Pratique du jeu et acquisition de la permanence de l’objet chez le nourrisson de 2 ans

Abstract

This study entitled: “educational practices through play and acquisition of object permanence in infants aged 2 years” finds its theoretical basis in the observation according to which, at the age of two (2 years), the child already has the necessary skills allowing him to solve the practical problems he faces in his living environment (Piaget, 1947). These skills are acquired gradually so that at 2 years of age we observe sensorimotor patterns such as that of object permanence. However, in fact, we rather observed during our master 1 internship in a nursery, that at this age, this function is either completely absent or partial in these 2-year-old infants. This observation led us to make the observation that this absence results from not taking into account dimensions external to the child such as his social environment. However, we know with Wallon (1943) in his epigenetic theory of play that the development of skills linked to the acquisition of object permanence involves taking into account both sensorimotor, articulation and of sociability. However, this involvement must be accompanied by stimulation which will promote the complete acquisition of these skills. Going from this perspective, this study therefore posed the problem of the impact of stimulation by educational game practices in the acquisition of object permanence. The objective in this study being to evaluate the level of contribution of the stimulation of educational game practices in each of the functions described by Wallon, to see their effect on the acquisition of object permanence, we posed the question of knowing: what is the effect of stimulation by gaming EPs on the APO? To answer this question, we formulated the following hypothesis: stimulating object permanence through educational play practices significantly improves sensorimotor, articulation and sociability functions in children aged 0 to 2 years in daycare. To do this, we used the quasi-experimental method. Data were collected using a scale designed on a three-point Likert model from 15 infants in a nursery in the city of Yaoundé called “little angels”. This evaluation was carried out in two measurement stages: Before and After. These data were interpreted using parametric (T-Welch) and non-parametric (Wilconxon) tests. The results of this study showed that infants aged 2 years old basically have a minimum of skills, and whose stimulation helps them sit permanently through the involvement of the function of sociability and interdependence.