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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01 Jan 2012
TL;DR: The case centre of Lorraine as mentioned in this paper is a case-based approach for the teaching of entrepreneurship, writing, publishing, and archiving cases of the Lorraine region of France.
Abstract: The experience has been a concept used in various proposals with regard to the teaching of entrepreneurship. Through the research of literature, the authors have identified the level of importance that the case method has for teaching entrepreneurship. Cases not only complement other experiences such as internships, they become a first moment of contact for the student with the company within the classroom. The conception of the entrepreneurial project by the student in training is of great importance. The case method can convey to the students the experience of entrepreneurs. This article presents the process of creating the Case Centre of Lorraine. The objectives are research in the teaching of entrepreneurship, writing, publishing and archiving cases of the Lorraine region of France. Analysis, construction and structure of the Case Centre were conducted with support from experts of the Project Management and Entrepreneurship using MICMAC and MACTOR software tools
01 Jan 2004
TL;DR: In this article, a lingua-didactic model, using game activities and designed for introducing French language to children aged 5-7, is presented in accordance with both the psycho-physiological peculiarities of this age range and the programme of the instructive-educational activities in the kindergarten.
Abstract: The aim of the present scientific research is to clarify the specific character of the early foreign language education of preschool age children in theoretical and practical aspects. The suggested lingua-didactic model, using game activities and designed for introducing French language to children aged 5-7, is in accordance with both the psycho-physiological peculiarities of this age range and the programme of the instructive-educational activities in the kindergarten. The model possesses the following characteristics: universality, adaptability, efficiency and could be applied in a global plan to learn foreign languages.
TL;DR: In this paper, the authors present an exploratoire, aupres de sept tuteurs impliques dans a tutorat at the Universite du Quebec a Montreal (UQA), which presente les motivations, la satisfaction et le role of ces derniers, leurs perceptions of la formation offerte sur le tutorat, les activites realisees and les difficultes rencontrees.
Abstract: Cet article a pour objectif de decrire un programme de tutorat a l’Universite du Quebec a Montreal et les perceptions des tuteurs a ce propos. Le programme s’adresse a des etudiants-tuteures en situation de « handicap non visible » et cible le renforcement de leurs strategies d’apprentissage. Cette etude exploratoire, aupres de sept tuteurs impliques dans ce programme, presente les motivations, la satisfaction et le role de ces derniers, leurs perceptions de la formation offerte sur le tutorat, les activites realisees et les difficultes rencontrees. Les donnees ont ete obtenues a l’aide d’une entrevue individuelle et d’un questionnaire. Les resultats indiquent que les tuteurs semblent satisfaits de leur experience qui en retour semble contribuer a leur developpement professionnel. Toutefois, les tuteurs proposent de mettre en place des mesures de supervision plus soutenues lors de la session universitaire. Ils relevent des difficultes associees a la motivation des tuteures et a la gestion des rencontres. Ils soulignent aussi des problemes a dissocier l’apprentissage des strategies d’etudes et la relation personnelle avec les etudiants tuteures. La discussion propose plusieurs recommandations a l’intention des universites utilisant le tutorat comme dispositif dans l’aide aux etudiants en situation de handicap.
TL;DR: The role of imitation in the development of the child from the earliest interactions with parents and other adults, through the ever closer relationships which develop with both adults and children as language skill develops is explored in this paper.
Abstract: This article examines in detail, the way in which play assists in the metacognitive development of children. It traces the role of imitation in the development of the child from the earliest interactions with parents and other adults, through the ever closer relationships which develop with both adults and children as language skill develop. The differing roles of adults and other children are highlighted. The author relates the actions of children and adults as they relate and interact with each other from the age of 2 or 3 months through to four or five years, to the psychologial processes involved when children try to make sense of their world. This desire to make sense of their environment is shown to need both an understanding of the roles and actions of others as well as an ability to decentre. These skills the author sees as having roots in the earliest non-verbal interactions of babies and adults, which are developed as the child invents, or takes part in play activity and which grow and strengthen as the child matures.