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                <term xml:lang="en">Spatial practices</term>
                <term xml:lang="en">Field trip</term>
                <term xml:lang="en">Children Geographies</term>
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              <p>Field geography (Volvey et al., 2012) postulates that the appropriation of space is the product of a social construction anchored in/by practices and related representations. These practices make children spatial actors with both a material and symbolic relationship to space (Stock, 2004, Joublot-Ferré, 2020, Grondin &amp;amp; al, 2023). The study aims at identifying children's spatial practices within an eco-neighborhood they frequent on a daily basis. This work is part of the field of Children Geographies, an increasingly fertile field of research (Lehman-Frisch and Vivet, 2011, Ott, 2022), which focuses on children's views of space (Bunge, 1973). Children share the same spaces as adults, but for different expectations and practices (James, 1990, Yarwood &amp;amp; Tyrell, 2012). This study is part of a wider research project questioning how 6th graders appropriate geography and construct space through their perceptions, representations, and practices. The experimental protocol combines virtual and field outings to determine the practices of one pupil and compare them with those of other pupils and adults. Pupils' spatial practices are analyzed through discourse (Leininger-Frézal et al., 2020, Charaudeau &amp;amp; Maingueneau, 2002), with action verbs indicating doing with, and in, space. They are expected to modify their ability to perceive the world through their actions in space, and their shared visions.</p>
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              <p>La géographie de terrain (Volvey et al., 2012) postule que l'appropriation de l’espace est le produit d'une construction sociale ancrée dans/par les pratiques et les représentations afférentes. Ces pratiques font des enfants des acteurs spatiaux ayant une relation à la fois matérielle et symbolique avec l’espace (Stock, 2004, Joublot-Ferré, 2020, Grondin &amp;amp; al, 2023). L’étude vise à identifier les pratiques spatiales des enfants au sein d’un éco-quartier qu’ils fréquentent quotidiennement. Ces travaux s’inscrivent dans le champ des Children Geographies, un champ de recherche de plus en plus fécond (Lehman-Frisch et Vivet, 2011, Ott, 2022), qui s’intéresse au point de vue des enfants sur l’espace (Bunge, 1973). Les enfants partagent les mêmes espaces que les adultes mais pour des attentes et des pratiques différentes (James, 1990, Yarwood &amp;amp; Tyrell, 2012). Cette étude s’inscrit plus largement dans une recherche qui questionne la manière dont les élèves de 6ème s’approprient la géographie et construisent l’espace à travers leurs perceptions, leurs représentations et leurs pratiques. Le protocole d’expérimentation associe sortie virtuelle, et sortie sur le terrain pour déterminer les pratiques d’un élève, et les confronter à celles des autres élèves et à celles des adultes. Les pratiques spatiales des élèves sont analysées à travers un discours (Leininger-Frézal et al., 2020, Charaudeau &amp;amp; Maingueneau, 2002), avec des verbes d’action qui indiquent le faire avec, et dans l’espace. Il est attendu une modification de leur capacité à percevoir le monde par leurs actions sur l’espace, et leurs visions partagées.</p>
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