The development of argumentation in children's interactions within ad hoc experimental and classroom contexts

Titre du projet

Description

This project aims at developing observational and quasi-experimental studies to explore how argumentation emerges as a context-bounded activity in children who are invited to reach a joint decision or solve a common task in an ad hoc designed setting. It takes place at the crossroads of different lines of research: a neo-piagetian and neo-vygotskian concern for the socio-cognitive development of higher psychological processes; a socio-cultural approach of participative interactions within goal-directed activities; and the recent advances of argumentation theories. It seems the proper moment to revisit these classical studies, as well as the post-piagetian studies of conservation in conversation, with the possibility, now available, to reconsider the argumentation in children's talk beyond Piaget's own reductionistic logicism on these matters. The main goal of the project is to contribute to the understanding of the psychosocial processes that are involved in argumentation. We will concentrate on 4- to 7-years- old children, using tasks inspired by the piagetian tradition, that have already been widely studied in the literature (mainly conservations tasks, perhaps others). The project will imply two different contexts: the laboratory, in which we will concentrate on the observation of argumentative activities organized by the researcher in controlled settings in order to contribute to quasi-experimental research; and the classroom, in which we will design activities in collaboration with the teacher. Special attention will be paid to the implicit rules that structure the life of a classroom in order to examine to which extend they sustain socio-cognitive interactions such as argumentation.

Chercheur principal

Perret-Clermont, Anne-Nelly

Arcidiacono, Francesco

Lamas-Breux, Stéphanie

Miserez-Caperos, Céline

Statut

Completed

Date de début

1 Juin 2009

Date de fin

31 Mai 2012

Chercheurs

Sinclaire Harding, Lysandra

Organisations

Institut de psychologie et éducation

Identifiant interne

15546

identifiant

https://libra.unine.ch/handle/123456789/1537

Mots-clés

2011-2-13, Miserez-Caperos, Céline

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The development of argumentation in children's interactions within ad hoc experimental and classroom contexts

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Do children argue in the task of the conservation of liquid?

Who is the expert, who is the novice ? An experimental and interlocutory analysis of learning in dyads"

The dynamics of children’s thinking: heteronomy and autonomy at the same time. An example from a Piagetian interview

The role of accessories in the "staging" of Piagetian interviews

Are there dialogical aspects in the Piagetian interview?

Argumentative analysis of children-adult interactions

Pourquoi? Parce que. Explication et argumentation dans deux tâches scolaires: une illustration des genres textuels? (Mémoire de Master)

Les jeunes enfants en interaction: la représentation sociale du genre comme facteur d’asymétrie

Reprendre la parole de l’autre dans une situation d’entretien piagétien

Argumentative discussion in the Piagetian interview: the importance of the adult’s role

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The development of argumentation in children's interactions within ad hoc experimental and classroom contexts

Filtres

Paramètres

Trier par

Résultats par page

Do children argue in the task of the conservation of liquid?

Who is the expert, who is the novice ? An experimental and interlocutory analysis of learning in dyads"

The dynamics of children’s thinking: heteronomy and autonomy at the same time. An example from a Piagetian interview

The role of accessories in the "staging" of Piagetian interviews

Are there dialogical aspects in the Piagetian interview?

Argumentative analysis of children-adult interactions

Pourquoi? Parce que. Explication et argumentation dans deux tâches scolaires: une illustration des genres textuels? (Mémoire de Master)

Les jeunes enfants en interaction: la représentation sociale du genre comme facteur d’asymétrie

Reprendre la parole de l’autre dans une situation d’entretien piagétien

Argumentative discussion in the Piagetian interview: the importance of the adult’s role