent until the child's third birthday, or as long as at least two children at home need care. "French parents who have two children are given an allowance of $430 a month for the first three years of their children’s lives whether they work or not. If a parent has three children, the allowance doubles. Parents who work part time or stay home with two or more children are given special subsidies for baby sitting and or family day care centers with licensed sitters and child care providers" (Fraad, par. 5).

When ready to re-enter the workforce, the mother (or father) can go back to the SAME job at the SAME salary as when they left (LeBon). Marie's mother was able to return to her teaching position.

Meet Zoe. She is also 6 years old, and is in the 1st grade at an elementary school in Ithaca, NY. Before Kindergarten, Zoe attended preschool for 3 days per week, mornings only. Zoe's mom chose stay home after Zoe was born, as the cost of full time day care was almost as much as she was making as a teacher. Her mom taught at a small private school with less than 50 employees, thus she was unable to qualify for the Family Medical Leave Act. Even if she did qualify, the 12 weeks she could have taken would have been unpaid. Zoe's parents strongly believe in early childhood education, and researched preschools for her when she was 3. Their income was too high to qualify for Head Start, but still not enough to pay for all day preschool. So Zoe attended preschool Mondays, Wednesdays, and Fridays from 9-12.

When Zoe turned 5 and started kindergarten, her mom returned to work. Since it had been 5 years since she worked, she had to find an entry-level teaching position.

Thoughts:
France and the United States share a belief in equal educational opportunity for all children, recognizing it as critical to an individual’s success in life and to society’s continued vitality. However I feel the US lags far behind in France in it's commitment to providing early childhood education for all. In the US, only 45% of three- to five-year olds from lower-income families are enrolled in some kind of preschool program, compared with 75% from higher-income families. (Neuman ix). This system continues to work against those children from low-income homes, including immigrant and non-English-speaking families.
While there is a move towards Universal Pre-K in many states, there is also opposition. It's time the US proves it's commitment to early childhood education by implementing voluntary Universal Preschool.
France also supports it's children by supporting women. While I know this is due to the socialist government, I can't help but notice how the family policies in France help women return to work and earn money for themselves, which means they can provide more for their children. The high maternal income and vast array of social programs means that French children are simply better off than most children around the world. France has one of the lowest child poverty rates, which is only 6% compared to 17% in the U.S. (Chrittendon 27).

Part IV - Monday

Marie attends school Monday, Tuesday, Thursday, and Friday, with no school on Wednesdays. The school day goes from 8:30-11:30, then 1:30-4:30. There is a 2 hour break for lunch. Families can choose to have their child eat lunch at school or at home. Marie eats lunch everyday at school. There are no lunchboxes, French kids that eat at school only eat what is being served in the cafeteria. A typical school lunch for Marie looks like this:
Starter: Lentil salad
Main course: Roasted lamb au jus
Vegetable: Zucchini with becehmel sauce
Cheese course: Camembert
Dessert: Fresh melon slices
Always a baguette, and only water to drink.

Marie's lunch is served on real plates with real silverware, and she is encouraged to eat slowly and enjoy her meal. When she is finished with her lunch, she can choose to play in the courtyard with friends, or attend a craft workshop in the recreation room, that is offered once per week. The cost for her lunch and 2 hours of childcare is 3 Euros.

Marie's school subjects are dictated by the government, and by law the teacher must spend a set number of hours per week on each subject with an emphasis at this age on French and Math. According to Marie's teacher, the French Ministry of Education wants every 1st grader learning the exact same thing week to week. There is very little time for art or music, and physical education is taught by the classroom teacher, not by a specific PE teacher. In the spring Marie will have a once-per-week art class, but there is no drawing or coloring in the main classroom. Learning how to read and write are the two main goals of CP. While the kids learned their letters and sounds in Ecole Maternelle, CP is when formal instruction of reading begins. Marie learns how to write using graph paper, and each letter must fit perfectly inside each square. Any part of a letter that is outside the square, is crossed out in red ink.

Color-coding is important in a French classroom. The teacher must use certain colors of chalk for certain subjects, as dictated by the local Academie (head of schools). Each subject has it's own color notebook.

Parents are not allowed in the classroom, and must drop off their children at the school entrance. French parents have no problem with this, they completely trust the school system and the teacher. There is another notebook, the Cahier de liaison, that is used for corresponding between parent and teacher. Marie's parents know that if there is a problem, her teacher will write a note in this notebook to request a meeting.

Marie has recess twice per day. There are no playgrounds at French elementary schools, so the kids play in the courtyard, making up games, some of them bring cards to play.

At the end of the school day, Marie's parent are still working, so she stays for one extra hour of after-school care. The cost? Nothing. Her parents pick her up at 5:30.

Zoe attends school Monday-Friday, from 8:00-2:00. Out of those 6 hours, 20 minutes are lunchtime. Zoe can bring in a lunch from home, or buy lunch at school. Either way, she has to eat quickly. A typical lunch menu for Zoe looks like this:
Main course: Pizza
Vegetable: Broccoli and corn
Fruit: half a peach
Dessert: Cookie
Drink: white or chocolate milk

Zoe eats with her class in the classroom. They are eating on composted trays and using silverware made from composted materials. Cost for lunch is $1.75.

Zoe's subjects are dictated by both the state and local school district. Since primary school started the year before with Kindergarten, learning how to read has already been introduced. Zoe and her classmates continue to practice their reading skills, and are also practicing their writing skills. Unlike Marie who learns cursive first, Zoe is learning to write in print. Her teacher is not quite so strict on how the letters are written, as long as they are legible. Zoe's morning begins with circle time, where the teacher leads them in a song and reads them a story. Later in the day, they have time for free play and art. Zoe chooses to make a drawing, while some of her friends play with blocks, play checkers, or read books. Although Zoe is getting art and music everyday in class, she also has a separate art and music class once per week. She has PE three times per week with a PE teacher.

Zoe's dad volunteers once per month in the classroom. He comes in to help read books or lead an activity. Other parents do the same thing, and the teacher enjoys the parental participation. Zoe's mom walks her into class each morning, and is always able to chat with the teacher.

Zoe also has recess twice per day, but she has a big playground to play on.

When school is over at 2:00, Zoe's parents are still at work. She stays at school until 5:00 in the after-school program, playing with friends and working on her homework. The cost? $250 per month.

Thoughts:
The French education system places a priority on school lunch and its role in the school day. I love how this reflects the French attitude towards food. They really appreciate well prepared, fresh meals. Parents tell me how important it is that their kids develop good eating habits, and perhaps more importantly, a taste for good food! While schools in the US are starting to do a better job providing healthier lunches, they just do not compare to the eating habits being established in France.

The French school day is also set up with working parents in mind. The shorter school day in the US means working parents have to pay significantly more per month to cover the hours their child needs supervision.

The French approach to teaching and learning seems much more rigid than the US. I can only compare Marseille and Ithaca, but I prefer the creative environment of the Ithaca classroom to the strict environment of the Marseille classroom. In my experience, the teachers in Ithaca engage the children in more dialogue, and find subjects that are of interest to the students. In Freirian terms, the teachers in Ithaca tend to approach students as subjects, not objects (Peterson 310). French school teachers are called "maître" and "maîtresse," which also mean master and mistress, from the verb "maîtriser," to control.

In the book "French Toast" by Harriet Rochefort, she sums up the differences best by stating that "When an American kid leaves home for school, his mother says 'Have fun' : in France, she says 'Be good and work hard' " (Rochefort 88).

Part V - Wednesday

There is no school on Wednesdays at French primary schools. Since there are no school sponsored extra-curricular activities in France, Wednesday is often dedicated to art, sports, dance, or music classes.

Marie's mom is also off on Wednesday's, so she can take Marie to her Wednesday morning flute lesson. Wednesday evenings she takes classical ballet.

For working parents, there are child care centers that offer programs just for Wednesdays. At these centers the focus is on extra-curricular activities, like sports and art. While there is a cost for this one day of childcare, part of the allowance that families receive go towards covering this cost.

Many years ago Wednesday was dedicated to religious education. Once religion was removed from schools, there were no more classes on Wednesdays. Up until last year there was school on Saturday mornings, but now that has ended. This has left teachers in a tough situation as they still have to teach the same number of subjects, but with less hours (LeBon).

Zoe has school today, but she also takes dance class on Wednesdays.

Part VI - Weekends

Marie loves the weekend. Her family always goes to the park on Saturdays, and Marie gets to practice riding her bike. She often sees her friends from school in the park with their families, too. Since most families in Marseille live in apartments and do not have yards to play in, going to parks on the weekend gives them outdoor time.
On Sundays, her extended family gets together for a long lunch. She loves this time with her grandparents and cousins, and lunch usually lasts at least 3 hours. For Marie's friends who do not have family nearby, they still often go out for a long Sunday lunch with just their immediate family.

Zoe also enjoys weekends with her family. She has soccer practice on Saturdays, and Sundays she and her family often go to the Farmer's Market and then for a hike. Zoe's extended family lives far away, so Zoe and her parents often spend Saturday evenings having dinner with neighbors.

Marie and Zoe both live in towns that appreciate the outdoors. Their weekends are quite similar, in that they revolve around quality family time together.

Thoughts:
The American and French families I know cherish their family time together. Weekends are valued, and socializing with family and friends are important for both the children and the adults.

Part VII - Conclusion

In looking back at my original questions, I can now attempt to answer them based on my observations.
What is the role of education, as provided by the state?
The parents that I have met and spoken to truly believe in the school system, and trust that the educators and Ministry of Education know what is best. They see the French educational system as successful, producing students who go on to successful university careers and beyond. A comment that has been made by more than one parent, is that they do feel that French schools need to start focusing a bit more on the future. While they are proud of the history and philosophy courses their children are required to take, they would like to see more courses in technology and world economics. I personally have no insight to French high schools and what is being taught, but this feeling of shifting the curriculum to be more "future" focused is a recurring theme.
What is the role of the parents in their children’s education?
While parents are not necessarily allowed in the classroom, they still feel they must play an active role in their child's education. They communicate with the teacher when necessary, and each night parents much initial that their child completed their homework. As the parents I know have kids who are learning to read, I know they spend a considerable amount of time each night working with their children on homework and helping them to become successful readers. There is also French version of the PTA, and it is very strong here in Marseille. At my daughter's school they just held elections for this group, and there were many parents "running" for a position. So while the classroom may be closed off, the parents are still very involved in other ways.
What is the role of the teacher?
As I mentioned before, the parents trust the teacher to follow the national curriculum and to communicate if there is a problem. The teachers have some pretty strict rules to follow from the Ministry of Education. Last week there was a national teachers strike, as the Ministry of Education is increasing what needs to be taught, yet last year did away with Saturday classes and reduced the number of hours in the week. Teachers are public sector workers, and therefore strikes occur occasionally.
What are their thoughts on outside activities, like dance, sports, music?
Parents believe very strongly in raising a child who is good at something outside of school. Many of the 6 year old friends of my daughter take very serious lessons is everything from musical instruments, music theory, classical ballet, and choir. I have learned that the parents also took many classes as children, and continue as adults to practice their "hobbies." Some of the moms I know are accomplished musicians, take adult ballet and sing in local choirs.
There is not a lot offered here in terms of sports for kids, other than martial arts. Interestingly, in a country where soccer is a religion (at least in Marseille), there do not seem to be soccer clubs for little kids here. My daughter played soccer in Ithaca, and was hoping to play here. But I was told it's not that common, and if you can find a club it certainly will not be for girls.
Implications for me as an educator?
As a future educator, these observations have provided me with another perspective on educational systems outside the US, and invaluable insight into life in the French classroom. I have seen different styles of teaching, different perspectives on the role of the teacher, and realized that parental involvement can take many forms. I still dream of universal preschool someday in the United States, and think educators and policy makers can learn a lot from the French school system.

Final thoughts:
I am grateful everyday to have this opportunity to live in another country, to introduce my children to another language and culture, and to experience a taste of French life. While it may be brief, and this school year will go quickly, the lessons will last a lifetime. In the end, French parents and American parents are like all parents around the world - we all want the very best for our children.

Part VIII - Works Cited

Works Cited

Crittendon, Ann. The Price of Motherhood: Why the Most Important Job in the World is Still the Least Valued . New York: Metropolitan Books, 2001

Fraad, Harriet. “Child Care – Who Cares?” Rethinking Marxism: A Journal of Economics, Culture and Society . 8 October 2008 http://rethinkingmarxism.org/cms/node/1197

LeBon, Syvie. Personal Interview. 28 October 2008

"Marseille." ProvenceWeb.com . 23 November 2008 http://www.provenceweb.fr/e/bouches/marseill/marseill.htm

Neuman, Michelle. Equal From the Start - Learning from the French Experience . New York:

The French-American Foundation, 2002

Peterson, Robert. "Teaching How to Read the World and Change It." The Critical Pedagogy Reader . New York: Routledge, 2009

"Press Releases." VisitIthaca.com . 23 November 2008 http://www.visitithaca.com/media/press_releases.cfm

Rockfort, Harriet. French Toast. New York: Thomas Dunn Books, 1998