Stimulation in the transitional area of the articulation function: Epigenetic basis of the acquisition of the permanent object scheme in Cameroonian infants
Year: 2025
Type: article
Abstract: This article aims to evaluate the impact of the effects of stimulating articulation function through play on the acquisition of the permanent object schema by the infant. The permanent object schema would be the basic unit of all subsequent cognitive constructions. It first interferes in the quantitative treatment of objects, the qualitative treatment; but also in hypotheses and deductions on real or thought objects. The data collection tools for this purpose are systematic observation with an ethological aim and the questionnaire through the tests evaluating them. The selected sample consists of 15 infants obtained by the non-probability sampling method and by the convenience or accidental sampling technique in a Cameroonian nursery. The data obtained were analyzed on the basis of: an observation grid, scales, the Welch t-test, the Mann-Whitney test and the Shapiro-Wilk normality test. These results reveal that the effects of the articulation function through play in the Cameroonian context are determining in the acquisition of the permanent object schema in infants in the Cameroonian context. They make it possible to verify that there are factors in the environment of the Cameroonian nursery which would stimulate the articulation function during play and increase the capacity for acquisition of the schema of the permanent object. Moreover, if these elements of the context are really articulated, the infant can even acquire the permanence of the object rather than being necessary. These results question the components of manipulations in the transitional area that is the nursery and imply the competence to use objects from their living environment during play practices. We know that the transitional area must meet the same conditions as the infant's initial living environment so that the infant does not construct his cognitive processes in a faulty manner.
Authors: NGONO OSSANGO PANGRACE, TSALA TSALA JACQUES PHILLIPPE
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W6893283369
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