Le développement de l'enfant
11 May 2011-
TL;DR: Analysing les donnees apportees par la neurophysiologie, sociologia, and linguistique contemporaines, J. S. Bruner brosse un tableau d'ensemble de la psychogenese which rompt avec les modeles de developpement les plus connus, tels ceux who derivent des theories de l'apprentissage ou celui de J. Piaget as discussed by the authors.
Abstract: Les articles rassembles dans cet ouvrage traitent de la genese de l’intelligence pratique, des fonctions de communication, de l’acquisition du langage chez les enfants d’âge prescolaire et des rapports entre la culture et le developpement humain.Analysant les donnees apportees par la neurophysiologie, la sociologie et la linguistique contemporaines, J. S. Bruner brosse un tableau d’ensemble de la psychogenese qui rompt avec les modeles de developpement les plus connus, tels ceux qui derivent des theories de l’apprentissage ou celui de J. Piaget.Considerant la solidarite entre l’immaturite de l’enfant et la fonction de mediation culturelle que remplit l’adulte, J. S. Bruner concoit la psychogenese comme un ensemble de processus transactionnels ou les relations de tutelle adulte-enfant jouent un role preponderant. Celles-ci permettent l’expression des schemes de comportement issus des processus de selection biologique et provoquent une transformation de l’enfant au sein d’une « zone proximale de developpement ».Cette demarche conduit a une analyse critique des fonctions de l’ecole et du role des adultes porteurs de modeles.
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TL;DR: In this paper, the authors focus on gestures in pre-linguistic children and to objects in the everyday contexts of use, and propose three types of gestures: "proto-interrogatives", in which children "ask" for help or regulation from adults, and "private gestures" (i.e., ostensive, indexical and symbolic).
41 citations
01 Jan 2006
TL;DR: The authors discusses the notion of language competence in the light of recent developments, emanating from a social-interactionist perspective, that invite us to rethink established conceptions of language, cognition and (inter)action.
Abstract: This paper discusses the notion of language competence in the light of recent developments, emanating from a social-interactionist perspective, that invite us to rethink established conceptions of language, cognition and (inter)action. The paper presents a critical reconceptualization of language competence as rooted in action - a competence-in-action -, and hence as socially situated, collaboratively established and contingent with regard to other competencies. Based on analyses of first and second language interactions, the paper develops empirical arguments that corroborate such an understanding. It then shows in how far this understanding is in line (a) with a situated view of cognition according to which cognitive processes are structured within courses of practical activities -and hence bear traces of these activities -, and (b) with an emergentist view of language according to which language is an adaptative system whose systematicities emerge - at least partially - from its situated use within courses of practical activities.
39 citations
TL;DR: In this article, the authors examined whether implementing a peer tutor training program prior to the beginning of reciprocal peer tutoring (RPT) sessions might help overcome the issue that students often do not take full advantage of PTA instructional strategies because they are not sufficiently prepared to fulfill the role of tutor.
Abstract: Students often do not take full advantage of peer tutoring instructional strategies because they are not sufficiently prepared to fulfill the role of tutor. This study examined whether implementing a peer tutor training program prior to the beginning of reciprocal peer tutoring (RPT) sessions might help overcome this issue. Gender differences were also explored. In a physical education setting, 48 novice ninth-graders were assigned in symmetric dyads to a physical practice associated with trained RPT condition (TRPT; n = 24) or a physical practice associated with spontaneous RPT condition (SRPT; n = 24). Moreover, 24 participants were assigned to a physical practice without any form of RPT control condition (PP). The peer tutor training, based on an original group interview technique, aimed at enhancing the explanatory potential of the tutor and his/her sensitivity to the specific needs of the tutee. Results indicated a superior motor performance for the TRPT condition and no difference between the SRPT and PP conditions. Interestingly, a positive relation between motor performance and self-efficacy beliefs was found for TRPT females. The assumption that the development of metacognitive awareness is one of the mechanisms underlying RPT’s effectiveness was thus supported.
36 citations
01 Mar 2002
TL;DR: In this paper, a synthese pour Cognitique, Programme ACI Ecole et Sciences Cognitives du Ministere de la recherche, is presented, with a focus on the coexistence inevitable, a tous les âges and quel que soit le niveau scolaire.
Abstract: Note de synthese pour Cognitique, Programme ACI Ecole et Sciences Cognitives du Ministere de la recherche. Quatre raisons essentielles motivent cette synthese : · l'importance d'etudier les connaissances naives dans la mesure ou les connaissances initiales, dont une grande part sont "naives" pour une majorite d'apprenants, jouent un role determinant dans leur acquisition des savoirs scientifiques ; · l'interet de cerner l'impact de l'enseignement scientifique a l'ecole non seulement sur les connaissances scientifiques a la sortie du systeme scolaire mais aussi sur celles mises en œuvre dans la vie quotidienne qu'on appelle connaissances quotidiennes, communes ou naives ; · la question de la coexistence inevitable, a tous les âges et quel que soit le niveau scolaire, des connaissances naives ou quotidiennes et scientifiques ; · la necessite de mieux caracteriser les conditions qui permettent de developper, chez les apprenants, des savoirs scientifiques en relation avec les savoirs scientifiques et techniques de la societe actuelle.
35 citations
TL;DR: In this article, the authors present students' interactions in a teletandem through desktop videoconference and find possible relations between the sociocultural roles co-constructed during interaction and the language learning possibilities in this TELETandem environment.
Abstract: Our paper aims to present students’ interactions in a teletandem – that is, tandem through desktop videoconference [Telles, J., ed. 2009. Teletandem. Um contexto virtual, autonomo, colaborativo para aprendizagem das linguas estrangeiras no seculo XXI. Campinas, SP: Pontes Editores] – telecollaborative project between third-year undergraduate students in a Chinese university and first-year graduate students in a French university. More precisely, we aim to find possible relations between the sociocultural roles co-constructed during interaction and the language learning possibilities in this teletandem environment. In our study, we adopt a socio-interactionist approach [Mondada, L., and S. Pekarek-Doehler. 2004. “Second Language Acquisition as Situated Practice: Task Accomplishment in the French Second Language Classroom.” The Modern Language Journal 88 (4): 501–518], assuming that learning is situated in social interactions. Our corpus of analysis is formed by 15 teletandem sessions of four partnerships, which result in about 20 hours of interaction. Our analytical approach consists of three steps. First, we analyse role-taking and role-giving in terms of interlocutors’ positioning as experts in relation to different topics of conversation [Reichert, T., and G. Liebscher. 2012. “Positioning the Expert: Word Searches Expertise and Learning Opportunities in Peer Interactions.” The Modern Language Journal 96 (4): 599–609]. Second, we analyse scaffolding [Bruner, J. 1983. Le developpement de l'enfant. Savoir faire, savoir dire. Paris: PUF] as it appears in different types of conversational side sequences [Jefferson, G. 1972. “Side Sequences.” In Studies in Social Interaction, edited by D. Sudnow, 294–338. New York: The Free Press] identified in studies on exolingual conversation [Porquier, R. 1984. “Communication exolingue et apprentissage des langues.” In Acquisition d'une langue etrangere III, edited by B. Py, 17–47. Paris: Presses de l'Universite Paris VIII Vincennes a Saint-Denis]. Third, we observe the relations between types of role-taking and role-giving and types of scaffolding side sequences. Statistical analysis shows that some conversational phenomena are more common than others. In our opinion, the knowledge of such configurations can enrich task designers’ perspectives on teletandem and possibly on telecollaboration.
31 citations