Contribution
Description: Within the framework of the specialized help to the pupils in difficulty at school, we wonder about what can favor pupil's construction of representations to act on his own learnings, from the understanding that he develops of aims and means implemented in the help he receives and wich allows him to register its learnings in a biographical dimension. From case studies to the elementary school, we look how, in this process of appropriation, the pupil transforms the knowledge and we look for which forms of help are the most relevant to facilitate this work.
Methodology : The reserved method is that of the case study.
To investigate these tracks, we studied the behaviors ant the comments held by pupils in trouble from 8 to 11 years old approximately, helped regularly by a psychopedagogue in small groups except the common class.
Supports :
It is a question of testing the efficiency of a written contract, presented and clarified to the pupil, carrying exactly the commitment to mobilize in common class the skills developped within the framework of grouping. To draw the attention of the pupil on the temporal dimension of its commitment to reuse its knowledge, a calendar is elaborated with the pupil who has to note the progress of its cognition and the occasions wich he meets to reuse his knowledge in an autonomous way.
The data analysis :
The calendar annotated by the pupil ; the notes of observation taken by the specialized teacher and those of the teacher of the class ; the remarks of the family and the teacher collected during regular conversations ; recording in grouping ; establish the various sources of collection of the data.
Piece of information obtained are crossed and compared with the aim of showing the operating invariants on wich children and the adults base themselves to judge and argue ; identifiy the mobilized conceptual fields and try to clarify in what and how the prospective memory of the pupils is involved in this functioning.
Conclusions: The cases presented here are extracted from a study which continues to enrich the data on one hand and to deepen on the other hand, the question which already seems fundamental in the forming of the personal project of the pupil : the social commitment. It is not about a simple social constraint, but about a deliberated interiorization of a speech and a practice, that is gestures and operating symbols which the pupil re-knows for useful, to give sense, to drive his activity and which he appropriates actively.
The choice of the term of " social commitment " is justified by the fact that a learning does not limit itself to the only acquisition of savior to make, it is also cultural and moral.
Aude and Elsa illustrate it well : it is almost the " habitus " that the children appropriate (make as the teacher), as for the moral experience, by becoming conscious and responsable for their success, it is the whole individual who shapes in the pupil, it is a " ideal of oneself ", values, whom build themselves by a process which tends to become endogenous.
But we see if well in the case of Léo, this commitment cannot be made, if it doez not base on the opérative. The verbal commitment, the calendar, the description of the problem when it bases only on the figurative memory, are of no utility. The child has to understand how we helped him, to imitate at first, to discover and to rendorcer his power of action on himself, and to substitute it bit by bit for the outside help.
The task of the psychopedagogue is double : he not only has to help the pupil to track down in the help that he brings him the operating invariants, the rules of action and control, the anticipations, the purposes, but he also has to, by leaning on more " emotional " competence, help the pupil to enter this social commitment which we described and who consists in building up to representations to act on himself, by a deferred representative imitation, based on a mental image interiorized by the model of the adult helping.
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