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Formes et sens de l'univers graphique en maternelle : études de cas et enjeux didactiques

Abstract : The purpose of this research is the analysis of the use, at school, of the written items conceived by teachers in the last year of kindergarten (children aged 4 to 5) in order to familiarise children with « the world of writing ». The most common form can be collective ones, such as posters, lists of pupils? names, of series of words used in ritualized activities, or individual ones, such as tags reading various units of language: letter, syllable, word, group of words. Analysing written material means describing it and to taking down the schemes of body language that they give. On the whole, a written surface is composed of alphabetical signs related to language, and a spatial organization using silent visual techniques. The elements of the spatial organization are meaningful constituents of writing, whose heuristic capacity was studied by J. Goody (1979). We will show that, in kindergarten, many written items are used to teaching and organize the class life. We can establish that pupils have reading difficulties due to the naturalization (Chevallard : 1982) by their teachers of the silent visual techniques. Teachers assume that the useful knowledge pupils need to learn to read is related to the alphabetical signs only ; as a consequence, they do not explain how writing is spatially organized. We recommend a guided learning process of those silent practices, which would be named and whose functions would be clearly explained
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Mireille Gachet Delaborde. Formes et sens de l'univers graphique en maternelle : études de cas et enjeux didactiques. Linguistique. Université Paul Verlaine - Metz, 2009. Français. ⟨NNT : 2009METZ031L⟩. ⟨tel-01749090⟩



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