Graines de scientifiques en maternelle: Explorer le monde du vivant, des objets et la matière 9782759825622

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Graines de scientifiques en maternelle Explorer le monde du vivant, des objets et de la matière

Enseigner les sciences Collection dirigée par Michèle Gandit /DFROOHFWLRQ©ௗ(QVHLJQHUOHVVFLHQFHVௗªV¶DGUHVVHDX[HQVHLJQDQWVGHVSUHPLHU HWVHFRQGGHJUpVjFHX[GHO¶XQLYHUVLWpDX[IRUPDWHXUVDLQVLTX¶jWRXWHSHUVRQQHLQWpUHVVpHSDUOHVPDWKpPDWLTXHVVFLHQFHVHWWHFKQLTXHVO¶pGXFDWLRQRX ODIRUPDWLRQVFLHQWL¿TXH6RQREMHFWLIHVWGHIRXUQLUGHVUHVVRXUFHVpFODLUDJHV KLVWRULTXHVpSLVWpPRORJLTXHV¿FKHVGHWUDYDX[SUDWLTXHV¿FKHVSRXUO¶HQVHLJQDQW SRXUPLHX[H[SOLTXHUHQVHLJQHUFHVGLVFLSOLQHV,OV¶DJLWQRWDPPHQW GHYDORULVHUHWGLIIXVHUOHVWUDYDX[GHUHFKHUFKHDFWLRQGHV,5(0GH0DWKV jPRGHOHUDLQVLTXHFHX[TXLVRQWPHQpVGDQVWRXVOHVSD\VIUDQFRSKRQHV JUkFH DX UpVHDX GHV ,5(0 HW j VHV OLHQV DYHF O¶$IULTXH O¶$PpULTXH ODWLQH O¶$VLHOH4XpEHFHWO¶(XURSHIUDQFRSKRQH'LYHUVW\SHVGHWUDYDX[HQODQJXH IUDQoDLVHSHXYHQWrWUHVRXPLVDLQVLTXHG¶DXWUHVW\SHVGHVXSSRUWVVXSSRUWV QXPpULTXHV REMHWV SK\VLTXHV  GH PpGLDWLRQ GHV VFLHQFHV V¶DFFRPSDJQDQW G¶XQHUpÀH[LRQVXUOHVVDYRLUVHQVHLJQpV

Graines de scientifiques en maternelle Explorer le monde du vivant, des objets et de la matière

dirigé par Frédéric Charles

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Préface  9 Maryline Coquidé

Introduction : Pour une éducation scientifique et technologique des enfants de l’école maternelle  15 Frédéric Charles

L’éducation scientifique et technologique à l’école maternelle : perspectives curriculaires  21 Joël Lebeaume 8QHLQYHVWLJDWLRQGHODPRUSKRORJLHGXFXUULFXOXP eYROXWLRQVHQFRXUVGHO¶pFROHPDWHUQHOOH 0RUSKRORJLHGXFXUULFXOXPGHO¶pFROHPDWHUQHOOH &RPSOH[LWpVWUXFWXUHOOHGXFXUULFXOXPGHO¶pFROHPDWHUQHOOH 3UREOqPHVGLGDFWLTXHVHWFXUULFXODLUHV 'LVFXVVLRQSRXUODIRUPDWLRQGHVSURIHVVHXUāHāV



Contrarier l’intuition pour évaluer l’appropriation d’éléments de méthode scientifique à la maternelle ?  45 Estelle Blanquet eOpPHQWVGHPpWKRGHVFLHQWL¿TXHSRXUO¶pFROHPDWHUQHOOH 7HVWGHODUHSURGXFWLELOLWpG¶XQHH[SpULHQFH 7HVWGHODUREXVWHVVHG¶XQHH[SpULHQFH 3ULPDXWpGHO¶H[SpULHQFH 1DYLJDWLRQHQWUHOHJpQpUDOHWOHSDUWLFXOLHU &RQVWUXFWLRQG¶XQGLVSRVLWLISRXUpYDOXHUO¶DSSURSULDWLRQGHVQRWLRQVGH UHSURGXFWLELOLWpGHUREXVWHVVHHWGHSULPDXWpGHO¶H[SpULHQFH 'HVFRQWUDLQWHVPXOWLSOHV ,GHQWL¿FDWLRQG¶XQHVLWXDWLRQSURSLFHjO¶pYDOXDWLRQ GHODFRPSUpKHQVLRQGHODQRWLRQGHUHSURGXFWLELOLWp )RUPXODWLRQGHVTXHVWLRQVGHO¶HQWUHWLHQ 7HVWHWYDOLGDWLRQGXGLVSRVLWLI &DUDFWqUHGLVFULPLQDQWGHO¶pYDOXDWLRQ 5pVXOWDWV &RQFOXVLRQ

Comprendre une image d’un album de jeunesse pour questionner les relations alimentaires d’un écosystème  75 Frédéric Charles, Catherine Bruguière et Nadège Pouey Le Tigre mange-t-il de l’herbe ? 3URWRFROHGHUHFKHUFKH 5pVXOWDWV &RQFOXVLRQ

Dessiner et faire comprendre la formation des ombres  97 Alice Delserieys, Glykeria Fragkiadaki et Maria Kampeza 'HVVLQVG¶HQIDQWVHWDSSUHQWLVVDJHVHQVFLHQFHV 'HVVLQHUGHVRPEUHVHQPDWHUQHOOH 0pWKRGRORJLH 5pVXOWDWV 'LVFXVVLRQ 

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Rencontrer des robots programmables en Petite Section : quelle interprétation est faite par les élèves sur le fonctionnement ?  119 Olivier Grugier /DWRUWXHHWO¶DEHLOOH %HH%RW®HW%OXH%RW®GHVURERWVFRQWU{ODEOHV SDUXQHLQWHUIDFHWDQJLEOH /H%HH%RW®HWOH%OXH%RW®GHVURERWVjDSSUHQGUH /DURERWLTXHjO¶pFROHPDWHUQHOOH 8QHGpPDUFKHWHFKQRORJLTXHHQFODVVH /HWHUUDLQGHUHFKHUFKH /DFRPSRVLWLRQGXcorpusGHGRQQpHV 'HVURERWVGDQVODFODVVHGHPDWHUQHOOH $QDO\VHGHVIRFXVJURXSHV 'HVPDQLSXODWLRQVSRXUFRPSUHQGUHOH%HH%RWŠ (QMHX[GHFHVURERWVSURJUDPPDEOHVjO¶pFROHPDWHUQHOOH 3RXUDSSURIRQGLUO¶DQDO\VHGHVGLVFRXUVGHVHQIDQWV

Fabriquer des sabliers en maternelle : quels enjeux, quelles difficultés, quel(s) curriculum(s) ?  151 Céline Chauvet-Chanoine et Roselyne Lebourgeois-Viron /HVDEOLHUXQREMHWK\EULGHDXF°XUG¶HQMHX[GLGDFWLTXHVGLYHUVL¿pV 'HVFULSWLRQGHVVpTXHQFHVREVHUYpHV GpURXOHPHQWHWHQMHX[GLGDFWLTXHV 8WLOLVHUHWIDEULTXHUGHVVDEOLHUVDQDO\VHFURLVpHGHPRPHQWVFOpV &RQFOXVLRQ

Les musées de sciences, des lieux riches pour l’accueil des classes de maternelle  181 Cora Cohen-Azria 3HQVHUO¶pOqYHGHPDWHUQHOOHFRPPHXQYLVLWHXUGHPXVpHVVFLHQWL¿TXHV $QDO\VHVGLGDFWLTXHVGHYLVLWHVVFRODLUHV &RQFOXVLRQ

Conclusion : Vers une exploration du monde  203 Céline Chauvet-Chanoine et Joël Lebeaume

Les auteurs  211



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Encart 1 – Apprendre à écrire : des activités et des visées entremêlées La partie intitulée « Guider l’apprentissage des gestes graphiques et de l’écriture » mentionne bien la visée de production de textes de communication selon les codes et règles de la langue écrite. Elle mentionne également que « plusieurs années sont nécessaires pour apprendre à écrire », que « cet apprentissage se réalise en parallèle de la construction du sens de l’écrit et de ses liens avec l’oral » et qu’il nécessite la différenciation entre la gestualité expressive des tracés graphiques et la gestualité efficace de l’écriture cursive. Ce texte précise bien également les conditions neuropsychologiques, motrices, perceptives et l’exigence des contrôles visuel, tonique et kinesthésique. Toutefois, la tenue de l’outil scripteur ou les gestes de traçage rythmé de boucles et de bâtons associés, ne sont que quelques éléments superficiels de l’acte d’écrire. Ils laissent dans l’ombre les nécessités d’appropriation d’une action bimanuelle coordonnée asymétrique dont l’analyse révèle la nécessité du contrôle tonique, de la coordination oculomanuelle, de l’équilibre à la fois postural et local avec le choix des points d’appuis du corps, des avant-bras, des mains qui permettent la libération des segments les plus fins (Lurçat, 1974). Ils laissent aussi dans l’implicite les contrôles et régulations avec la délimitation de l’espace graphique et de l’espace visuel, comme les progressives différenciations des premiers gribouillis en dessins à dominante symbolique, en motifs à dominante graphique et en écriture à dominante sémiotique (Zerbato-Poudou, 2007). Cet apprentissage suppose une longue acquisition d’ordre macro et micromoteur qui permet enfin l’écriture personnalisée. Il exige aussi un long processus d’instrumentation, au sens de Rabardel (1995), des élèves au gré de leur découverte de différents outils scripteurs (main, doigts, craies, pinceaux, éponges, crayons, etc.) jusqu’à l’usage maîtrisé du crayon ou du stylo avec son cortège d’exercices progressifs selon la norme de l’écriture cursive. Apprendre à écrire montre aussi l’inscription sociale et culturelle de cet acte comme l’indiquent les contestations au début des années  1960a en France, de l’admission à l’école du stylo à bille, ou les interrogations contemporaines sur la pertinence du maintien de l’écriture cursive au profit du scriptb, en raison de la généralisation des ordinateurs puis des tableaux numériques, écrans et tablettes tactiles. À cet égard, les recommandations restent silencieuses sur l’apprentissage de l’écriture sur une tablette numérique au format différent et dont l’épaisseur impacte l’équilibre postural et les appuis des avant-bras. Ainsi la pratique de l’écriture est-elle fondamentalement dépendante de multiples activités diversifiées proposées dans les activités de préapprentissage qui relèvent des activités physiques et des activités manuelles et expressives, du lancer de ballon dans un cerceau à la réalisation de tresses régulières en passant par des activités avec des outils avant d’être des instruments. a. Circulaire no 65-338 du 3 septembre 1965, Bulletin officiel de l’éducation nationale du

30 septembre 1965. b. À la rentrée 2016 en Finlande à la suite de plusieurs États d’Amérique du Nord.

 L’éducation scientifique et technologique à l’école maternelle : perspectives curriculaires

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Encart 2 – Des activités contributives ou/et constitutives L’exploration du vivant et de la matière comme les réalisations, utilisations et manipulations d’objets sont des activités contributives au premier domaine concernant le langage, mais sont aussi constitutives du domaine (explorer le monde) qui les inclut. Les prescriptions des rubriques « ce qui est attendu des enfants en fin d’école maternelle » des cinq domaines, définissent plus précisément le profil attendu des enfants à l’issue de ce cycle. Elles indiquent les compétences exigibles – mais non exigées – permettant l’accès au cycle 2, c’est-à-dire les fins constitutives dont les activités sont les moyens contributifs.

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 L’éducation scientifique et technologique à l’école maternelle : perspectives curriculaires

Encart 3 – Des activités connexes Mise en évidence dans l’étude historique des relations entre langage et leçons de choses (Lebeaume, 2011), la connexité correspond aux liens entre les activités. La réalisation d’une compote ou d’une tarte aux pommes en Petite Section répond à des intentions diverses : la gestualité efficace dans les actions bimanuelles coordonnées lors du pelage des pommes grâce à un couteau économe, la différenciation des couleurs de ces fruits d’automne verts, jaunes ou rouges, la structuration du temps dans la réalisation, la cuisson, le refroidissement puis la dégustation, le décodage d’une procédure séquencée décrivant le programme des actions, la découverte de la transformation de la matière, du dur au mou pour les fruits et inversement du mou au dur pour la pâte, l’anticipation de la fonction pour satisfaire un événement social, donc adapté à l’effectif des convives, au plaisir partagé souhaité en termes de quantité et de qualités organoleptiques. Dans un registre analogue, la préparation d’un gâteau d’anniversaire en Moyenne Section ouvre de multiples activités permettant par exemple de compter les bougies, mesurer des quantités, lire une recette, observer et étudier un calendrier (Sirota, 2004). De même, la réalisation d’une maquette de train en Grande Section est un support pédagogique pour la lecture d’une notice, pour la découverte du mouvement relatif de rotation des roues et de l’axe, l’investigation des conditions de déplacement selon leur parallélisme, l’exploration des liaisons mécaniques réalisées avec des attaches parisiennes, la découverte des solutions techniques pour transporter des passagers, des fluides ou autre, le dénombrement des roues, des wagons, des passagers, etc., ainsi que l’expression langagière ou symbolique de ces explorations. /D ¿JXUH SURSRVH XQH UHSUpVHQWDWLRQ JUDSKLTXH GHV DFWLYLWpV FRQWULEXWLYHV DX VHUYLFH GHV LQWHQWLRQV FRQVWLWXWLYHV GH O¶pGXFDWLRQ SUpVFRODLUH &H VFKpPD GRQW O¶DPELWLRQ HVW HVVHQWLHOOHPHQW KHXULVWLTXH LGHQWL¿H OD WHPSRUDOLWpGXGpYHORSSHPHQWFXUULFXODLUHHQUHSpUDQWODGLPHQVLRQV\QFKURQLTXH GHVDFWLYLWpVPHQpHVSDUDOOqOHPHQWHWODGLPHQVLRQGLDFKURQLTXHGHOHXUSURJUHVVLYLWp&HWWHWHPSRUDOLWpHVWFLUFRQVFULWHSDUODQRWLRQGH©ௗPRPHQWVVFRODLUHVௗª&HVPRPHQWVVFRODLUHVVRQWGHVXQLWpVGHWHPSV 11DXFRXUVGHVTXHOOHV VRQWDVVRFLpHVGHVLQWHQWLRQVG¶HQVHLJQHPHQWDSSUHQWLVVDJHHWGHVPRGDOLWpV G¶RUJDQLVDWLRQVSpFL¿TXHVYRLUHQFDUW 

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Cinq domaines d’apprentissage Agir, s’exprimer, comprendre à travers les Structurer activités artistiques sa pensée

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Agir, s’exprimer, comprendre à travers les Explorer activités le monde physiques

Dimension diachronique

Moments scolaire Graphisme Jeux, puzzles Coins Motricité Fiction Jeux d’eau Observations ... Dimension synchronique Fig. 1  – Schéma de la structure du curriculum prescrit (l’épaisseur des traits représente l’importance du temps consacré).

Encart 4 – Des moments scolaires C’est ainsi que se succèdent, par exemple, des moments de jeux de sériation et de tri, d’écoute de comptines, de jeux de doigts, de démontage de lampes de poche, de manipulation de robots programmables, etc. Ces moments sont marqués par des caractères distincts : les premiers sont spécifiquement associés aux contenus enseignés, par exemple le geste graphique, le dénombrement, etc., tandis que les seconds correspondent aux rites ou normes organisateurs dont le rassemblement sur le tapis est la figure exemplaire. La notion de moments scolaires a été introduite dans une recherche antérieure portant sur les critères d’indexation des tâches scolaires par les élèves de l’école élémentaire (Lebeaume, 2000b). 6XUFHGpYHORSSHPHQWWHPSRUHOGXFXUULFXOXPODTXHVWLRQIRQGDPHQWDOH HVWFHOOHGHO¶RUJDQLVDWLRQGHODVXFFHVVLRQGHVPRPHQWVVFRODLUHVHWGRQFGH OHXUSURJUDPPDWLRQDXFRXUVGXF\FOH©ௗGHVDSSUHQWLVVDJHVSUHPLHUVௗªVHORQ OD GpVLJQDWLRQ HQ 2U FRPPH OH VRXOLJQH 1RQQRQ   SRXU O¶HQVHLJQHPHQWGXIUDQoDLVHWVHVGLIIpUHQWHVFRPSRVDQWHVJUDPPDLUHOH[LTXH HWF  O¶DEVHQFH G¶pWXGHV HW GH UHFKHUFKHV VXU OD SURJUHVVLRQ GHV DFTXLV GHV pOqYHVUHQGODFRQFHSWLRQGHVSURJUHVVLRQVSDUWLFXOLqUHPHQWGpOLFDWHSRXUOHV

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Encart 5 – La progressivité : « des leçons détachées et des leçons sériaires » Dès l’institutionnalisation scolaire des leçons de choses, la progressivité est discutée. À  la fin du XIXe  siècle, les pédagogues Bain ou Spencer considèrent que l’ordre des contenus est principalement dicté par l’intérêt des enfants et leur plaisir d’apprendre. L’approche inductive et la nécessité préalable d’expériences nombreuses avant toute structuration et toute mise en ordre scientifique sont également valorisées par Marie Pape-Carpantier. Rousselot (1883) qui s’adresse aux maîtresses chargées des classes uniques, distingue le premier degré associé aux salles d’asile en précisant : « la leçon de chose, à son premier degré, est un exercice d’intelligence et de langage en même temps qu’un exercice des sens » (p. 143). Delon (1887) distingue ainsi les leçons détachées – que Bain désignaient par leçons décousues – et les leçons sérièrent. Les premières qui s’adressent aux plus jeunes élèves examinent successivement des sujets ou des thèmes particuliers tandis que les secondes qui conviennent aux élèves avancés, sont ordonnées méthodiquement. Ces considérations questionnent donc la progressivité globale de l’école maternelle car la connexité des différents moments scolaires laisse supposer une relation entre accumulation, extension et différenciation notamment des pratiques discursives, constitutives de l’éducation préscolaire pour laquelle l’exploration du monde est contributive.

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Encart 6 – Pour l’étonnement L’étonnement est au cœur de nombreuses propositions pour l’école maternelle fondées sur des questionnements : D’où vient le sable du bac de la cour ? Où va la rivière Potok ? (Coquidé & Giordan, 1997) ; Devine l’objet qui est dans mon sac ? Comment conserver le plus longtemps possible la neige ? (Martinand, Coué & Vignes, 1995) ; Comment recharger l’agrafeuse ? Comment assembler des rouleaux de carton ? (Blanchefleur-Faillard, Engeldinger & Poncet, 2002) ; Où sont les perles aspirées ? Comment mettre en mouvement des ballons de baudruche (Bisault, 2005, 2011) ; Comment déplacer des objets sans les toucher ? Avec de l’air, des aimants ? (Plé, 1997, 2000) ; etc.



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Références bibliographiques $PLJXHV5 *DUFLRQ9DXWRU/ /¶pFROHPDWHUQHOOHHWO¶HQWUpHGDQV OHFRQWUDWGLGDFWLTXH௖XQHFRRSpUDWLRQPDvWUHVVHpOqYHVLes dossiers des sciences de l’éducation 7 %DXWLHUeGLU  $SSUHQGUHjO¶pFROHDSSUHQGUHO¶pFROHࣞGHVULVTXHV de construction d’inégalités dès la maternelle/\RQ௖eGGHOD&KURQLTXH VRFLDOH %LVDXOW-   /DQJDJH DFWLRQ HW DSSUHQWLVVDJH HQ VFLHQFHV j O¶pFROH PDWHUQHOOHSpirale. Revue de recherches en éducation 36 %LVDXOW- 5HELIIp& 'pFRXYHUWHGXPRQGHHWLQWHUDFWLRQVODQJDJLqUHVjO¶pFROHPDWHUQHOOH௖FRQVWUXLUHHQVHPEOHXQREMHWG¶LQYHVWLJDWLRQ VFLHQWL¿TXHCarrefours de l’éducation 3 hors-série 1 %ODQFKHÀHXU)DLOODUG- (QJHOGLQJHU)  3RQFHW$   Découvrir le monde des objets en maternelle.3DULV௖'HODJUDYH %RX\VVH9 1RXYHDX[SURJUDPPHVSRXUO¶pFROHPDWHUQHOOHࣞ3RLQWVGH vigilance./\RQ௖&RQIpUHQFHGHSUpVHQWDWLRQGHVQRXYHDX[SURJUDPPHV %ULVVHW& (QWUHUHFKHUFKHVXUOHGpYHORSSHPHQWGXMHXQHHQIDQWHW SUHVFULSWLRQVRI¿FLHOOHVSRXUODPDWHUQHOOHCarrefours de l’éducation30  &KDUOHV) Découvrir le monde de la nature et des objets avant six ans j O¶pFROH PDWHUQHOOHࣞ VSpFL¿FLWpV GX FXUULFXOXP VSpFLDOLWp GHV HQVHLgnants7KqVHGHO¶XQLYHUVLWp3DULV'HVFDUWHV &KDUOHV) /HEHDXPH- /¶pGXFDWLRQVFLHQWL¿TXHHWWHFKQRORJLTXH IRUPHOOHGHVHQIDQWVGHjDQVjO¶pFROHPDWHUQHOOHXQHpGXFDWLRQVRXV LQÀXHQFH &RPSDUDLVRQ GH SUDWLTXHV HQVHLJQDQWHV Éducation comparée 8 &KDXYHO' 0LFKHO9 Les sciences dès la maternelle. Moyenne et Grande Section, CP3DULV௖5HW] &KHYDOODUG«@ The NOS aspects need to be explicitly connected to the science investigations that the students are conducting. In other words directly connecting students’ 126XQGHUVWDQGLQJVWRWKHVFLHQFHFRQWHQWE\DVNLQJVWXGHQWVWRUHÀHFWRQWKHVFLHQFH investigations in which they were involvedª 3. « >A review of several studies that focused on improving young children’s conceptions of NOS@ also shows that some NOS aspects, such as observation and inference, creativity, tentativeness and the empirical NOS are more readily accessible to students than subjectivity or the socio-cultural aspects of NOS.ª



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Encart 1 – Comment bien préparer le matériel des expériences ? Comment faire passer l’entretien en classe ? Avant même de lancer l’entretien, il est nécessaire de préparer en amont le matériel et de le tester. Utilisez de préférence une petite bouteille d’eau gazeuse  (50  cl) pour la première expérience : plus rigide que les bouteilles d’eau plate, elle aura le mérite de moins se déformer entre les mains des élèves. De surcroît, l’eau s’y arrête souvent de couler de façon plus marquée. Privilégiez également une bouteille dont le bouchon est facile à visser/dévisser. Le trou, d’environ 3 mm, doit être percé suffisamment bas pour disposer d’une réserve d’eau suffisante dans la bouteille : un élève un peu malhabile pourra s’y reprendre à deux fois pour visser le bouchon sans épuiser le contenu de sa bouteille (il suffira sinon de la remplir de nouveau et de boucher le trou avec le doigt). Pour la seconde expérience, choisir une bouteille plus grande, colorée, de forme différente et vérifier comme pour la première l’absence de fuite une fois le bouchon vissé (il peut arriver avec un trou trop large ou mal percé que des bulles d’air parviennent à rentrer dans la bouteille, permettant alors à de l’eau de s’échapper). Dans la mesure du possible, privilégiez pour l’entretien un espace où les élèves se sentent en confiance et où vous ne serez pas trop dérangé. Indiquez aux élèves que c’est seulement leur avis qui vous intéresse et qu’il n’y a pas de bonne réponse attendue. Rappelezleur également que s’ils ne comprennent pas une question, il faut qu’ils vous le disent. N’hésitez pas enfin à reformuler les questions, à transformer au besoin un « qu’est-ce qui te fait dire cela ? » en un « pourquoi penses-tu cela ? » ou à personnaliser certaines questions pour les enfants qui ont des difficultés à s’imaginer dans les situations proposées (« un grand de CE2 » ou « un petit de PS/MS » peut devenir « un élève dans la classe de prénom de la professeure » pour les plus petits ou « un ami de ton grand frère » par exemple pour les plus grands). Les questions 9, 12 et 17 sont un peu subtiles, ne vous étonnez donc pas si la plupart de vos élèves ne les comprennent pas en l’absence de travail préalable sur l’intérêt du test de la reproductibilité et de la robustesse avec eux. Des réponses positives aux questions 2, 8 et 11 avec une argumentation cohérente constituent un bon indicateur de l’appropriation de la reproductibilité par les élèves.



Fig. 1 – Exemple de dispositif utilisé pour faire passer l’entretien. © Blanquet

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Fig. 2 – Dessins des élèves lors de la séquence C.

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Fig. 3 – Photo du tableau de la classe de la professeure 1 lors de la séquence B (séance 4).

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Fig. 4 – Page de couverture du carnet d’un des élèves de Moyenne Section, lors de la séquence B.

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en mémoire. La seule graphie des élèves s’est limitée à l’écriture de la date, comme on le voit sur la photo (figure 5).

Fig. 5 – Feuille de carnet d’un élève de Moyenne Section, lors de la séquence B.

La professeure, lors de l’entretien, reconnaît l’importance de la collaboration avec les chercheurs qui a permis d’alléger les groupes, de cheminer ensemble et de coconstruire la séquence, au fur et à mesure de l’avancée des enfants. […] Pour des choses comme ça, je n’étais pas toute seule. Et ça, ça a permis de faire des choses surtout la deuxième année, où on écrivait beaucoup plus. […] Ce sont des choses qu’on ne peut pas faire, le tout c’est de le dire, c’est tout voilà. Avec un petit groupe sur des moments, après ça demande quelque chose, tout seul, y a quand même la gestion du groupe et, quand on en a, nous on est en REP, souvent on est plutôt à 25 maximum […] selon les enfants, tu ne peux pas, ils ont tous envie d’être là... Là, c’est vrai que c’était génial de n’avoir qu’une moitié de groupe et après d’être à plusieurs pour construire des choses, ça nous a quand même super aidé et puis la qualité aussi de ce qu’on apportait chacun, parce que tu pourrais demander à des mamans, à des ATSEM à des parents pour venir faire les constructions mais elles n’auront pas ce regard de voir les enfants faire. Extrait d’un entretien avec une professeure

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