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La construction du temps social par l’enfant

Préfaces de Jerome Bruner et Michel Bossard


Valérie Tartas

S’intéresser à la construction du temps chez l’enfant c’est aborder le développement des connaissances culturelles, c’est comprendre comment l’enfant se représente le monde qui l’entoure. Comment les enfants dans notre société contemporaine occidentale construisent-ils le temps social ? Cet ouvrage se propose de répondre à cette question en montrant notamment qu’il est impossible de comprendre et d’étudier la construction du temps sans prendre en compte l’ensemble des outils culturels qui nous permettent de le construire. Après avoir approfondi les principaux axes théoriques relatifs au développement des connaissances chez l’enfant, l’auteure illustre différentes étapes développementales au cours desquelles les enfants entre 4 et 10 ans utilisent différents outils pour construire des repères temporels. Ces résultats ouvrent de nombreuses pistes de réflexion dans le domaine de l’apprentissage, plus particulièrement au niveau du développement conceptuel.


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PRÉFACE de Jerome Bruner XIII


Préface de Jerome Bruner This book is a delight! Its basic premise may at first seem obvious: that cannot understand time without taking into accounts the means – the tools – by which we construct it, segment it, and create its nuanced con- tinuity. In the spirit of the great constructivist philosopher Nelson Good- man, Valérie Tartas has reminded us that there is no such thing as “natural” time. Time is as we make it, and when we succeed in con- structing a “metric” of time that can serve a whole community or even a world culture, it is by dint of joint human enterprise. What makes this book so intriguing is not simply its clarity and insight in presenting the constructivist view of time, but that it then goes on to illustrate the subtle and orderly ways in which children go about organiz- ing their own sense of time – again by the use of time-marking, interval creating tools that learn to use in unison with their parents, their teachers, but also with “those other kids” with whom they share experience. I do not want to tell Valérie Tartas’s fascinating story in a foreword: how children learn to localize time and how they learn to give it order, how they so easily come to note that “it is getting on toward evening,” or that “it’s only a week till Christmas”. She and the children she inter- views tell it better than I possibly could. What I want to do...

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