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Partant d’une perspective socio-historique du développement, inspirée de Vygotski, l’auteur propose un bilan des travaux relatifs aux enfants vivant en permanente interaction avec les ordinateurs et naviguant dans des environnements virtuels, les “cyborg child”. L’hypothèse selon laquelle l’usage des systèmes informatiques contribuerait à une transformation du psychisme est examinée de manière critique.

This article has the aim to present in a socio-historical perspective the development of the child leaving in interaction with the computer and interacting with the virtual word. Examining literature, the author argues that the “cyborg child”, in the psychological, anthropological and sociological sense of term can live in harmony with the necessities of the recent technological word. When his environment is equilibrated and permits a normal development the “cyborg child” develops the right capacities to manipulate all the mediating instruments and signs necessary in the society leading to the gain of new performances as well as to the loose of others. The “cyborg child”, in the cybernetic terms, is presented through the hypothesis of Charles D. Laughlin. The impact of direct brain-machine interfacing on the higher cognitive functions in the “cyborg child” is presented.