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Master Thesis

Le jeu au service du développement de l'autorégulation comportementale des élèves de petite section de maternelle

Abstract : The present study was led in kindergarten (2½ - 3 years old). Our research goal was to demonstrate the positive impact of practicing « open-ended » symbolic games for the development of pupils' self behavioural regulation. Pupils took the test to "Head to Toes" and we, the tenured professor and myself, have fulfilled, a questionnaire "QEM" for each of them. These two measures permit us to estimate the level of self behavioral regulation of the pupils. After these two measure, they have taken part to the symbolic game from the 27th of January to the 20th of March 2015. Then, the 23rd of March, I have measured again the level of self behavioral regulation of the pupils. At the end of this short trial period, the majority of the pupils have kept a identical level of selfregulation, a pupil has progressed and the others have declined. To conclude, I can say that we cannot affirm that practicing the symbolic game has allowed to improve the self behavioral regulation of the pupils. However, to have saw their evolutions, I think that this study should be continued to get representative results.
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Master Thesis
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https://dumas.ccsd.cnrs.fr/dumas-01252585
Contributor : Uga - Bu Professorat Éducation <>
Submitted on : Thursday, January 7, 2016 - 5:05:39 PM
Last modification on : Tuesday, September 22, 2020 - 3:15:01 AM
Long-term archiving on: : Friday, April 8, 2016 - 1:34:05 PM

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  • HAL Id : dumas-01252585, version 1

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Anna Grimal. Le jeu au service du développement de l'autorégulation comportementale des élèves de petite section de maternelle. Education. 2015. ⟨dumas-01252585⟩

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