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Master Thesis

Favoriser la créativité des élèves pour tendre vers l'autonomie au cycle 1

Abstract : The present study investigates the fostering of creativity and autonomy of preschool pupils through differents means. In order, to do so, pupils are confronted to a "situation-problem" is proposed in class of M.S./G.S., with two different instructions: one "open instruction" and one "closed instruction". We then compare the divergence and complexity of their productions in relation to these specific derived instructions. The results show that the productions produced from the "open instruction" are more original than those produced from the "closed instruction"; wich leads us to believe that an "open instruction" would encourage pupils' creativity more. The proposed working conditions are also compared as only one group out of four is accompanied by the teacher while the others work independently. The aim is to see the possible impact of pupils/teacher interactions at the time of production. According to the results, pupils who were accompanied by the teacher would gain in intellectual autonomy and in practical autonomy.
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Master Thesis
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Contributor : Uga - Bu Professorat Éducation <>
Submitted on : Friday, January 26, 2018 - 4:30:02 PM
Last modification on : Wednesday, July 15, 2020 - 1:12:02 PM
Long-term archiving on: : Friday, May 25, 2018 - 10:23:22 AM


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  • HAL Id : dumas-01693941, version 1


Fanny Hamel. Favoriser la créativité des élèves pour tendre vers l'autonomie au cycle 1 . Education. 2017. ⟨dumas-01693941⟩



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