Thinking processes and argumentation

Our research highlights the argumentative dimension of thought from early childhood, and attempts to be an original continuation of the great tradition of the psychology of cognitive development (Piaget, Vygotsky, Luria, Bruner). We observe how, at the heart of her interactions with others, the child is committed to act efficiently to participate to collective activities, and to assert her place and her perspective. By studying this argumentative dimension of thought and activity (of the child as well as of the adult), we can decipher what is implicit and better understand the complex fabric made by the multiple significations of the material, social, and symbolic world. We then understand better why so many teaching situations can lead to misunderstandings and learning difficulties.