« Salut à toi, dame Bêtise » (notice n° 613120)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 01866cam a2200241 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250121163113.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Chevallier, Marc |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | « Salut à toi, dame Bêtise » |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2014.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 25 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Le mot bêtise renvoie toujours à un jugement de valeur sur l’aspect négatif des actes ou des paroles. Mais l’école maternelle nous interroge sur le statut particulier qu’elle revêt, sur sa représentation chez les enfants et chez les enseignants. Passage obligé du développement psychologique de l’enfant, comment l’école l’accepte-t-elle et prépare-t-elle les enfants à adapter leur comportement en fonction des exigences de l’institution ? Cette tentative de réponse témoigne d’une expérience d’accompagnement des élèves et enseignants de maternelle dans la gestion des élèves en difficulté. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | The word « silly » always reflects a value judgement on the negative aspect of acts or words. However nursery school is challenging the particular statute that it takes on in its representation with children and teachers ; it is an obligatory stage in a child’s psychological development, so how does school cope with it and prepare children to adapt their behaviour to the requirements of the institution ? This attempt at a reply shows an experience of accompanying nursery school children and teachers in dealing with children in difficulty. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | représentation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | développement psychologique |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | stupidité |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | stupidity |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | representation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | psychological development |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Enfances & Psy | 63 | 2 | 2014-11-27 | p. 57-63 | 1286-5559 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-enfances-et-psy-2014-2-page-57?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-enfances-et-psy-2014-2-page-57?lang=fr&redirect-ssocas=7080</a> |
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