Early childhood education in France through a specific spatial organization in the classroom
Résumé
The concern in our chapter is about Early Childhood Education in France through some specific spatial organization in the classroom (the corners, the grouping space, the individual tables for work). The configuration of different coins or corners in English, organized as places to live and to act (water corner, shopping corner, nature corner...), are often reserved to symbolic games and / or manipulation. However, the idea that corners can be a place of learning is not shared by all the teachers. We believe that these spaces are underutilized, even they can be a real place of socialization and language expression. Making them more efficient remain a question. After a first part to contextualize historically this question of spatial planning and identify the particularities of the French nursery school, the second part will make it possible to question this institutional collective space with regard to the needs of each child. Based on the particularly rich current literature and the analysis of concrete cases, the third part will try to show how the nursery school, by rethinking its spaces to service of learning and articulating them, assists the child towards becoming a pupil while guaranteeing their well-being.