Le développement de l’imagination selon Piaget et Vygotsky : d’un acte spontané à une activité consciente

Cet article s’intéresse au développement de l’imagination. Après avoir situé le concept d’imagination dans l’histoire puis présenté une perspective plus contemporaine, il s’attarde aux perspectives développementales de Piaget et de Vygotsky, et en présente une synthèse comparative. Ainsi décrit-il l’imagination, qui repose sur la capacité de se dégager consciemment ou non du réel pour construire des images inédites, comme un processus en évolution, passant du jeu symbolique du jeune enfant à une fonction mentale supérieure qui s’épanouit en parallèle avec la pensée rationnelle à l’âge adulte. La conclusion laisse entrevoir la pertinence d’une intervention éducative dans le développement de l’imagination.This article examines the theme of imagination and its development. Following a description of the historical context of this concept and then a contemporary perspective, the authors present a comparative synthesis specifically of the developmental perspectives of Piaget and Vygotsky. The discussion describes imagination as based on the capacity to disengage, whether consciously or not, from the real world in order to construct original images. It is a process that is evolving, moving from young children’s symbolic play to a superior mental function that develops parallel to rational thinking in adults. The conclusion underscores the pertinence of an educational intervention to develop the imagination.Este artículo se interesa por el desarrollo de la imaginación. Después de haber ubicado el concepto de imaginación en la historia y haber presentado una perspectiva más contemporánea, se enfoca en las perspectivas de Piaget y de Vygotsky referentes al desarrollo y presenta una síntesis comparativa. Asimismo el artículo describe la imaginación, que se fundamenta en la capacidad de desprenderse de manera consciente o no de la realidad para construir imágenes inéditas, como un proceso en evolución, pasando del juego simbólico del niño pequeño a una función mental superior que alcanza su desarrollo en forma paralela al pensamiento racional en la edad adulta. La conclusión deja entrever la pertinencia de una intervención educativa en el desarrollo de la imaginación

Principals facing inclusive schooling or integration

This article presents part of the results of a large research project on favorable conditions to academic development and achievement of students with learning difficulties in regular classes in Grades 5 and 6. More particularly, it focuses on the subjective views of three school principals who participated in this research about inclusive education or integration of students with exceptional learning needs and how these views connect with actions initiated and obstacles encountered within their schools respectively. Physical integration of students with learning challenges in the regular classroom can be expanded to full membership and programming for all students given an inclusive philosophy and practice. The principals’ discourses, recorded during individual interviews, have been analyzed in light of the most important elements within our frame of reference. Three different approaches (academic integration, social integration, and inclusion) and three distinct leadership styles (organizational, transactional, and a third leadership style based on the “reculturing” principle) have been identified and question the type of leadership that is most likely to favor necessary changes in views and practices of inclusive education within their establishments. In the belief that a school’s evolution toward a philosophy and principles of inclusion is consistent with a long process of coconstruction of meanings shared among individuals from that community, this study puts forward the idea that these principals are guided by adaptability to their environment and act according to principles that agree with their staff members. These findings provide insight into the ways that principals integrate their approaches and beliefs about including students with difficulties into their overall work as leaders and provide ideas for further study.Cet article présente une partie des résultats d'une importante recherche sur les conditions favorables au développement et à la réussite scolaires des élèves ayant des difficultés d'apprentissage dans les classes de 5ème et de 6ème année. Plus particulièrement, il met l'accent sur les points de vue subjectifs de trois directeurs d'école qui ont participé à cette recherche sur l'éducation inclusive ou l'intégration, et la manière dont ces points de vue sont en lien avec les actions entreprises et les obstacles rencontrés dans leur école respective. Leur discours, enregistrés lors d'entretiens individuels, ont été analysés à la lumière des éléments les plus importants au sein de notre cadre de référence. Trois points de vue différents (l'intégration scolaire, l'intégration sociale et l'inclusion) et trois leaderships distincts (organisationnel, transactionnel, et un fondé sur le principe de « reculturation ») ont été identifiés et posent la question de quel type de leadership favorise le mieux les changements nécessaires à une vision et aux pratiques d’une école intégrative dans leur établissement. Convaincue que l’évolution d’une école vers la philosophie et les principes de l'inclusion est un long processus de construction de sens partagés entre tous les individus qui forment cette collectivité, cette étude avance l'idée que ces directeurs sont guidés par leur capacité d'adaptation à leur environnement et agissent conformément aux principes qui sont approuvés par les enseignants

Differences in Attitudes Toward Reading: A Survey of Pupils in Grades 5 to 8

Recent research on literacy has highlighted the impact of affective factors on learning to read. Among these factors, attitudes toward reading have been clearly shown to influence the development of reading skills and academic success. Nevertheless, differences in children’s attitudes across schooling have yet to be properly documented, especially for the French language and the transition between elementary and secondary education. In this cross-sectional study, our goal was to gauge the attitudes of French-speaking pupils across this transitional period. We therefore administered a computer-based questionnaire to 469 pupils in Grades 5 to 8 in Quebec (Canada), to gather their views about leisure reading and academic reading. Results showed that their stated attitudes toward reading remained stable across the final 2 years of elementary school, as well as across the first 2 years of middle school, but differences were observed for the transition from one education level to the next, with stated attitudes toward reading being less positive in the latter. This effect, which was observed for both leisure and academic reading, concerned girls and boys alike. We discuss possible explanations for these differences in reading attitudes at this juncture in children’s schooling

Understanding Uncertainty with Abstract Conditional Premises

Two studies examined abstract conditional reasoning. First, participants at three grade levels (grade 8, college, university) were informed that a problem corresponding to Affirmation of the consequent (P implies Q, Q is true) had no certain response and were asked to justify this conclusion, for both concrete and abstract premises. Results showed an increase in use of formal justifications with grade. The second study looked at the effects of embedding abstract premises into realistic or fantasy contexts with participants at grades 8 and 11. Results show that abstract reasoning is facilitated by realistic context. These results support the idea that such reasoning may represent a qualitative change in reasoning abilities and that its development relies on appropriate access to empirical knowledge despite the abstract nature of premises

Les pratiques d’une enseignante au préscolaire intervenant dans la ZPD d’un élève qui présente des comportements extériorisés : genèse d’une relation enseignante-élève positive

Cet article a pour but de montrer qu’il est possible d’intervenir positivement auprès d’élèves présentant des comportements extériorisés (PCE) au préscolaire. Notre approche conceptuelle s’inscrit dans une perspective vygotskienne, notamment en s’appuyant sur le concept de zone proximale de développement (ZPD). Afin d’atteindre notre objectif, nous avons observé une enseignante au préscolaire à deux reprises au cours d’une même année scolaire, puis effectué une analyse de contenu thématique des verbatim d’enregistrements vidéo réalisés en classe. En intervenant dans la ZPD d’un élève PCE et en mobilisant des pratiques enseignantes de nature cognitive et affective, l’enseignante a favorisé l’établissement d’une relation positive avec celui-ci, ce qui a pu contribuer à diminuer ses comportements extériorisés.The purpose of this article is to show that it is possible to intervene positively with students who exhibit externalizing behaviours in preschool. Our conceptual approach is rooted in a Vygotskian perspective, particularly in that it uses the concept of zone of proximal development (ZPD). In order to carry out this study, we observed a preschool teacher on two occasions during the same school year, and then conducted a thematic content analysis of the verbatim recordings made in the classroom. By intervening in the ZPD of a student exhibiting externalizing behaviours and by using cognitive and affective teaching practices, the teacher helped establish a positive relationship with the student, which may have helped to diminish his externalizing behaviours.Este artículo tiene como objetivo mostrar que es posible intervenir positivamente con estudiantes que exhiben problemas de conducta externalizados (PCE) en preescolar. Nuestro enfoque conceptual se inscribe en una perspectiva Vygotskiana, al basarse en el concepto de zona de desarrollo proximal (ZDP). Con el fin de lograr nuestro objetivo, observamos a una docente de preescolar en dos oportunidades durante el curso de un mismo año escolar. Luego realizamos un análisis de contenido temático de las transcripciones de las grabaciones de video realizadas en el aula. Al intervenir en la ZDP de un alumno con PCE y al movilizar prácticas docentes de carácter cognitivo y afectivo, la docente propició el establecimiento de una relación positiva con él, lo que pudo haber contribuido a reducir sus problemas de comportamiento externalizados

O conceito de zona de desenvolvimento próximo: um instrumento psicológico para melhorar sua própria prática pedagógica

La formación por competencias exige que las universidades traten no solamente de las teorías que apoyan las diferentes visiones de la educación y de la enseñanza, sino también de sus aplicaciones contextualizadas en las escuelas. Más aún, se espera que durante su formación los estudiantes sean capaces de integrar la teoría con la práctica. Sin embargo, esta integración constituye una dificultad para ellos. En ese sentido, algunos autores proponen la práctica reflexiva como herramienta de integración teoría-práctica. Así, pensamos que el concepto vygotskiano de zona de desarrollo próximo podría ser utilizado como un instrumento psicológico susceptible de favorecer la reflexión sobre la práctica de las estudiantes de nuestro programa de Licenciatura en Adaptación Escolar y Social de la Université de Sherbrooke, Canadá. Para verificar nuestra hipótesis, trabajamos con 20 estudiantes de esta licenciatura su práctica según el concepto de ZDP. Nuestros resultados muestran que este concepto constituye un instrumento psicológico eficaz para favorecer la integración teoría-práctica.Competency-based training requires universities to not only look at the theories that underpin different visions of education and teaching, but also at their application in a school context. Moreover, it is hoped that during their education, students will be able to integrate theory and practice; however, this poses a problem for them. To overcome the difficulty in integrating theory and practice, some authors have proposed the use of reflective practice, and we therefore hypothesized that the concept of the zone of proximal development (zpd), created by Soviet psychologist Lev Vygotsky, could be used as a psychological instrument to promote reflection on practice for students undertaking our Bachelor’s Degree in School and Social Adaptation at Université de Sherbrooke, Canada. To test our hypothesis, we worked on the practice of 20 students from this course according to the concept of zpd. The results show that the concept is an effective psychological instrument for promoting the integration of theory and practice.A formação por competências exige que as universidades tratem não somente das teorias que apoiam as diferentes visões da educação e do ensino, mas também de suas aplicações contextualizadas nas escolas. Ainda, espera-se que, durante sua formação, os estudantes sejam capazes de integrar a teoria com a prática. Contudo, essa integração constitui uma dificuldade para eles. Nesse sentido, alguns autores propõem a prática reflexiva como ferramenta de integração entre a teoria e a prática. Assim, pensamos que o conceito vygotskiano de zona de desenvolvimento próximo (zpd) poderia ser utilizado como um instrumento psicológico suscetível de favorecer a reflexão sobre a prática das estudantes do nosso programa de Licenciatura em Adaptação Escolar e Social da Universidade de Sherbrooke, Canadá. Para verificar nossa hipótese, trabalhamos com 20 estudantes dessa licenciatura sua prática segundo o conceito de ZPD. Nossos resultados mostram que esse conceito constitui um instrumento psicológico eficaz para favorecer a integração entre a teoria e a prática

De l’utilité du dépistage cognitif et socio-affectif à l’âge préscolaire

Les quelques auteurs québécois qui ont effectué une évaluation systématique de programmes d’intervention au préscolaire n’ont pas observé d’effets bénéfiques de ces programmes. Puisque ces auteurs avaient adopté une approche médiatrice, visant à évaluer l’effet des programmes sur l’ensemble des enfants, nous avons cherché à identifier d’éventuelles variables modératrices de ces programmes. Les participants à l’étude sont des enfants bénéficiant d’un programme d’intervention précoce puis d’une année de maternelle. Les évaluations d’ordre cognitif et socio-affectif ont été effectuées avant et après l’intervention. Les résultats appuient l’idée que l’intervention a été surtout utile aux enfants qui en avaient le plus besoin. Notre discussion souligne la pertinence de procéder au dépistage des enfants à risque dans un double but d’efficacité et d’économie.The few Quebec authors who have conducted a systematic evaluation of programs for pre-school level intervention have not seen any beneficial effects. Since these authors took a mediating approach, designed to evaluate the effects of these programs on all children, we sought to identify possible moderating variables in the programs. The participants in the study were children who had received early intervention followed by attending kindergarten for a year. Cognitive and socioaffective assessments were conducted before and after the intervention. The findings support the idea that the intervention was most helpful to the children who needed it the most. Our discussion emphasizes the relevance of screening children at risk with the dual purpose of effectiveness and financial savings