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MonographDOI

Le développement de l'enfant

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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Journal ArticleDOI
01 Dec 2007
TL;DR: In this article, the point de vue des enseignants of 27 ecoles de la region parisienne sur l'interet de telles situations dans le cadre scolaire and sur les apports possibles de la psychologie pour leurs pratiques.
Abstract: Le domaine des interactions sociocognitives entre enfants constitue un champ de recherches en psychologie tres nourri qui a solidement etabli la multiplicite de leurs benefices en termes d’apprentissage et de developpement cognitif. Cependant, les situations d’interaction entre pairs demeurent rares dans le contexte de la classe. Ce constat nous a conduit a recueillir le point de vue des enseignants de 27 ecoles de la region parisienne sur l’interet de telles situations dans le cadre scolaire et sur les apports possibles de la psychologie pour leurs pratiques. Les resultats montrent que les representations des enseignants articulent subtilement les benefices percus concernant les interactions entre enfants et le role de l’ecole dans le developpement des savoirs, de la personnalite, de l’intelligence et la socialisation.

4 citations

Journal ArticleDOI
01 Jan 2015
TL;DR: In this paper, the authors presented a research design devoted to creating opportunities of learning and development through social interaction, which can establish a peculiar social interaction in the classroom and how, in a developmental perspective, it offers a real opportunity of cognitive and social skills improvement.
Abstract: In this paper we present a research design devoted to create opportunities of learning and development through social interaction. The study is part of a EU project called SOFT (School and family together for the immigrant children integration) that aims to favor linguistic and social integration of children through language learning activities that connect families and schools. Cultural and linguistic diversities are considered as elements promoting learning and cooperation among different social actors: children, teachers, parents, researchers and schools. In the present paper, we will discuss two aspects: 1) how the pedagogical design named 'Narrative format' can establish a peculiar social interaction in the classroom and how, in a developmental perspective, it offers a real opportunity of cognitive and social skills improvement; 2) how social interactions between school and families help teachers, pupils and parents to develop an awareness of their roles and a strengthen their collaboration. We have involved 15 teachers and 169 children (aged 3-7 years old) of three classes of primary schools and two kindergarten classes in Switzerland, proposing a design that provides pedagogical materials and activities devoted to teach/learn English and German language. The main questions of our study are the following: How teachers implement the pedagogical design in order to involve children in activities based on an unknown language? How does the narrative format help children learn to speak the new language and to enable the integration between teachers, children and parents? The results of our study show that the design we have implemented can create conditions that facilitate and imitate the natural (informal, discursive) acquisition of languages.

4 citations

01 Jan 2008
TL;DR: In this paper, a set of recent studies focused on adults' tutorial behaviours with preschool children are presented, and the differences in tutorial behaviours in terms of the adults' representations concerning the adaptation of tutorial modes to children, that are explored using an innovative tool (ORLeP).
Abstract: We present a set of recent studies focused on adults' tutorial behaviours with preschool children. On one hand, we try to account for the development of preschool children's cognitive competences in relation to the tutorial behaviours. On the other, we seek to explain the differences in tutorial behaviours in terms of the adults' representations concerning the adaptation of tutorial modes to children, that are explored using an innovative tool (ORLeP). Finally, we discuss a device for training kindergarten assistants (Educ'Enfance), currently under development, focused on the analysis of educational interactions.

4 citations

01 Jan 2005
TL;DR: In this article, the relation between grammar and discourse through the lens of early language acquisition, and more specifically, the acquisition of 3rd person pronouns and anaphora, is addressed.
Abstract: Our purpose here is to address the question of the relation between grammar and discourse through the lens of early language acquisition, and more specifically, the acquisition of 3rd person pronouns and anaphora. According to previous research in the field, at first pronouns have a deictic value. This interpretation is based on studies of narratives produced by children that are over 3 years old. However, it is important to take into consideration that children begin to use this devices much earlier and within dialogues. After discussing the main arguments in favour of a deictic interpretation, this paper proposes a series of analytical approaches set to allow a complex interpretation of the referential value of early third person pronouns. The analysis of a corpus of dialogues of children aged between 1;8 and 3 leads us to conclude that, contrary to dominant interpretations, these forms are first learned as anaphoric devices, scaffolded by the dialogical relationship.

3 citations

17 May 2013
TL;DR: In this article, the authors present a study on pratiques de classe, mises en place dans le cadre d'une experience controlee en milieu universitaire chinois, where les enseignants guident leurs apprenants lors de seances de cours d'oral and sur la nature de leur etayage.
Abstract: L'etude presentee porte sur des analyses de pratiques de classe, mises en place dans le cadre d'une experience controlee en milieu universitaire chinois. Nous nous penchons sur la maniere dont les enseignants de FLE guident leurs apprenants lors de seances de cours d'oral et sur la nature de leur etayage. L'objectif est de mettre en valeur les diverses strategies d'etayage utilisees par les enseignants et voir dans quelle mesure elles favorisent la comprehension et la production orales chez les apprenants. Dans une perspective de regards croises, nous mettons en parallele deux fois quatre cours (memes supports, meme nombre d'apprenants, meme niveau linguistique) dispenses par deux enseignantes (de culture, nationalite et formation differentes : chinoise et quebecoise). La mise en parallele de pratiques enseignantes permet de nous interroger sur l'efficacite de ces techniques d'enseignement, notamment au regard du contexte d'apprentissage bien specifique qu'est le contexte chinois. Les resultats obtenus confirment que la prise en compte du contexte est cruciale, c'est la raison pour laquelle la recherche s'inscrit et prone une approche contextualisee de l'enseignement/apprentissage des langues.

3 citations