{"id":14179,"date":"2023-03-03T10:00:00","date_gmt":"2023-03-03T08:00:00","guid":{"rendered":"https:\/\/gemmes.org\/?p=14179"},"modified":"2023-11-25T20:19:17","modified_gmt":"2023-11-25T18:19:17","slug":"leducation-nest-pas-un-jeu-vraiment","status":"publish","type":"post","link":"https:\/\/gemmes.org\/en\/leducation-nest-pas-un-jeu-vraiment","title":{"rendered":"L’\u00e9ducation n\u2019est pas un jeu\u202f! Vraiment\u202f?"},"content":{"rendered":"
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L'\u00e9ducation n\u2019est pas un jeu\u202f! Vraiment\u202f?\u202f <\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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03\/03\/2023<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Il y a plus d’un si\u00e8cle d\u00e9j\u00e0, Dewey (1910) montrait le lien entre le processus de recherche scientifique et l’exp\u00e9rimentation naturelle des enfants \u00e0 travers le jeu. Vygotsky (1978) notait en effet que le jeu a une influence consid\u00e9rable sur le d\u00e9veloppement de l’enfant en favorisant le d\u00e9veloppement de la parole, le traitement cognitif, la conscience de soi et l’autor\u00e9gulation. Des neuroscientifiques ont \u00e9galement d\u00e9couvert que le jeu permet d\u2019affiner le fonctionnement du cortex pr\u00e9frontal dans le cerveau et stimule la production d’une prot\u00e9ine responsable de la diff\u00e9renciation et de la croissance de nouveaux neurones et synapses (Gordon et al., 2003).<\/p>

N\u00e9anmoins, on entend encore de nombreux parents et enseignants rappeler aux enfants \u00e0 l’entr\u00e9e de l\u2019\u00e9cole que \u00ab\u202fc\u2019est fini les jeux maintenant, l\u00e0 c\u2019est s\u00e9rieux\u202f!\u202f\u00bb. Et cela leur est r\u00e9p\u00e9t\u00e9 en continu jusqu’\u00e0 ce qu’ils quittent l’\u00e9cole, et sera exprim\u00e9 dans une autre mouture lorsqu’ils \u00e9tudient. La connotation n\u00e9gative selon laquelle le jeu n’est \u00ab qu’une \u00bb r\u00e9cr\u00e9ation est renforc\u00e9e par la confusion entre \u00ab\u202fjeu\u202f\u00bb et \u00ab\u202famusement\u202f\u00bb. Le jeu, comme le montrent une s\u00e9rie d’\u00e9tudes empiriques sur nombre de p\u00e9dagogies bien connues, peut \u00eatre une exp\u00e9rience joyeuse et significative, socialement interactive, activement engageante et it\u00e9rative, favorisant les comp\u00e9tences cognitives, sociales, \u00e9motionnelles, cr\u00e9atives et physiques, alors qu\u2019une \u00ab\u202factivit\u00e9 amusante\u202f\u00bb d\u00e9pourvue de substance \u00e9ducative peut \u00eatre \u00e9puisante et cr\u00e9er une confusion mentale.<\/p>

\u00c0 l\u2019\u00e9cole et en dehors, l’impact positif de l\u2019apprentissage par le jeu est multiple, permettant \u00e0 la fois des gains d’apprentissage maintenus dans le temps (Dean Jr. et Kuhn, 2007), un transfert de comp\u00e9tences vers de nouveaux probl\u00e8mes (Purpura et al., 2016), un rappel plus pr\u00e9cis des connaissances acquises (Castano, 2008), une compr\u00e9hension plus approfondie des concepts (Burke et Williams, 2012) et le renforcement des liens entre les concepts (Castano, 2008).<\/p>

Bien s\u00fbr, l’efficacit\u00e9 du jeu, qu\u2019il prenne la forme d’activit\u00e9s artistiques, de puzzles ou de conversations (pour n’en nommer que quelques-uns), d\u00e9pend de la mani\u00e8re dont il est con\u00e7u et s’appuie sur les exp\u00e9riences, les connaissances et les besoins de l\u2019apprenant. Cela d\u00e9pendra \u00e9galement de si le jeu comprend des objectifs \u00e0 court et long terme, est fond\u00e9 sur des donn\u00e9es probantes, bien planifi\u00e9es et structur\u00e9es, s\u2019il combine des types vari\u00e9s de facilitation et stimule une r\u00e9flexion et des comp\u00e9tences d’ordre sup\u00e9rieur. Et s\u2019il cr\u00e9e un sentiment de joie. La joie est un excellent stimulant de l’apprentissage qui favorise la concentration, stimule l’intellect, renforce les liens humains et cr\u00e9e des opportunit\u00e9s de conversations inconfortables.<\/p>

Avec le soutien de la communaut\u00e9 des parents, \u00e9ducateurs et administrateurs, concevant que la dichotomie entre le \u00ab\u202ftravail s\u00e9rieux\u202f\u00bb et le \u00ab\u202fjeu joyeux\u202f\u00bb est au d\u00e9triment du d\u00e9veloppement des enfants et des jeunes, et se d\u00e9cidant \u00e0 exp\u00e9rimenter des nouveaux modes d\u2019apprentissages, nous pourrions combler le foss\u00e9 entre la recherche et la pratique.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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R\u00e9f\u00e9rences:<\/strong><\/p>

– The impact of a thinking skills intervention on children\u2019s concepts of intelligence. Think. Skills Creat<\/em>, Burke L. A., Williams J. M., 2012<\/p>

– Socio-scientific discussions as a way to improve the comprehension of science and the understanding of the interrelation between species and the environment, <\/em>Res. Sci. Educ., Castano C., 2008.<\/span>
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– Direct instruction vs. discovery: the long view, <\/em>Sci. Educ., Dean D., Kuhn D., 2007.
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– How we think<\/em>, Boston, DC Heath & Co. Publishers, Dewey J., 1910.
Retrieved from: <\/span>https:\/\/openlibrary.org\/books\/OL7236952M\/How_we_think<\/span><\/a>.<\/span>\u00a0<\/span><\/p>

– Sociallyinduced brain \u201cfertilization\u201d: play promotes brain derived neurotrophic factor transcription in the amygdala and dorsolateral frontal cortex in juvenile rats, <\/em>Neurosci. Lett., Gordon N. S., Burke S., Akil H., Watson S. J., Panksepp J., 2003.<\/span>
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– Fostering first graders\u2019 reasoning strategies with basic sums: the value of guided instruction<\/em>, Purpura D., Baroody A., Eiland M., Reid E., 2016.
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– Mind in Society: Development of Higher Psychological Processes<\/em>, Vygotsky L. S., Cole M., Jolm-Steiner V., Scribner S., Souberman E., 1978.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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\n\t\t\t\t\t\t\tRebecca Teclemariam-Mesbah \t\t\t\t\t\t<\/h4>\n\t\t\t\t\t<\/a>\n\t\t\t\t\n\t\t\t\t\t\t\t\t\t
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Consultante en \u00e9ducation et membre du Conseil d\u2019administration de Gemmes <\/p>\n\t\t\t\t\t<\/div>\n\t\t\t\t\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Il y a plus d\u2019un si\u00e8cle d\u00e9j\u00e0, Dewey (1910) montrait le lien entre le processus de recherche scientifique et l\u2019exp\u00e9rimentation naturelle des enfants \u00e0 travers le jeu. Vygotsky (1978) notait en effet que le jeu a une influence consid\u00e9rable sur le d\u00e9veloppement de l\u2019enfant en favorisant le d\u00e9veloppement de la parole, le traitement cognitif, la conscience de soi et l\u2019autor\u00e9gulation.<\/p>","protected":false},"author":2,"featured_media":14326,"comment_status":"closed","ping_status":"open","sticky":false,"template":"elementor_header_footer","format":"standard","meta":{"footnotes":""},"categories":[13],"tags":[11],"class_list":["post-14179","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-bibliographie","tag-biblio","entry","has-media"],"yoast_head":"\nL'\u00e9ducation n\u2019est pas un jeu\u202f! 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