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Table of Contents
1 Cover
4 Preface From a Conference to a Book on the Role of Objects in the Practices of Teachers
8 PART 1 Objects and Language(s) 1 The Children’s Illustrated Literature Book in an Elementary School English Session: An Object Considered in its Materiality? 1.1. The origins of questioning and theoretical framing 1.2. Constitution of the corpus 1.3. Analysis of the results 1.4. Conclusion 1.5. References 2 Objects as Catalysts for Writing 2.1. Introduction 2.2. The object, a mediator in self-knowledge 2.3. Objects as organizers of the act of writing in the Elementary Section 2.4. Conclusion 2.5. References 3 The Role of Artifacts and Gestures in English Language Learning 3.1. Introduction 3.2. Theoretical background 3.3. Methodology 3.4. Results 3.5. Discussion 3.6. Conclusion 3.8. References 4 From Object to Instrument for Language Development in Kindergarten: Necessary Support in the Development of Professional Competence Among Probationary Public School Teachers 4.1. Introduction 4.2. From object to instrument for language in kindergarten 4.3. Learning objects: Speech instruments for teacher and pupils 4.4. Conclusion and perspectives 4.5. References 5 Professional Testimony: Construction and Analysis of a “Graphic Object” in a Physics Class in a 12th Grade Science Major 5.1. Introduction 5.2. Description of the second pilot sequence 5.3. Conclusion 5.4. Appendices 5.5. References
9 PART 2 Objects and Early Learning 6 Mascots and Notebooks: Preschool Objects Circulating between the School Space and the Family Space 6.1. A pair of peripatetic objects from the transition zone 6.2. Theoretical background and corpus 6.3. Between the “correct use” of the mascot and a plurality of practices 6.4. The parental role written into the mascot’s suitcase 6.5. Conclusion: Accentuated, attenuated or neutralized scansion between socialization spaces 6.6. References 7 Educational Posters in Kindergarten: A School Object that May Be a Differentiator? 7.1. Introduction 7.2. Our methodological choices 7.3. Findings 7.4. Discussion: From the construction of the meaning of the study materials to the representation of the act of learning in kindergarten 7.5. Conclusion 7.6. References 8 Professional Testimony: A Programmable Object for Learning Computer Science at Elementary School 8.1. Introduction 8.2. Teaching sequence observed in cycle 1 8.3. Teaching sequence observed in cycle 2 8.4. Teaching sequence observed in cycle 3 8.5. Discussion 8.6. Acknowledgements 8.7. References
11 Index
