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Dans cet article sont examinees les origines epistemologiques d’une initiation precoce des enfants d’âge prescolaire en sciences physiques et naturelles. En discutant le caractere des apprentissages scientifiques et le role du savoir scientifique dans l’education prescolaire a ete approchee une serie des consequences educatives, pedagogiques et didactiques. La dimension cruciale de cette approche reconnait qu’en âge prescolaire l’evolution des capacites de processus, liees au « faire », qui s’identifie a cet âge a des activites manuelles et corporelles, auront le dessus sur les activites conceptuelles. Elles constituent ainsi en un certain sens la base pour le developpement de l’activite cognitive liee au developpement de concepts empiriques concrets. The epistemological origins of early initiation of pre-schoolers in physical and natural sciences are discussed in this article. By examining the nature of scientific learning and the role of scientific knowledge in preschool education was approached a series of educational, pedagogical and didactic consequences. The crucial dimension of this approach recognizes that at pre-school age the evolution of process capabilities, related to 'do', identifying himself at that age to manual and corporeal activities, will have precedence over conceptual activities. They are thus in a certain sense the basis for the development of the cognitive activity related to the development of concrete empirical concepts. Article visualizations:

L’INITIATION EN SCIENCES EXPÉRIMENTALES À L’ÉDUCATION PRÉSCOLAIRE: PERSPECTIVES ÉPISTÉMOLOGIQUES