Literatura académica sobre el tema "Apprentissage de l'écriture – Étude et enseignement (préscolaire)"
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Tesis sobre el tema "Apprentissage de l'écriture – Étude et enseignement (préscolaire)":
Pérez, Éloïsa. "La typographie au service de l'apprentissage de l'écriture manuscrite à l'école maternelle : une pratique de découverte matérielle de la lettre". Electronic Thesis or Diss., Sorbonne université, 2023. http://www.theses.fr/2023SORUL167.
Typography is part of the material culture of writing. Originally describing a mechanical printing technique using movable characters, it now brings together a spectrum of practices which are deployed in both the printing and digital fields and are accompanied by specific writings. Naturally, the history of education bears witness to various typographic devices dedicated to the transmission of written language; the specificities of the technique and the authority of its forms direct uses towards the composition of texts and the discovery of reading, rather than towards handwriting. Since the latter implies gesture and movement, its typographical part seems limited to the status of model. However, the design of the alphabet through typography offers a material approach capable of revealing complementary aspects of the production of its forms. In order to define its contribution to the learning of handwriting in nursery school, the object of this thesis consists of a material study of the process of transmission of this elementary knowledge. Located at the intersection of information and communication sciences, educational sciences and graphic and typographic design, it offers an understanding of the graphic devices which structure the learning of writing and support contemporary educational practices, observable in the classes of public nursery schools in France. Thus, it presents a consideration of the relationship between graphic design and pedagogy, based on the materiality of the associated intellectual tools, and on an experience of active research. The first part “Learning to write in nursery school” presents the current state of writing pedagogy as described by institutional discourses and field practices observed in schools since 2014. The second part, “Material analysis of the spontaneous tracing of the capital letter”, deals with the specificities of children’s first tracing experiences which emerge in a context marked by a plurality of graphic activities. It distinguishes three modalities of representation linked to the developments of drawing, graphics and writing. The third part “The instruction-object serving the discovery of the alphabet” addresses the implementation and classroom uses of Prélettres, a typographic device designed to engage children in the material discovery of the letter. It is structured around two educational objectives: revealing the composite structure of the letter and guiding the graphic gesture through the module, each treated in a dedicated chapter. The fourth part, “Building the letter, configuring the space,” questions the effect of the modular approach to the alphabet on the articulations of the spaces and dimensions in which it fits. A semiotic study of the classroom is proposed, based on field experience, and put into perspective with the materiality of the mediums which accompany the pedagogy of handwriting. The concrete result of this thesis leads to the development of a typographic research device dedicated to the acquisition of handwriting in nursery school. It defends education through doing, through action, and practice as a dynamic of learning and research. In this sense, the device is made up of tools for the material discovery of the letter, which invite manipulation and modular arrangement. Their design was guided by the uses observed in classes during educational workshops. These were tested in several public schools throughout the research and allowed the progressive construction of the device, supported by a repertoire of forms adapted to identified child practices and their natural development
Le, Mounier-Béchennec Danielle. "Apprentissage de l'écriture : une étude longitudinale". Paris 5, 1999. http://www.theses.fr/1999PA05H061.
Andaur, Médina Marie Angélique. "Etude de l'apprentissage de l'écriture en grande section maternelle et au cours préparatoire". Paris 5, 1986. http://www.theses.fr/1986PA05H046.
Hamm, Mélanie. "L' apprentissage de l'écriture et la lecture chez les personnes sourdes et malentendantes". Strasbourg, 2010. http://www.theses.fr/2010STRA5007.
To study the question of writing for deaf persons not based on spoken or sign languages, which seem almost inevitably associated with the study of reading and writing, but based on the writing itself as a means of possible expression and of language acquisition, we have surveyed around fifty deaf and hard of hearing persons. While avoiding a "pro-oralist" or on the contrary a "pro-gestualist" attitude, we were able to study reading and writing in our subjects. The results of our interviews shows that, most commonly the practice of writing is common in our subjects even those with little reading ability. If some of them have difficulties in reading or writing, their relationship to writing is related to communication and language acquisition. Is writing an important but neglected factor in the life of deaf persons?
Ruellan, Francis. "Un mode de travail didactique pour l'enseignement : apprentissage de l'écriture au cycle 3 de l'école primaire". Lille 3, 2000. http://www.theses.fr/2000LIL30005.
Kayouloud, Paul-Dédeth. "Culture ancestrale et apprentissage de l'écriture chez les Bakongo : République populaire du Congo". Paris 10, 1987. http://www.theses.fr/1987PA100002.
Mauroux, Florence. "Activités d'écriture approchée et entrée dans l'écrit au préscolaire et au début de l'école élémentaire : une étude de cas longitudinale". Thesis, Toulouse 2, 2016. http://www.theses.fr/2016TOU20045/document.
The researches led in linguistics and in psycholinguistics since thirty years enabled to understand better the appropriation of written language by young children. In a complementary way, works, with didactic aims, questioned teaching practices to bring to light those who are the most favorable to the appropriation of spelling. Several studies conclude that invented spelling activities, including the resolution of orthographic problems, followed by a metagraphic interview and along with a tight feedback of the teacher, facilitate the conceptualization of written language in the first years of the learning. Our research joins in these various paradigms. To understand the essence of young writers’ written productions, our analysis looks simultaneously at the evolution of the students’ scriptural and metalinguistic skills and at the observed practices of teaching to spell implemented by their teachers. To this aim, two groups of 23 pupils, from 5 to 8 years old, were followed from the middle of the last year of kindergarten to the end of the 2nd year of primary school. The pupils were regularly submitted to tests to assess their spelling and reading skills and their metagraphic skills. We lean more particularly on the results of 15 students, from both groups, which participated in all the assessments, led at the 7 moments of the research. The analysis of two practices of teaching to spell, observed at three moments (at the beginning, middle and at the end) of the 1st year of primary school, is crossed with the longitudinal results obtained by the 15 students of our sample. The case study confirms the benefits of the regular practice of invented spellings on the development of the assessed skills. The methodological tools of analysis developed for this study (analysis grid of writer’s skills, of metagraphic verbalizations and of actions of teaching to spell) can be used in teachers' training, under some adjustments
Fauzar-Farid, Ghislaine. "Apprentissage de la lecture et de l'écriture en arabe chez les enfants marocains : approche psycholinguistique". Paris 7, 2001. http://www.theses.fr/2001PA070076.
The aim of this psycholinguistic study is to evaluate reading strategies used by Moroccan-speaking children in the first year of the primary school. To test the role of phonological information in building up the reading mechanisms, a series of experiments were proposed to one group of children. Data from the silent-reading and semantic categorization tasks shows evidence of "phonological mediation". The results of the reading aloud and spelling tasks show that children use of the orthographic procedure for words and the phonological procedure for pseudowords. This confirms the hypothesis that both "phonological mediation" and orthographic processing are used in the early stage of reading Arabic. The phonological processing permits the establishment of the orthographic lexicon. The development of phonological awareness is a key factor in reading acquisition. Though, our experiments show a close correlation between the results obtained from phonemic and syllabic segmentation and reading tasks. The metaphonological abilities are developed in parallel with reading and spelling acquisition. .
Molinier, Pierre. "Coréférence et messages composites : pour la formation d'un lecteur sagace". Toulouse 2, 1994. http://www.theses.fr/1994TOU20062.
Messages in the worl today are transmitted through various material forms of expression : images, written texts, articulated sounds, musicals notes, noises. We an therefore describe them as being composite and we have analysed the characteristics which derive from this composite nature. Secondly, we have attempted to elucidate how meaning circulates inside this combination of various elements when the receptor is involved in the act of deciphering. Our hypothesis is that the receptor engages in an activity of intellection similar to the mechanisms of linguistic co-reference. We have broadened the definition of this concept to include the various forms of intersemioticity to the different composite messages. In view of making these co-referencial practices part of the basis at school to theoretical models based on this co-referential mechanisms are proposed for reachers which take into account the procedures used by children when deciphering various messages. We refer, in particular, to the procedures of erception and comprehension. In demonstrating the close interdependence of these two models we have checked there validity on the following collection of texts for young people crock rock by r. Scouvart (paris, ed. Magnard, 1986) using the result obtained we have attempted to define the possible ways of integrating co-referencial practices into the school system
Tellier, Marion. "L'impact du geste pédagogique sur l'enseignement/apprentissage des langues étrangères : étude sur des enfants de moins de 5 ans". Paris 7, 2006. http://www.theses.fr/2006PA070029.
Second language researchers and teachers often recommend to gesture while teaching, especially with young children. It is commonly admitted that teaching gestures help children understand and memorise foreign languages. Nevertheless, there is no empirical study to prove this fact. This dissertation aims to study second language teachers' gestures. It rests both on the concepts of second language acquisition and teaching research (especially French as a foreign language) and on the issues of gesture studies. We will also use the experimental tools of cognitive psychology to set up a series of experiments in order to assess the impact of teaching gestures on learning. We will first give a definition of teaching gestures and their functions. We will then test its impact on the understanding and memorising of items of the foreign language lexicon by 5 year-old children. Eventually, we will suggest a way of integrating this approach to the training of foreign language teachers
Libros sobre el tema "Apprentissage de l'écriture – Étude et enseignement (préscolaire)":
Colloque Stratégies d'enseignement et d'apprentissage en lecture/écriture (1991 : Université de Sherbrooke). La lecture et l'écriture : enseignement et apprentissage: Actes. Montréal: Logiques, 1992.
Porcher, Louis. L' Apprentissage précoce des langues. Paris: Presses universitaires de France, 1998.
Sabourin, Martine. Coopérer pour réussir: Préscolaire et 1re cycle. Montréal, Qué: Éditions de la Chenelière, 2002.
Roy, Édith. Techniques d'impact au préscolaire. Lac-Beauport, Québec: Éditions Académie Impact, 2003.
Roy, Édith. Techniques d'Impact au préscolaire. 3a ed. Lac-Beauport, Qué: Impact!, 2006.
Colloque Stratégies d'enseignement et d'apprentissage en lecture. La lecture et l'écriture: Enseignement et apprentissage : actes du Colloque Stratégies d'enseignement et d'apprentissage en lecture/écriture / collectif sous la direction de Clémence Préfontaine et Monique Lebrun. Montréal, Qué: Éditions Logiques, 1992.
Ndon, Yves. Lire et écrire: En première année...et pour le reste de sa vie. Montréal, Qué: Éditions de la Chenelière, 2002.
Sabourin, Martine. Coopérer pour réussir: 2e et 3e cycles. Montréal, Qué: Éditions de la Chenelière, 2002.
Lajeunesse, Isabelle. À la découverte du monde de l'écrit: Initier les enfants de 3 à 6 ans à l'utilisation courante de l'écriture. Saint-Sauveur-des-Monts, Québec: Éditions C.A.R.D., 2012.
Moulat, Anne-Marie. Vivre ensemble avec les 2/3 ans. Paris: Nathan, 2004.