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Master Thesis

L’impact de la ritualisation sur l’entrée dans l’écrit en classes de moyenne et grande sections de maternelle

Abstract : According to the Fijalkow and Liva’s writing grid (1994), there are four writing treatments. A ritualized system has been set up in two kindergarten classes to follow the evolution of children within this grid. The plan combines learning situations related to writing and ritualized word encoding in a writer's notebook. The study is based on educational tools such as CLEO GS (Fetet & Siguier, 2020), or Vers l’écriture (Schneider & Dorner, 2016). The results are based on the qualitative analysis of written production and on the distribution of children in each treatment at the start and end of the study. We note that the pupils have evolved in their conceptualizations: towards visual treatment for second preschool class and towards oral treatment for last year of nursery school. However, the method was not in favour of the development of pupil’s autonomy regarding the ritualized encoding activity. Progressive and emotional adjustments remain to be explored.
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Master Thesis
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https://dumas.ccsd.cnrs.fr/dumas-03270604
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Submitted on : Friday, June 25, 2021 - 7:06:20 AM
Last modification on : Tuesday, October 19, 2021 - 5:56:44 PM
Long-term archiving on: : Sunday, September 26, 2021 - 6:12:10 PM

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Audrey SAUTRON et Élodie GRON...
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Élodie Grondin, Audrey Sautron. L’impact de la ritualisation sur l’entrée dans l’écrit en classes de moyenne et grande sections de maternelle. Education. 2021. ⟨dumas-03270604⟩

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