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This chapter aims to test the hypothesis that child-oriented informatics centers. is an institutional and organizational context that operates according to a logic in which social knowledge is interconnected. The experience of making these spaces resilient reflects a process that has a starting moment, processing status, and outcome. This experience is governed by a spirit of institutional work that embodies a situation of innovation that lies at the margins of institutional practice. In this chapter, we examine and evaluate the learning situation in child-oriented computer centers based on ethnographic data from empirical work. The aim is to see the impact of the use of computer technology in a learning situation that is different from the scholastic situation. We consider that a careful constructivist analysis is required to achieve this objective.We proceeded with an ethnographic approach. Thus, the most used tool for this approach is participant observation. The observation framework allowed the collection of relevant data and evaluation of the learning activity. The data collected is the subject of interactions within children and between children and their trainers. These interactions are the product of a cognitive and affective commitment developed by the children in a situation of exchange directed by the principle of reciprocity (complementarity/competition). This mode of operation reveals the socio-cognitive configurations that are at the basis of this elaboration.

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The Learning Situation in the Computer-Oriented Centers for Children in Tunisia, Interchangeability, and Interdependence: Contexts, Challenges and Experience’s Building Ethnographic Approach