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Children develop thought and language simultaneously, but both activities do not fuse. Teachers ought to have a better knowledge of their interplay in order to content themselves with verbal progress to the detriment of more compelling exercises such as categorisation and problem resolution. Besides, such language games as riddles or puns may well be used profitably. Aiming at very young kids, any fruitful pedagogy must be differentiated and take into consideration the wide range of development rhythms and forms of intelligence.

Intelligences et langages aux âges pré-scolaire et scolaire