Scénario didactique : gestes d’ajustement et gestes d’étude, quelle(s) articulation(s) ?

Abstract

Our work focuses on the exploration of professional adjustment gestures within the framework of an autonomous writing workshop in kindergarten. It seeks to characterize their didactic potential with regard to the pupils’ study gestures and leads to the definition of the notion of didactic scenario.

Keywords

• Adjustment gestures
• didactic scenario
• autonomous writing workshop
• language interactions
• study gestures