| 000 | 01506cam a2200277 4500500 | ||
|---|---|---|---|
| 005 | 20250121055717.0 | ||
| 041 | _afre | ||
| 042 | _adc | ||
| 100 | 1 | 0 |
_aLehalle, Henri _eauthor |
| 245 | 0 | 0 | _aAfterword Henri Wallon and the dialectic inquiry into development |
| 260 | _c2022. | ||
| 500 | _a38 | ||
| 520 | _aThe participants in this issue, published as a tribute to Henri Wallon’s work, underlined Wallon’s contributions to at least four topics: methods, developmental concepts, processes of change, developmental causes or factors. In addition, this issue provides an opportunity to revisit historical concerns, particularly regarding the comparison of Wallon’s and Piaget’s approaches, as well as the significance of Vygotsky. Since Wallon’s time, the dialectic nature of development has remained a major topic of discussion. But the word “dialectic” is polysemic. Several meanings have been identified, putting current research policies and the way we represent the history of sciences into perspective. | ||
| 690 | _ahistory | ||
| 690 | _aWallon and Piaget | ||
| 690 | _adevelopmental models | ||
| 690 | _aresearch policies | ||
| 690 | _adialectic | ||
| 690 | _ahistory | ||
| 690 | _aWallon and Piaget | ||
| 690 | _adevelopmental models | ||
| 690 | _aresearch policies | ||
| 690 | _adialectic | ||
| 786 | 0 | _nEnfance | o 3 | 3 | 2022-09-02 | p. 411-419 | 0013-7545 | |
| 856 | 4 | 1 | _uhttps://shs.cairn.info/journal-enfance-2022-3-page-411?lang=en&redirect-ssocas=7080 |
| 999 |
_c473294 _d473294 |
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