l’intervention de l’enseignant dans les coins de jeu symbolique et son effet sur le développement du lexique relatif à ces coins chez les enfants présentant des difficultés au niveau du langage oral en moyenne section
It is an experimental research that aims to confirm or refute the hypothesis that the teacher's intervention in the symbolic play corner promotes language development of students presenting difficulties in oral language. In kindergartens in the French system, one of which is the subject of study in my thesis, play corners remain obliged equipment that allows granting a place to play. These spaces that encourage free play should help to trigger specific learning in many areas. However, they are not sufficiently used. So, my initial goal was to value the symbolic play corners in my class and make them evolve by exploiting different themes. Moreover, to animate language activities around these corners to develop the language skills of some students. This intervention is characterized by a shoring process that allowed me to teach children a vocabulary they did not know before. Thus, the results obtained show enrichment in the lexicon for these corners. However, children needed more time to integrate this lexicon and reinvest in their free play especially that the topics were varied and consecutive and duration of the research was limited.(Published Abstract)