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This paper falls into the
field of comparative didactics and is concentrated around the
concept of didactic contract and its topogenetic, chronogenetic
and mesogenetic dimensions. These theoretical instruments, usually
used to understand school praxis, are experimentally used here
in order to analyze practices in a preschool context. The study
is based on a task conceptualized by a group of teachers and
intended for 4-year-old children. The task is car-ried out and
studied in two contexts: pre-school and daycare. The aim is
thus the comparison of the task within these two distinct institutions,
both with 4-year-old children. The analysis focuses on a specific
difficulty of the task, identified through an a priori analysis.
The techni-cal approaches of the professionals (teachers vs.
educators) differ, although their funda-mental outcomes are
the same. |
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