L'eSoi : de l'hypotrophie de la représentation du corps à l'hypertrophie de l'image du soi.

Les écrans apportent un élément nouveau dans l'environnement de l'enfant et plus encore de l'adolescent. Nouveau partenaire de leur développement, retenant de plus en plus leur attention, ils ont des effets multiples. Ils modifient la relation à l'espace, au temps, à l'attention et introduisent une nouvelle donne dans la construction de la sexualité des jeunes par la place de la pornographie dans les contenus librement accessibles par tous sur Internet. Ils mettent en difficulté–pour le moment–les pratiques pédagogiques. Mais, les conséquences des écrans sur les jeunes dépendent aussi beaucoup du contexte d'utilisation et de l'environnement dans lequel ils vivent. À côté de l'enfant, il y a les parents, avec leurs pratiques éducatives et leur propre utilisation des écrans, et il y a la société, avec ses valeurs, les repères qu'elle offre à ses membres, sa culture et ses modèles. Dans cet article, nous tentons de cerner certains effets de l'utilisation importante des écrans par les enfants et adolescents sur la construction de l'espace et sur le rapport à leur corps en l'illustrant de vignettes cliniques. En effet, l'interaction corps-environnement est à la base de la construction de la représentation du corps propre, comme de celle de l'espace, essentielles à la construction de l'identité. Screens bring a new element to the environment of the child and even more to that of the adolescent. As a new partner in their development, screens are increasingly retaining the child's attention, and have multiple effects. They alter the relationship to space, time and attention and introduce a new dimension in the construction of the sexuality of young people. They are challenging–for the moment–educational practices. But the impact of screens on young people also depends a lot on the context of use and the environment in which they live. Alongside the child, there are parents, with their educational practices and their own use of screens, and there is society, with its values, the benchmarks it offers to its members, its culture and its models. Screens have become ubiquitous and invite humans to interact through their accessibility, the amusing simplicity of their job and their possibilities of interactivity. This tool will promote and even stimulate the child's empowerment vis-à-vis parents in his discovery and exploration of the world. Access to a screen connected to the Internet explodes the possibilities of interactions and exploration of a virtual space that is almost infinite. More and more, there is a striking contrast between the increasing spatial framing of the child confined in socially dedicated places, the room, the parental apartment, then the school, spaces set up for his protection... and his freedom to explore and interact with the virtual environment made possible by the connected screens that parents offer him. For safety reasons, children, especially younger ones, are no longer being opened to the streets, and they spend less and less time in parks or natural spaces (forests, fields, rivers, etc.). Children are increasingly reclusive in the interior spaces of homes and in playgrounds designed for their safety, which sanitizes the encounter with the natural environment. In contrast to this physical framing, the child's framing in the discovery and exploration of the virtual world increasingly escapes parents, despite the "parental control" devices. In this article, we try to identify some of the effects of the significant use of screens by children and adolescents on the construction of space and on the relationship to their bodies illustrating it in clinical vignettes. Indeed, the body-environment interaction is at the basis of the construction of the representation of one's own body, as well as that of space, essential for the building of identity. [ABSTRACT FROM AUTHOR]