{"id":1311,"date":"2013-02-08T13:24:22","date_gmt":"2013-02-08T13:24:22","guid":{"rendered":"http:\/\/www.brunodevauchelle.com\/blog\/?p=1311"},"modified":"2013-02-08T13:24:22","modified_gmt":"2013-02-08T13:24:22","slug":"developper-lenfant-a-lere-du-numerique","status":"publish","type":"post","link":"https:\/\/brunodevauchelle.org\/?p=1311","title":{"rendered":"D\u00e9velopper l'enfant \u00e0 l'\u00e8re du num\u00e9rique"},"content":{"rendered":"

Un essai de caract\u00e9risation du d\u00e9veloppement de l’enfance \u00e0 l’adulte en lien avec le num\u00e9rique :<\/p>\n\n\n\n\n\n\n\n\n
Proposition 1
\nApproche personnelle (BD)<\/td>\n		Proposition 2 :
\nl\u2019enfant et les \u00e9crans de l’acad\u00e9mie des sciences
\n <\/td>\n<\/tr>\n
 <\/td>\nLes b\u00e9b\u00e9 de 0 \u00e0 2 ans<\/strong>
\n\u2013\u00a0\u00a0\u00a0\u00a0\u00a0 Programm\u00e9 pour apprendre
\n\u2013\u00a0\u00a0\u00a0\u00a0\u00a0 Imiter
\n\u2013\u00a0\u00a0\u00a0\u00a0\u00a0 d\u00e9velopper un pr\u00e9langage
\n\u2013\u00a0\u00a0\u00a0\u00a0\u00a0 exploration,
\n\u2013\u00a0\u00a0\u00a0\u00a0\u00a0 connaissance de soi (soi \u00e9cologique)<\/td>\n<\/tr>\n
Les plus jeunes tentent de dialoguer avec leur environnement (0 – 6 ans)\u00a0\u00a0<\/strong>
\n\u2013\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0imitation
\n\u2013\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0distinction
\n\u2013\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0questionnement
\n <\/td>\n		L\u2019enfant de 2 \u00e0 6 ans<\/strong>
\n\u2013\u00a0\u00a0\u00a0\u00a0\u00a0 Pens\u00e9e symbolique
\n\u2013\u00a0\u00a0\u00a0\u00a0\u00a0 Intelligence repr\u00e9sentative
\n\u2013\u00a0\u00a0\u00a0\u00a0\u00a0 Distinguer r\u00e9el et imaginaire
\n\u2013\u00a0\u00a0\u00a0\u00a0\u00a0 D\u00e9couverte<\/td>\n<\/tr>\n
Ensuite ils essaient de comprendre les r\u00e8gles du monde adulte (6- 12 ans)<\/strong>
\n\u2013\u00a0\u00a0\u00a0\u00a0\u00a0 Ob\u00e9issance
\n\u2013\u00a0\u00a0\u00a0\u00a0\u00a0 Reproduction
\n\u2013\u00a0\u00a0\u00a0\u00a0\u00a0 \u00c9laboration<\/td>\n		Enfants d\u2019\u00e2ges scolaires 6 \u2013 12 ans<\/strong>
\n\u2013\u00a0\u00a0\u00a0\u00a0\u00a0 D\u00e9veloppement cognitif
\n\u2013\u00a0\u00a0\u00a0\u00a0\u00a0 Pr\u00e9vention des d\u00e9rives<\/td>\n<\/tr>\n
Puis ils tentent de prendre possession du monde qui les entoure (12 – 18 ans)<\/strong>
\n\u2013\u00a0\u00a0\u00a0\u00a0\u00a0 Distinction
\n\u2013\u00a0\u00a0\u00a0\u00a0\u00a0 Personnalisation
\n\u2013\u00a0\u00a0\u00a0\u00a0\u00a0 Autonomisation
\n <\/td>\n		Adolescents 12 \u2013 18 ans<\/strong>
\n\u2013\u00a0\u00a0\u00a0\u00a0\u00a0 Grand potentiel cognitif
\n\u2013\u00a0\u00a0\u00a0\u00a0\u00a0 Fragilit\u00e9 \u00e9motionnelle
\n\u2013\u00a0\u00a0\u00a0\u00a0\u00a0 Ouverture sur les possibles
\n\u2013\u00a0\u00a0\u00a0\u00a0\u00a0 D\u00e9crochage par rapport au r\u00e9el
\n\u2013\u00a0\u00a0\u00a0\u00a0\u00a0 Opposition
\n\u2013\u00a0\u00a0\u00a0\u00a0\u00a0 Passage \u00e0 l\u2019acte
\n <\/td>\n<\/tr>\n
Avant d\u2019essayer d\u2019y trouver leur place et d’agir (19 – et \u2026)
\n\u2013\u00a0\u00a0\u00a0\u00a0\u00a0 Insertion
\n\u2013\u00a0\u00a0\u00a0\u00a0\u00a0 Adoption
\n\u2013\u00a0\u00a0\u00a0\u00a0\u00a0 Adaptation<\/td>\n		 <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Ce document est un document de travail issu de deux sources. La deuxi\u00e8me colonne est une synth\u00e8se \/simplification du point 5.4 du rapport de l’acad\u00e9mie des sciences sur l’enfant et les \u00e9crans. La premi\u00e8re colonne est une analyse que j’ai faite pour un certain nombre d’interventions que la question des jeunes et du num\u00e9rique.
\nCes deux documents permettent \u00e0 chacun (\u00e9ducateur principalement) d’induire les types d’activit\u00e9s qu’il peut envisager avec le num\u00e9rique pour le d\u00e9veloppement des b\u00e9b\u00e9s\/enfants\/jeunes.\/adultes.
\nPour faire suite au message pr\u00e9c\u00e9dent, on observe que l’acad\u00e9mie des sciences ne s’est pas pench\u00e9e sur la question des adultes.
\nA d\u00e9battre et surtout \u00e0 enrichir
\nBD
\n 
\n 
\n <\/p>\n","protected":false},"excerpt":{"rendered":"

Un essai de caract\u00e9risation du d\u00e9veloppement de l’enfance \u00e0 l’adulte en lien avec le num\u00e9rique : Proposition 1 Approche personnelle (BD) Proposition 2 : l\u2019enfant et les \u00e9crans de l’acad\u00e9mie des sciences     Les b\u00e9b\u00e9 de 0 \u00e0 2 ans \u2013\u00a0\u00a0\u00a0\u00a0\u00a0 Programm\u00e9 pour apprendre \u2013\u00a0\u00a0\u00a0\u00a0\u00a0 Imiter \u2013\u00a0\u00a0\u00a0\u00a0\u00a0 d\u00e9velopper un pr\u00e9langage \u2013\u00a0\u00a0\u00a0\u00a0\u00a0 exploration, \u2013\u00a0\u00a0\u00a0\u00a0\u00a0 connaissance … <\/p>\n

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