par De Coster, Lotta 
Editeur scientifique Casini, Annalisa;Klein, Olivier
Référence (May 5th, 2004: Université Libre de Bruxelles), Actes du colloque Annual meeting of the Belgian Psychological Society, page (112)
Publication Publié, 2004
Editeur scientifique Casini, Annalisa
;Klein, Olivier Référence (May 5th, 2004: Université Libre de Bruxelles), Actes du colloque Annual meeting of the Belgian Psychological Society, page (112)
Publication Publié, 2004
Publication dans des actes
| Résumé : | Many of the events in our lives take place in recurrent temporal patterns (e.g. daily, weekly, annual). The present research aims to show that the process of temporal location relies on the use of several tools ; these tools develop and change during child’s development. 120 French-speaking Belgian children, between the age of 5 and 9, and divided up into four groups according to age and school year have been studied to determine data concerning the construction of conventional and social time through the appropriation of different tools to locate events. Temporal locations of different temporal frameworks (daily, weekly and yearly) are being examined by means of an interview. The results show that the tools children use to locate events in time in different temporal frameworks change with their age and school experience. The youngest ones use relative locations or “scripts” (events are used as tools to locate other events) whereas older children use absolute locations (days, hours, months become now tools to locate events in time). Conventional tools play the part of isolated temporal locations before being integrated into a system of temporal marks. The study highlights developmental phases confirming the important role of psychological (scripts) and linguistic tools (conventional time units) in cognitive development (cf. Nelson, 1996; Tartas, 2001). |
