La fiche à l’école maternelle : un objet littératié paradoxal

Abstract : This article is about the role played by worksheets in the building of knowledge in French preschool and the differentiations that these teaching aids can produce. It is built on a field study carried in six classes of grande section (third and last year of école maternelle, intended for 5-6 years children) from different social backgrounds. This article describes three dimensions related to the use of worksheets in école maternelle’s classes which, when they are combined, participate to differentiations in the construction of pupil’s knowledge. First, it shows that worksheets are not neutral mediums insofar as they are based on a specific learning mode and as they contribute to shape the knowledge itself. Then, it presents the different registers from which pupils interpret worksheets, by insisting on the fact that only a minority of pupils rely on a literacied mode which corresponds to school expectations. Finally, it underlines how worksheets material dimension tends towards to strengthening the least literacied approaches of knowledge. Thus, this article leads to a better understanding of how worksheets do not allows pupils to integrate the literacy dimension if they do not master it previously, and how the relation to knowledge and the materiality of these teaching aids contribute, on the contrary, to reinforce the registers the farthest from school expectations.
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Contributor : Ariane Richard-Bossez <>
Submitted on : Monday, June 18, 2018 - 12:29:57 PM
Last modification on : Monday, June 18, 2018 - 12:29:57 PM


  • HAL Id : halshs-01310135, version 1


Ariane Richard-Bossez. La fiche à l’école maternelle : un objet littératié paradoxal. Recherches en éducation, Université de Nantes, 2016, ⟨⟩. ⟨halshs-01310135⟩



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