Abstract EN:

Hypothesis : the symbolic game is a "potential space" into which a child inters in a privileged manner in "dialogic relationship" with other people's discourses in order to build up a discursive universe which already has certain characteristics of possible worlds contained in the written texts. In game behavior, the child leaves reality (material conditions of production and "real" life). He places himself in a logical and esthetic dimension which transcends all canonic forms ; he his in a search of meaning for himself, in a creative pleasure, what allows him to test and to vary his know-how and what to say, to differentiate his ways of enunciation. Thus. The narration of the symbolic game would potentially contain the ability-to-be of a child to enter into different universe whose structure and effects are the product of some discursive behaviors, experimented in the pleasure and gratuity of pretending. Longitudinal study (from beginners in the "grande section de matemelle" to the end of "cours preparatoire") of 3 children whose relationship to language and to the world is differently visible through games. From the analysis of their productions, hypothesis that, when in the cours preparatoire. They will have a different relationship to the writing. This hypothesis has been largely verified : the analysis of c. P. Children productions done from various activities corresponding to social practices and proposed first orally and then as a written exercice, reveal the persistance of a "style" unique to each of these children, a unique way to enter (or not to enter) into a relationship with semiotic "objects" of different types, to take up or modify the patterns proposed by a socle-cultural context. This work presents the problems of processes and structures born orality, upon which a child must rely upon to enter into the universe of written expression. It proposes an alternative to speech therapy tests bypass the hermeneutic and creative dimension of reading-writins act.