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Master Thesis

La démarche de problématisation lors des activités physiques en maternelle

Abstract : The problematization approach, initiated by Michel Fabre, is not a common and intuitive approach during physical activities and ever less so in nursery school. However, it places the classroom group and language as the key development of knowledge building, as recommended in the 2015 programmes. Thus, we took an interest in this theory to try to understand its limits and advantages for nursery school children and in its way it is put in place by the teacher. To do this, we analyzed a two different age group in the same class (PS/MS) to obtain a heterogeneity in terms of language and cognitive abilities. In addition, we sought to understand the tools that the teacher could put in place in order to help the students in knowledge building through problematization.
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Master Thesis
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Submitted on : Saturday, June 13, 2020 - 5:18:38 PM
Last modification on : Monday, October 19, 2020 - 3:15:16 AM


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  • HAL Id : dumas-02867151, version 1


Bradley Ferré, Fanette van Grevenynghe, Camille Leroux. La démarche de problématisation lors des activités physiques en maternelle. Education. 2020. ⟨dumas-02867151⟩



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