Quelques considerations sur l'etayage dans une situation d'evaluation particuliere: le jeu symbolique (Some Considerations Concerning Scaffolding in a Special Evaluation Situation: Symbolic Play).

Autor/inn/en	Rodi, Mireille; Moser, Cecile
Titel	Quelques considerations sur l'etayage dans une situation d'evaluation particuliere: le jeu symbolique (Some Considerations Concerning Scaffolding in a Special Evaluation Situation: Symbolic Play).
Quelle	In: Travaux Neuchatelois de Linguistique (Tranel), (1998) 29, S.135-153 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	französisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1010-1705
Schlagwörter	Case Studies; Counselor Client Relationship; Diagnostic Tests; Discourse Analysis; Foreign Countries; Intervention; Language Research; Linguistic Theory; Mothers; Parent Child Relationship; Play; Scaffolding (Teaching Technique); Speech Language Pathology; Speech Therapy; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Diagnostic test; Diagnostischer Test; Diskursanalyse; Ausland; Sprachforschung; Linguistische Theorie; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Spiel; Entwicklungsproximale Sprachtherapie; Logotherapie; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This study analyzed scaffolding techniques in the context of symbolic or pretend play in the case of a child with developmental learning disabilities (DLD). Interactions in four situations were examined and compared: the DLD child in interaction with her mother and with the speech therapist; and a child of similar age, without DLD, in interaction with her mother and with a speech therapist. Results indicate that all the adults involved were most likely to engage in "as if" games with the children. While the therapist controlled the direction of the interaction and produced much informative and less regulatory information, the mother of the control child adopted a more passive approach, limited to observation and initiation of themes, and the mother of the DLD child opted for a more instructive role. The DLD child required a substantial amount of adult scaffolding. Contains 45 references. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01