{"id":871,"date":"2023-03-28T08:10:01","date_gmt":"2023-03-28T08:10:01","guid":{"rendered":"https:\/\/audreydelaforge.com\/?p=871"},"modified":"2023-03-28T08:11:56","modified_gmt":"2023-03-28T08:11:56","slug":"limportance-de-la-zone-proximale-de-developpement-en-orthopedagogie","status":"publish","type":"post","link":"https:\/\/audreydelaforge.com\/index.php\/2023\/03\/28\/limportance-de-la-zone-proximale-de-developpement-en-orthopedagogie\/","title":{"rendered":"L\u2019importance de la zone proximale de d\u00e9veloppement en orthop\u00e9dagogie\u00a0"},"content":{"rendered":"\n

<\/p>\n\n\n\n

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La zone proximale de d\u00e9veloppement (ZPD) est par d\u00e9finition la zone dans laquelle un apprenant va pouvoir d\u00e9velopper des comp\u00e9tences en s\u2019appuyant sur une personne plus exp\u00e9riment\u00e9e. Louis-Adrien Eynard a travaill\u00e9 \u00e0 l\u2019\u00e9laboration de l\u2019UDN-3, test qui permet d\u2019\u00e9valuer la pens\u00e9e logique et les processus d\u2019apprentissage. Ce test permet plus pr\u00e9cis\u00e9ment d\u2019appr\u00e9hender le potentiel d\u2019un apprenant, sa ZPD, d\u2019\u00e9valuer son intelligence dite logique, ses capacit\u00e9s logico-math\u00e9matiques et ses difficult\u00e9s d\u2019apprentissage. Ce test se base sur les th\u00e9ories de Jean Piaget<\/a>, biologiste, \u00e9pist\u00e9mologue et psychologue suisse du XX \u00e8me Si\u00e8cle. Il a d\u00e9fini au travers de ses travaux l\u2019\u00e9pist\u00e9mologie g\u00e9n\u00e9tique. Cette expression a \u00e9t\u00e9 cr\u00e9\u00e9 par James Mark Baldwin, philosophe et psychologue am\u00e9ricain de la fin du XIX et d\u00e9but du XX \u00e8me si\u00e8cle. C\u2019est une notion expliquant que l\u2019acquisition des connaissances de l\u2019enfant est une construction. Ce n\u2019est donc pas inn\u00e9 et cela n\u00e9cessite un travail ordonn\u00e9 sur la base d\u2019objectifs \u00e9volutifs. Cette th\u00e9orie aura une influence importante dans les notions p\u00e9dagogiques car pour Piaget, l\u2019intelligence est une adaptation de l\u2019individu et du vivant en g\u00e9n\u00e9ral \u00e0 son propre milieu, sur des stades d\u2019\u00e9volution d\u00e9finis. Il va m\u00eame plus loin en affirmant que la pens\u00e9e humaine prend son origine dans le d\u00e9veloppement moteur de l\u2019individu. Ce sont donc les actions qui permettent \u00e0 l\u2019apprenant d\u2019acqu\u00e9rir les premi\u00e8res connaissances pour des notions pr\u00e9cises. <\/p>\n<\/div><\/div>\n\n\n\n

Dans toutes les situations d\u2019apprentissage, les sp\u00e9cialistes de l\u2019enseignement et de l\u2019\u00e9ducation, quels qu’ils soient, doivent \u00eatre capable de d\u00e9finir pour chaque apprenant la zone o\u00f9 ce dernier trouvera un r\u00e9el int\u00e9r\u00eat \u00e0 apprendre de nouvelles notions sans se perdre dans les apprentissages eux-m\u00eames ni sans trouver ces derniers beaucoup trop simplistes. De plus, ils devront porter une importance \u00e0 la mise en action des apprenants. Pour chaque notion abord\u00e9e, le sp\u00e9cialiste qui accompagne devra mettre en avant un r\u00e9el but mais aussi utiliser des sujets passionnants et ayant un r\u00e9el int\u00e9r\u00eat.  <\/p>\n\n\n\n

Le r\u00f4le de l’orthop\u00e9dagogue <\/a>est ici primordial car suite \u00e0 son analyse personnalis\u00e9e (qui pourra s\u2019appuyer sur ce test UDN-3 pass\u00e9 par, par exemple, certains orthophonistes ou certains psychologues mais l\u2019orthop\u00e9dagogue peut s\u2019y former aussi) de l\u2019apprenant, il va devoir \u00eatre capable de fixer des objectifs et de surtout d\u00e9finir sa propre zone d\u2019apprentissage sans aller dans sa zone d\u2019inconfort ni sa zone de confort. Cela ne veut pas dire non plus, que l\u2019orthop\u00e9dagogue ne doit pas s\u2019appuyer sur la zone de confort de l\u2019apprenant pour renforcer son estime de lui et aller jusque sa zone d\u2019inconfort pour le tirer vers le haut et lui montrer que parfois il se limite alors que d\u2019autres objectifs sont possibles et accessibles. Il ne faut cependant jamais rester en fin de s\u00e9ance ou en fin de suivi sur un \u00e9chec proprement dit. En effet, dans ce cas, le travail effectu\u00e9 pourrait perdre de son sens car l\u2019apprenant, en restant sur un \u00e9chec, pourrait se bloquer inconsciemment. L\u2019orthop\u00e9dagogue a un v\u00e9ritable r\u00f4le de r\u00e9gulation, il doit \u00eatre capable d’identifier ces diff\u00e9rentes zones pour chaque personne suivie. Cette identification permettra \u00e0 la personne elle-m\u00eame de mieux se connaitre et de pouvoir d\u00e9finir ses r\u00e9elles comp\u00e9tences et non pas s’appuyer sur des impressions qui ne peuvent pas \u00eatre objectivement mesurables ni d\u00e9finies. De plus, il doit prendre en compte l\u2019efficacit\u00e9 de la mise en action de l\u2019apprenant lui-m\u00eame.  <\/p>\n\n\n

\n
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la dualit\u00e9 mise en avant lors d’un suivi orthop\u00e9dagogique<\/figcaption><\/figure>\n<\/div>\n\n\n

L\u2019orthop\u00e9dagogue<\/a>, lors de suivis en dualit\u00e9, va devoir r\u00e9activer des connaissances ant\u00e9rieures pour construire de nouvelles comp\u00e9tences sans oublier qu\u2019il forme une \u00e9quipe avec l\u2019apprenant mais aussi l\u2019\u00e9quipe \u00e9ducative. Il ne doit jamais mettre en porte \u00e0 faux l\u2019apprenant vis-\u00e0-vis de l\u2019institution. De plus, pour r\u00e9ussir l\u2019enfant doit avoir acc\u00e8s \u00e0 des ressources personnalis\u00e9es et adapt\u00e9es fournies par l\u2019orthop\u00e9dagogue. Ces ressources doivent \u00eatre con\u00e7ues individuellement en se basant sur les grands concepts p\u00e9dagogiques mais aussi en prenant en compte le profil de l\u2019apprenant lui-m\u00eame. L\u2019orthop\u00e9dagogue doit pouvoir entrer en contact, par diff\u00e9rents moyens, avec l\u2019enseignant ou les enseignants pour lister les ressources que l\u2019\u00e9l\u00e8ve utilise en support pour r\u00e9ussir. Encore une fois ces ressources ne feront pas tout le travail pour r\u00e9ussir mais c\u2019est bien \u00e0 l\u2019apprenant de se les approprier pour pouvoir les utiliser et valider de nouvelles comp\u00e9tences. Avec l\u2019orthop\u00e9dagogue, ces ressources seront expliqu\u00e9es, test\u00e9es, adapt\u00e9es et utilis\u00e9es pour obtenir des r\u00e9ussites et d\u00e9velopper l\u2019autonomie. Maitriser ces ressources c\u2019est r\u00e9ussir \u00e0 les utiliser au bon moment en autonomie et sans aide suppl\u00e9mentaire. Pour faciliter l\u2019utilisation et l\u2019acceptation de ces ressources, l\u2019orthop\u00e9dagogue doit permettre \u00e0 l\u2019apprenant de les personnaliser avec des couleurs, des images \u2026. Attention de limiter les rajouts qui pourraient \u00eatre une source suppl\u00e9mentaire de divertissement ou manque de concentration. C\u2019est l\u2019orthop\u00e9dagogue lui-m\u00eame qui devra juger les limites et guider l\u2019utilisateur. Un outil et\/ou une ressource non adapt\u00e9s constituent des freins \u00e0 la r\u00e9ussite. <\/p>\n\n\n\n

En utilisant ces th\u00e9ories, l\u2019orthop\u00e9dagogue va pouvoir proposer un suivi dynamique <\/a>pour aller au plus pr\u00e8s du fonctionnement de l\u2019enfant en visant sa r\u00e9ussite personnelle. <\/strong><\/p>\n\n\n

\n
\"\"<\/figure>\n<\/div>","protected":false},"excerpt":{"rendered":"

La zone proximale de d\u00e9veloppement (ZPD) est par d\u00e9finition la zone dans laquelle un apprenant va pouvoir d\u00e9velopper des comp\u00e9tences en s\u2019appuyant sur une personne plus exp\u00e9riment\u00e9e. Louis-Adrien Eynard a travaill\u00e9 \u00e0 l\u2019\u00e9laboration de l\u2019UDN-3, test qui permet d\u2019\u00e9valuer la pens\u00e9e logique et les processus d\u2019apprentissage. Ce test permet plus pr\u00e9cis\u00e9ment d\u2019appr\u00e9hender le potentiel d\u2019un… Lire la suite »L\u2019importance de la zone proximale de d\u00e9veloppement en orthop\u00e9dagogie\u00a0<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":874,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"om_disable_all_campaigns":false,"neve_meta_sidebar":"","neve_meta_container":"","neve_meta_enable_content_width":"","neve_meta_content_width":0,"neve_meta_title_alignment":"","neve_meta_author_avatar":"","neve_post_elements_order":"","neve_meta_disable_header":"","neve_meta_disable_footer":"","neve_meta_disable_title":"","footnotes":""},"categories":[19],"tags":[],"class_list":["post-871","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-orthopedagogie"],"yoast_head":"\nL\u2019importance de la zone proximale de d\u00e9veloppement en orthop\u00e9dagogie\u00a0 ~ Audrey Delaforge, Orthop\u00e9dagogue<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/audreydelaforge.com\/index.php\/2023\/03\/28\/limportance-de-la-zone-proximale-de-developpement-en-orthopedagogie\/\" \/>\n<meta property=\"og:locale\" content=\"fr_FR\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"L\u2019importance de la zone proximale de d\u00e9veloppement en orthop\u00e9dagogie\u00a0 ~ Audrey Delaforge, Orthop\u00e9dagogue\" \/>\n<meta property=\"og:description\" content=\"La zone proximale de d\u00e9veloppement (ZPD) est par d\u00e9finition la zone dans laquelle un apprenant va pouvoir d\u00e9velopper des comp\u00e9tences en s\u2019appuyant sur une personne plus exp\u00e9riment\u00e9e. 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