Abstract EN:

Studying the representations and schemas divised by children within the school system shows that the decisive knowledge making temporal adjustment possible is elaborated in conceptual areas which differ from those put forward by academic tuition. The very early emphasis laid on the acquisition of conventionally-coded time might hinder some children in the creation of the references which prove to be the most useful for them within the school system. Research has brought up the identification and description of a "meta-schema" organizing and controlling more primitive execution processes. Mapping out this schema requires a specific learning process, essentially relying on the organisation of knowledge and the alteration of the way the child relates to the temporal aspects of the concerned activity. The more experienced teachers, the more often they practise this specific teaching, even if they most often rely on acted-out knowledge, about which they speak very little or not at all when questioned.