{"id":5919,"date":"2017-07-11T09:30:58","date_gmt":"2017-07-11T07:30:58","guid":{"rendered":"http:\/\/sydologie.com\/?p=5919"},"modified":"2017-07-05T08:46:43","modified_gmt":"2017-07-05T06:46:43","slug":"television-influence-t-lapprentissage-22","status":"publish","type":"post","link":"https:\/\/sydo.fr\/sydologie\/2017\/07\/television-influence-t-lapprentissage-22\/","title":{"rendered":"La t\u00e9l\u00e9vision influence-t-elle l&rsquo;apprentissage ? (2\/2)"},"content":{"rendered":"<p><em><strong>Depuis les ann\u00e9es 1950, de nombreuses recherches ont \u00e9t\u00e9 men\u00e9es pour \u00e9tudier l\u2019impact de la t\u00e9l\u00e9vision sur le d\u00e9veloppement cognitif des jeunes enfants. Probl\u00e8me\u00a0: les r\u00e9sultats sont contradictoires.<\/strong><\/em><\/p>\n<p>Dans <a href=\"http:\/\/sydologie.com\/2017\/07\/television-influence-t-lapprentissage-12\/\">un premier article<\/a>, nous avions d\u2019abord observ\u00e9 comment la t\u00e9l\u00e9vision pouvait influencer n\u00e9gativement l\u2019apprentissage. Dans cet article, nous aborderons les \u00e9tudes montrant qu\u2019elle a des effets positifs\u00a0(divertissement, information, imagination et apprentissage).<\/p>\n<p><strong>Les \u00e9crans permettent de renforcer certaines comp\u00e9tences cognitives<\/strong><\/p>\n<p><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" width=\"722\" height=\"677\" class=\"alignnone size-full wp-image-5914\" src=\"https:\/\/i0.wp.com\/sydologie.com\/wp-content\/uploads\/2017\/07\/illu_article_tv_estelle_02.jpg?resize=722%2C677\" alt=\"\" srcset=\"https:\/\/i0.wp.com\/sydo.fr\/sydologie\/wp-content\/uploads\/2017\/07\/illu_article_tv_estelle_02.jpg?w=722&amp;ssl=1 722w, https:\/\/i0.wp.com\/sydo.fr\/sydologie\/wp-content\/uploads\/2017\/07\/illu_article_tv_estelle_02.jpg?resize=300%2C281&amp;ssl=1 300w\" sizes=\"auto, (max-width: 722px) 100vw, 722px\" \/><\/p>\n<p>En 2006, Christakis\u00a0<em>et al<\/em>. ont \u00e9tudi\u00e9s, \u00e0 partir de plusieurs recherches en \u00e9ducation, en m\u00e9decine et en psychologie les diff\u00e9rents impacts des \u00e9crans sur l\u2019apprentissage. Leur travail propose une synth\u00e8se des r\u00e9sultats en six domaines\u00a0:<\/p>\n<ul>\n<li><strong>L\u2019apprentissage<\/strong>: regarder des programmes \u00e9ducatifs 50 minutes par jour, 5 fois par semaine (test\u00e9 pendant 6 mois) pourrait am\u00e9liorer l&rsquo;acquisition de culture g\u00e9n\u00e9rale, la compr\u00e9hension orale et l&rsquo;apprentissage des lettres et des nombres.<\/li>\n<\/ul>\n<ul>\n<li><strong>L\u2019attitude envers les enfants d&rsquo;origines diff\u00e9rentes<\/strong>: les enfants ayant visionn\u00e9 des dessins anim\u00e9s avec des personnages blancs et non-blancs s\u2019orientent davantage vers des camarades de jeux non-blancs (plus de 70% de ces enfants choisissent des photos d&rsquo;enfants non-blancs quand on leur demande de choisir un camarade de jeu contre 33% pour le groupe contr\u00f4le).<\/li>\n<\/ul>\n<ul>\n<li><strong>L\u2019attitude prosociale\u00a0<\/strong>: rien aujourd&rsquo;hui ne permet d&rsquo;affirmer qu&rsquo;il existe un lien entre le d\u00e9veloppement d&rsquo;un comportement prosocial (souci de l\u2019autre, aide, r\u00e9confort) et la t\u00e9l\u00e9vision.<\/li>\n<\/ul>\n<ul>\n<li><strong>La repr\u00e9sentation mentale et la cr\u00e9ativit\u00e9<\/strong>: la t\u00e9l\u00e9vision, et plus particuli\u00e8rement les programmes \u00e9ducatifs, peuvent permettre de d\u00e9velopper l\u2019imaginaire de l\u2019enfant (tr\u00e8s important pour son d\u00e9veloppement cognitif), d\u2019autant plus lorsqu\u2019un adulte prend le temps d\u2019en discuter avec lui.<\/li>\n<\/ul>\n<ul>\n<li><strong>L\u2019auto-r\u00e9gulation<\/strong>: aucune certitude n\u2019existe concernant les effets des programmes \u00e9ducatifs sur les capacit\u00e9s \u00e0 r\u00e9guler son attention, ses \u00e9motions et son hyperactivit\u00e9. Cela serait en partie d\u00e9pendant de la qualit\u00e9 des programmes propos\u00e9s.<\/li>\n<\/ul>\n<p>Le sixi\u00e8me domaine concernait <strong>l\u2019agressivit\u00e9<\/strong>, dont nous parlions d\u00e9j\u00e0 dans l\u2019article pr\u00e9c\u00e9dent.<\/p>\n<p>Si les r\u00e9sultats sont relativement fiables, il serait int\u00e9ressant de r\u00e9aliser davantage d\u2019\u00e9tudes longitudinales, c\u2019est-\u00e0-dire sur plusieurs ann\u00e9es, afin d\u2019observer r\u00e9ellement les impacts de la t\u00e9l\u00e9vision sur l\u2019apprentissage.<\/p>\n<p><em>Sources\u00a0:Thakkar Rupin R., Garrison Michelle M. &amp; Christakis Dimitri A. (2006). \u00ab A Systematic Review for the Effects of Television Viewing by Infants and Preschoolers \u00bb.\u00a0Pediatrics, vol. 118, n\u00b0 5, novembre, p. 2025\u20132031.<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"Depuis les ann\u00e9es 1950, de nombreuses recherches ont \u00e9t\u00e9 men\u00e9es pour \u00e9tudier l\u2019impact de la t\u00e9l\u00e9vision sur le d\u00e9veloppement cognitif des jeunes enfants. Probl\u00e8me\u00a0: les r\u00e9sultats sont contradictoires. Dans un premier article, nous avions d\u2019abord observ\u00e9 comment la t\u00e9l\u00e9vision pouvait influencer n\u00e9gativement l\u2019apprentissage. Dans cet article, nous aborderons les \u00e9tudes montrant qu\u2019elle a des effets&#8230; <a class=\"view-article\" href=\"https:\/\/sydo.fr\/sydologie\/2017\/07\/television-influence-t-lapprentissage-22\/\">Voir l&rsquo;article<\/a>","protected":false},"author":7,"featured_media":5915,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"rop_custom_images_group":[],"rop_custom_messages_group":[],"rop_publish_now":"initial","rop_publish_now_accounts":[],"rop_publish_now_history":[],"rop_publish_now_status":"pending","_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_post_was_ever_published":false},"categories":[2],"tags":[71,1571],"class_list":["post-5919","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-le-mag","tag-apprentissage","tag-television"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.9 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>La t\u00e9l\u00e9vision influence-t-elle l&#039;apprentissage ? (2\/2) - Sydologie<\/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:\/\/sydo.fr\/sydologie\/2017\/07\/television-influence-t-lapprentissage-22\/\" \/>\n<meta property=\"og:locale\" content=\"fr_FR\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"La t\u00e9l\u00e9vision influence-t-elle l&#039;apprentissage ? (2\/2) - Sydologie\" \/>\n<meta property=\"og:description\" content=\"Depuis les ann\u00e9es 1950, de nombreuses recherches ont \u00e9t\u00e9 men\u00e9es pour \u00e9tudier l\u2019impact de la t\u00e9l\u00e9vision sur le d\u00e9veloppement cognitif des jeunes enfants. Probl\u00e8me\u00a0: les r\u00e9sultats sont contradictoires. Dans un premier article, nous avions d\u2019abord observ\u00e9 comment la t\u00e9l\u00e9vision pouvait influencer n\u00e9gativement l\u2019apprentissage. 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