This paper written in French (the first phase of an ongoing research project) endeavors to set off the influence of introduction of imaginary writing workshops over the social and affective development of children from 2 to 5 years old. This influence is more precisely centered on the "power to read" (power of separation, distanciation, communication and trace), conceived as a first step to the symbolic function of writing and as a possible preventive support for adaptation difficulties of young children in school. Includes an abstract in English. Contains 42 references. (Author)