000			01467cam a2200229 4500500
005			20250121144349.0
041			_afre
042			_adc
100	1	0	_aSévérac, Pascal _eauthor
245	0	0	_aThe present, between becoming and event. Reflection on child development drawing on Vygotsky
260			_c2019.
500			_a80
520			_aDrawing on Vygotsky’s psychology, we examine the “development” of the child, understood not as the deployment of possibilities according to an inner purpose that is always present, but as an articulation between two forms of power in action, that of the educated and that of the educator. For Vygotsky, the child is the one whose present is rich not only in a current level of development, but also in a zone of proximal development, which indicates what he is capable of with the help of others. Vygotsky thus helps us to think of the child’s present not only as becoming, as full and dynamic actuality, but also as an event, as a crucial cognitive and emotional experience: the child’s present can thus be conceived both as development and transformation.
690			_aclick
690			_aexperience
690			_atransformation
690			_adevelopment
690			_aVygotsky
690			_anext area of development
786	0		_nLe Télémaque | o  55 | 1 | 2019-09-30 | p. 55-65 | 1263-588X
856	4	1	_uhttps://shs.cairn.info/journal-le-telemaque-2019-1-page-55?lang=en&redirect-ssocas=7080
999			_c589191 _d589191