In families, young children spend more and more time watching television or playing video games and less and less time to play freely (Singer, Singer, D’Agnostino, & DeLong, 2009). In kindergarten classes, time spent learning to play is reduced on the detriment of traditional learning activities in reading or in mathematics (Miller, 2009). The teachers of Kindergarten justify this reduction in playing time by the pressure of educational policies, parents and new curricula (Ranz-Smith, 2007), or the pressure they feel from their colleagues of primary school (Parker, Neuharth-Pritchett, 2006).

Nevertheless, playing is an educational practice that allows students to develop social skills, literacy, empathy, altruism, understanding of emotions and self-regulation (Charlesworth, 1998). Teachers' conceptions about the game are very different from one teacher to another (Sherwood & Reifel, 2010). For example, the beliefs of young teachers or certified teachers of additional training related to the early years of schooling are more oriented towards the development of the child (Vartuli, 2005), but over time, they adapt their beliefs to the beliefs of their colleagues (Smith, 1997). The beliefs about the play are correlated with their conceptions that they have of their role of guide and mediation in the construction of new knowledge (Ashiabi, 2005 ; Miller, 2009). Teachers' beliefs about play and their beliefs about his role in children development have a direct influence on their pedagogical practices, the organization of the class and the materials they make available to their pupils (Wilcox-Herzog, 2002).

The purpose of this paper is to describe teachers' beliefs about readiness and learning to develop during infant school. Then, a presentation on the links between their beliefs and their pedagogical practices will be made.

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