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            <title xml:lang="en">Playing to learn? A sociological study of the ways in which Montessori games are appropriated by families</title>
            <title xml:lang="es">¿Jugar para aprender? Un estudio sociológico sobre las formas de apropiación de los juegos Montessori por parte de las familias</title>
            <title xml:lang="fr">Jouer pour apprendre ? Étude sociologique des modalités d’appropriations des jeux Montessori en familles</title>
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            <idno type="halRefHtml">&lt;i&gt;Les Sciences de l'éducation pour l'ère nouvelle : revue internationale&lt;/i&gt;, 2024, Vol. 55 (1), pp.39-67. &lt;a target="_blank" href="https://dx.doi.org/10.3917/lsdle.551.0039"&gt;&amp;#x27E8;10.3917/lsdle.551.0039&amp;#x27E9;&lt;/a&gt;</idno>
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                <title xml:lang="en">Playing to learn? A sociological study of the ways in which Montessori games are appropriated by families</title>
                <title xml:lang="es">¿Jugar para aprender? Un estudio sociológico sobre las formas de apropiación de los juegos Montessori por parte de las familias</title>
                <title xml:lang="fr">Jouer pour apprendre ? Étude sociologique des modalités d’appropriations des jeux Montessori en familles</title>
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                    <forename type="first">Frédérique</forename>
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                <title level="j">Les Sciences de l'éducation pour l'ère nouvelle : revue internationale</title>
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                  <biblScope unit="volume">Vol. 55</biblScope>
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                <term xml:lang="en">Parental educational practices</term>
                <term xml:lang="en">Games</term>
                <term xml:lang="en">Montessori</term>
                <term xml:lang="en">Social class</term>
                <term xml:lang="en">Parental educational practices</term>
                <term xml:lang="en">Profitability schooling</term>
                <term xml:lang="es">Juegos</term>
                <term xml:lang="es">Montessori</term>
                <term xml:lang="es">Clases sociales</term>
                <term xml:lang="es">Juegos</term>
                <term xml:lang="es">Prácticas educativas</term>
                <term xml:lang="es">Rentabilidad escolar</term>
                <term xml:lang="fr">Classes sociales</term>
                <term xml:lang="fr">Montessori</term>
                <term xml:lang="fr">Rentabilité scolaire</term>
                <term xml:lang="fr">Pratiques éducatives parentales</term>
                <term xml:lang="fr">Jeux</term>
                <term xml:lang="fr">Classes sociales</term>
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              <p>Our contribution shows that Montessori games attract families unequally and are then unequally used (and pedagogised) in the space of educational family practices. We observe a social variation in the types of games purchased and the modalities of their appropriation (the intensity and diversity of these practices). Our analysis reveals three sets of parental appropriations, which we describe in turn: restricted appropriations, school-centred instrumental appropriations and valued appropriations. The ways in which the parents surveyed appropriate Montessori games reveal the social divisions of interest in children’s education. When the same games are purchased, they are the subject of socially differentiated qualification work: while some parents orient the activity towards play and playful apprehension, others draw it towards school learning.</p>
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              <p>Nuestra contribución muestra que los juegos Montessori atraen a las familias de manera desigual y que luego son utilizados (y pedagogizados) de manera desigual en el espacio de las prácticas educativas familiares. Observamos una variación social en los tipos de juegos comprados y en las modalidades de su apropiación (la intensidad y la diversidad de estas prácticas). Nuestro análisis revela tres conjuntos de apropiaciones parentales, que describimos a su vez: apropiaciones restringidas, apropiaciones instrumentales centradas en la escuela y apropiaciones valoradas. Las formas en que los padres encuestados se apropian de los juegos Montessori revelan las divisiones sociales del interés por la educación de los niños. Cuando se compran los mismos juegos, son objeto de un trabajo de cualificación socialmente diferenciado: mientras unos padres orientan la actividad hacia el juego y la aprehensión lúdica, otros la orientan hacia el aprendizaje escolar.</p>
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              <p>Notre contribution montre que les jeux Montessori attirent inégalement les familles et se trouvent ensuite inégalement utilisés (et pédagogisés) dans l’espace des pratiques familiales éducatives. On observe une variation sociale dans les types de jeux achetés et les modalités de leurs appropriations (l’intensité et la diversité de ces pratiques). Notre analyse permet de faire apparaître trois ensembles d’appropriations parentales que nous décrivons successivement : des appropriations restreintes, des appropriations instrumentales scolaro-centrées et des appropriations en valeur. Les modalités à travers lesquelles les parents enquêtés s’approprient les jeux Montessori révèlent les clivages sociaux des intérêts portés à l’éducation des enfants. Lorsque les mêmes jeux sont achetés, ils font l’objet d’un travail de qualification différencié socialement : tandis que certains parents orientent l’activité vers le jeu et l’appréhension ludique, d’autres la tirent vers les apprentissages scolaires.</p>
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