Academic literature on the topic 'Enfants – Développement – Participation des parents'
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Journal articles on the topic "Enfants – Développement – Participation des parents":
Sallafranque St-Louis, François, Claude L. Normand, Julie Ruel, André C. Moreau, and Thierry Boyer. "Questionnement sur l’inclusion et la participation sociale des enfants ayant une déficience intellectuelle ou un trouble envahissant du développement." Revue francophone de la déficience intellectuelle 23 (August 2, 2012): 64–71. http://dx.doi.org/10.7202/1012988ar.
Ewart, Gestny, and Janelle de Rocquigny. "L’impact des programmes de littératie préscolaire offerts dans les communautés franco-manitobaines en contexte linguistique minoritaire." Francophonies d'Amérique, no. 32 (February 13, 2013): 45–64. http://dx.doi.org/10.7202/1014044ar.
Pelletier, David, Solène Lardoux, and Yentéma Onadja. "Avec qui les enfants vont-ils vivre ? Facteurs associés au partage du temps parental lors d’une séparation1." Cahiers de recherche sociologique, no. 63 (January 22, 2019): 85–109. http://dx.doi.org/10.7202/1055720ar.
Lamarche, Constance. "Les parents d’un enfant handicapé (Revue de la littérature américaine)." Santé mentale au Québec 10, no. 1 (June 7, 2006): 36–45. http://dx.doi.org/10.7202/030266ar.
Garcia Delahaye, Sylvia, and Caroline Dubath. "Renforcement des liens familiaux dans le cadre de vacances accompagnées : pour un développement des capabilités des mineurs placés et de leurs parents au-delà des situations de pauvreté." Revue française des affaires sociales, no. 3 (December 5, 2023): 131–56. http://dx.doi.org/10.3917/rfas.233.0131.
Diallo, Fatoumata B., Louise Potvin, Johanne Bédard, and François Larose. "Participation des parents à un programme d’éducation nutritionnel implanté en milieu scolaire et développement de comportements alimentaires des enfants." Canadian Journal of Public Health 105, no. 6 (November 2014): e425-e430. http://dx.doi.org/10.17269/cjph.105.4144.
Derguy, C., K. M’Bailara, G. Michel, S. Pingault, and M. Bouvard. "Développement et évaluation d’un programme de psychoéducation destiné aux parents d’enfant autiste." European Psychiatry 28, S2 (November 2013): 62–63. http://dx.doi.org/10.1016/j.eurpsy.2013.09.164.
Côté, Dominique, Luc Reid, and Marie-Claude Guay. "Développement socioaffectif d’enfants immigrants de pays en développement : impact du programme ÉgALIté." Enfance en difficulté 1 (September 6, 2012): 117–43. http://dx.doi.org/10.7202/1012125ar.
Eric Kankunda, BAHATI Valentin, Joachim MUKAU EBWEL, and BWENGE Bwira. "SYNDROME D’ALIENATION PARENTAL : ANALYSES DESAGREGEES DES ATTITUDES DES PARENTS DE GOMA." IJRDO -JOURNAL OF HEALTH SCIENCES AND NURSING 8, no. 12 (December 12, 2022): 18–23. http://dx.doi.org/10.53555/hsn.v8i12.5469.
Letourneau, Nicole, Stefan Kurbatfinski, Kharah Ross, Lubna Anis, Steven Cole, and Martha Hart. "Une intervention pour promouvoir des relations optimales et la santé des parents et des enfants." Devenir Vol. 36, no. 2 (February 24, 2024): 114–39. http://dx.doi.org/10.3917/dev.242.0114.
Dissertations / Theses on the topic "Enfants – Développement – Participation des parents":
Poisson, Émilie. "Construction et évolution du devenir élève chez les enfants de grande section d'école maternelle : approche écologique du rôle de l’implication parentale dans la vie éducative à l’école et au domicile." Electronic Thesis or Diss., Bordeaux, 2023. http://www.theses.fr/2023BORD0473.
The existence of links between parental involvement, – a multi-dimensional process that involves parents engaging in educational practices inside and outside school to promote learning, socio-affective development and the child's positive experience of school – and children's development at school is commonly asserted in educational psychology (Barger & al., 2019; Ma & al., 2016) and consistent with a psycho-developmental and contextual perspective (Bronfenbrenner, 1979, 1996; Malrieu & Malrieu, 1973). However, few studies simultaneously investigate the link between parental involvement and all the academic, socio-affective and experiential components of Becoming Student – a psycho-social and cultural process that develops in and through interpersonal relationships within different contexts, and enables the development of unique school experiences. It reflects the child's appropriation of school expectations and norms, which evolve as he or she progresses through the school system–. Moreover, these studies focus rarely on 5-6 year-olds, and do not consider the evolution of the societal context or the dynamics of the link between parental involvement and Becoming Student as children approach the elementary school. The aim of this thesis is to propose a holistic study of Becoming Student and parental involvement in nursery school children in a French cultural context. The aim is (1) to develop measurement tools adapted to the study of the different dimensions of Becoming Student and parental involvement (objective 1), (2) to examine, from a longitudinal, psycho-developmental and contextual perspective, Becoming Student (objective 2), parental involvement (objective 3) and the quantitative (objective 4) and qualitative (objective 5) links between their different components/dimensions. To achieve these objectives, nursery schoolteachers of 5–6-year-olds in 19 schools completed a Becoming Student questionnaire on three occasions (at the beginning, middle and end of the school year) for each child whose family had agreed to participate. At the same time, these families (202, from contrasting socio-economic backgrounds) completed a questionnaire on parental involvement at the same three times. A few parents and their children were also interviewed on a one-to-one basis for the qualitative aspect of the study. Based on validated questionnaires, latent profile analyses enable us to identify Becoming Student and parental involvement profiles. The number of Becoming Student profiles varies according to the time of year. At each time of year, the Becoming Student profiles are mostly distinct from one another in terms of average student level. Parental involvement profiles, which also vary in number depending on the period, are distinguished more by the nature of their practices at each time of year. For Becoming Student, as for parental involvement, belonging to specific profiles is predicted by specific socio-demographic variables. These predictions vary with time. Next, analyses with Random-Intercept Cross-Lagged Panel Models document the bi-directional links between parental involvement and Becoming Student. Effect sizes, though often small, and their valence, positive or negative, depend on the dimensions/components included in the model. Finally, the illustrated cases show the uniqueness of parents' relationships with school and their children's school experience. They allow us to examine the active role played by individuals in understanding the links between parental involvement and Becoming Student
Lavigne, Rosalie, and Rosalie Lavigne. "Développement de la capacité à offrir le programme Triple P : point de vue du personnel d'encadrement." Doctoral thesis, Université Laval, 2019. http://hdl.handle.net/20.500.11794/33957.
Cette étude vise à déterminer si la capacité de deux consortiums de partenaires à offrir un programme à données probantes (PDP) se développe au cours du processus d’implantation à l’aide d’un devis prétest-posttest sans groupe de comparaison. Elle vise également à tracer un portait de la capacité des consortiums. Le programme en question est Triple P – Positive Parenting Program. Vingt membres du personnel d’encadrement impliqués dans l’offre de Triple P ont rempli un questionnaire avant l’implantation et deux ans plus tard. Ce questionnaire mesure leurs perceptions quant à diverses variables reflétant plusieurs dimensions de la capacité : les aspects organisationnels susceptibles de faciliter ou de nuire à l’implantation pour les participants, le degré de préparation des organisations à implanter Triple P, le fonctionnement du partenariat mobilisé autour de Triple P et les impacts du partenariat au niveau individuel, organisationnel et communautaire. Des analyses de variances multivariées (MANOVAs) à meures répétées ont été effectuées afin de comparer les deux temps de mesure et faire ressortir les forces et les faiblesses des consortiums. Les résultats n’indiquent pas de changement statistiquement significatif entre les deux temps de mesure. Toutefois, on remarque, pour certaines variables, des tailles d’effet de moyenne et grande amplitude, dans le sens d’un développement de la capacité. Ainsi, il est probable que le processus pour offrir Triple P ait eu un impact sur la capacité des milieux, mais le petit échantillon ferait en sorte que la puissance statistique est insuffisante pour le détecter. Un portrait de la capacité au posttest est tracé et des recommandations sur les dimensions à perfectionner sont fournies. Entre-autre, plus d’efforts sont nécessaires pour obtenir suffisamment de ressources, avoir un partenariat synergique ainsi que pour que la communication, les formations et l’environnement organisationnel soient adaptés pour offrir le programme.
Voyer, Claude. "Comportements des parents et des éducatrices en CPE et comportements extériorisés et intériorisés des enfants de 4 ans." Thesis, Université Laval, 2012. http://www.theses.ulaval.ca/2012/29412/29412.pdf.
Couture, Sophie. "Liens entre les pratiques parentales préscolaires en littéracie et la lecture à 8 ans : médiation par le vocabulaire et la connaissance des lettres." Doctoral thesis, Université Laval, 2016. http://hdl.handle.net/20.500.11794/27131.
Ce mémoire doctoral s’intéresse aux pratiques parentales en littéracie comme prédicteurs des différences précoces en lecture. Les études antérieures ont rapporté des liens préférentiels entre deux types de pratiques parentales en littéracie, deux habiletés préalables à la lecture et le développement de la lecture au primaire. D’une part, l’enseignement des lettres par le parent, une pratique formelle, contribuait à la connaissance des lettres, laquelle était un prédicteur des habiletés de lecture de l’enfant. D’autre part, la lecture parent-enfant ainsi que l’exposition aux livres, des pratiques informelles, prédisaient le développement langagier de l’enfant, lequel contribuerait plus spécifiquement à la compréhension en lecture. L’hypothèse selon laquelle des processus de médiation sont impliqués a été proposé par plusieurs chercheurs mais, aucun n’avait testé formellement cette hypothèse. De plus, la contribution des pratiques parentales en littéracie était évaluée une seule fois, en maternelle ou au début de la première année du primaire, ce qui ne permettait pas d’identifier l’âge vers lequel il devient pertinent d’introduire l’enfant au monde littéraire. L’objectif du mémoire était donc d’évaluer formellement un modèle de double médiation à l’aide d’analyses acheminatoires tout en considérant l’exposition à la littéracie tout au long de la petite enfance. En accord avec les liens préférentiels suggérés dans la littérature, on a constaté que l’enseignement des lettres par les parents à 4 et 5 ans prédisent indirectement les habiletés en lecture (8 ans; décodage et compréhension en lecture) via leur contribution à la connaissance des lettres (5 ans). Également, le vocabulaire réceptif de l’enfant (5 ans) était un médiateur des contributions de la lecture parent-enfant à 2.5, 4 et 5 ans, à la compréhension en lecture (8 ans). Ce mémoire souligne l’importance d’initier les enfants à la littéracie en bas âge afin de supporter leur acquisition subséquente de la lecture.
This doctoral dissertation focuses on parental literacy practices as predictors of early and long lasting differences in reading achievement. Previous studies have documented preferential associations between two types of parental literacy practices, namely parent-child reading and parental teaching of letters, and pre-reading as well as reading skills without formally evaluating the hypothesis of mediation processes. The main objective of the doctoral dissertation is to formally evaluate this putative dual pathway using path analysis. Our longitudinal research design is unique as we repeatedly evaluated parental literacy practices over early childhood, which can inform us on the appropriateness of different literacy practices from toddlerhood onward. We found that parental teaching of letters at ages 4 and 5 contribute indirectly to reading skills (8 years old; decoding and reading comprehension) through their effect on early letter knowledge (5 years old). Conversely, vocabulary development (5 years old) mediated the influence of parent-child reading at 2½, 4 and 5 years on reading comprehension (8 years old). Results have important implications as to the specific stimulations enhancing each aspect of literacy development and suggest ages around which they begin to influence children’s development.
Julien, Catherine. "Relation entre le niveau de développement morphosyntaxique d'enfants négligés âgés de 4 ans et la qualité des interactions dans le groupe en services de garde éducatifs." Doctoral thesis, Université Laval, 2019. http://hdl.handle.net/20.500.11794/33968.
CONTEXT. Neglect is the most common form of maltreatment in children under 6 years of age. Given the lack of warm, well-adjusted parent-child interactions that characterizes it, this context of adversity greatly compromises their development, particularly language. Their language difficulties, found in research in an English-speaking context, are manifested mainly in the morphosyntactic component of language. However, the morpshosyntactic development of French-speaking neglected children remains unknown, hence the interest of conducting work in this language. In addition to deepening our understanding of the challenges of developing the morphosyntactic component, it is essential to focus on the educational contexts in which neglected children evolve and that are likely to have a positive influence on their language skills, particularly early childhood educations (ECE) settings. More specifically, the quality of the interactions in the group is the component of ECE that is most strongly associated with language. AIMS. The thesis aims to 1- describe the level of morphosyntactic development of neglected children aged 4 years and compare it to that of non-neglected peers; 2- to quantify the prevalence of morphosyntactic difficulties (MD) in neglected children, approximated by the mean length of utterances in morphemes (MLUm); and 3- to study the relationship between the quality of interactions in the group in ECE settings and the presence of MD in these children. METHODS. A sample of 136 children, including 44 neglected children, was recruted. A spontaneous language sample was collected using semi-structured standardized play to measure the participants' level of morphosyntactic development. The analysis was performed using the Systematic Analysis of Language Transcripts software. A sub-sample of 18 neglected children who attended an ECE setting was then created. The quality of interactions was estimated by the Classroom Assessment Scoring System Pre-K. RESULTS. Neglected children have a level of development of MLUm up to seven times lower than their non-neglected peers. Their MDs also translate into less frequent verbal inflections and more frequent word omissions. The results suggest trends between four dimensions of the quality of interactions in the group and the MLUm of neglected children with MDs, two positive and two negative. CONCLUSION. The results confirm for the first time the great MDs of French-speaking neglected children. The innovative aspect of the thesis is also reflected in the demonstration of a relationship between the quality of interactions in the ECE setting and the morphosyntactic skills of neglected children with MDs. The findings from this study illustrate, particularly through the high prevalence of MD, the high need for individual services in speech-language therapy for neglected children. The results also argue for support to maintain and improve the level of quality of interactions in the ECEs attended by neglected children.
Boyer, Fanny Marie. "Relations socio-affectives en milieu familial : vers un modèle éco-systémique du développement psychosocial du jeune enfant." Bordeaux 2, 2006. http://www.theses.fr/2006BOR21396.
During three last decades, the principal prospects for study of the psychosocial development of the young child especially were interested in the dyad mother child and more recently in the dyad father-child. If the influence of each one of these partners could be highlighted, the majority of these studies consider only insulation these relations, thus omitting a reflexion on the social system in which are taken and these various interpersonal relations develop. The study of the family system appears today essential to continue in our comprehension of the early psychosocial development. Our research is a proposal for an application empirical of the eco-systemic model of the development. French families (N = 52) and Quebecois (N = 41) having an old child from 18 to 42 months took part in our study. We thus sought to highlight the interdependence of the marital couple, of the practices educational of the parental couple and the relations socio-emotional of the young child with his parents. An analysis centered on the variables, then centered on the subject, enabled us to underline the multidimensional aspect and systemic of these various family relations. Our analyses underline the important predictive capacity of each one of our subsystems on the development socio-emotional of the child. We release two models of operation thus : a first based on the mediator role of the educational practices in the influence of the marital couple on the development of the child, and a second based on the interaction of the marital couple and the educational practices
Boivin, Ariane. "Développement social des enfants nés prématurément : effet de l'intervention CoNaître." Thesis, Université Laval, 2010. http://www.theses.ulaval.ca/2010/27943/27943.pdf.
Marteau, Fanny. "Alliance thérapeutique en psychothérapie de l'enfant : évaluation et congruence des représentations des différents acteurs." Lille 3, 2011. http://www.theses.fr/2011LIL30047.
Our work, both experimental and clinical is about the concept of the therapeutic alliance in children by developing a tool tailored to his specifications. We developed a concept of the therapeutic relationship, based on the establishment of a triple alliance. Our main question concerns the gap of the therapeutic situation between the different actors of the therapy (choldren, parents, therapists). We hypothesized that the representation of each differs depends on their own status as well as the age of the child. To test these gap representations, we developed a tool, the Psyrep that can be an environmental framework, used as a mediatorof the evaluation of dissonance between the representations of actors. In a first study, we proposed to children to express their representations of various aspects of therapy (the representation of emotional feelings, moral standards and therapy), and we asked parents and therapists to express what should be the representations of the children. Our results highlighted the existence of gaps in the representations of different actors, as we had hypothesized. In a second study, we restested those gaps using the Psyrep in an environmental framework and we have investigated whether this tool, in reducing gaps, could allow and improve the therapeutic alliance. For this, we asked therapists to assess the alliance with the questionnaire "HAQ-CP" with children and parents at the beginning of the therapy. In half of the cases, the Psyrep was used in the first session as a tool for explicit representations, in the other the therapists intervened as usual. The results suggest that in a more environmental framework gaps representations regarding the therapeutic situation are lower. They also showed that at least for the child, the use of mediation tool, the Psyrep, improves the therapeutic alliance. To demonstrate the potential clinical use of Psyrep, we are presenting following these two studies, two clinical illustrations in which the first sessions are about the elaboration of a therapeutic contract after having reduced the gaps of representations with the Psyrep
Poitras, Karine. "Contacts parent-enfant suite au placement en milieu substitut : liens avec la trajectoire de placement et le développement durant la petite enfance." Doctoral thesis, Université Laval, 2014. http://hdl.handle.net/20.500.11794/25200.
Maintaining parent-child contact following foster placement is at the center of complex litigations. Presently, the available empirical evidence does not allow us to make informed decisions regarding contacts between biological parents and their children placed in foster care that would favor developmental outcome. This dissertation is composed of three articles. In the first, we conducted a systematic review of the literature to document the relation between the frequency of contacts between biological parents and children placed in foster families, and foster children developmental outcome. This review illustrates that, in spite of its legal and developmental implications, methodological problems and mixed results across studies preclude the possibility of drawing helpful guidelines in matters involving parent-child visits following foster placement. In the second, empirical article, we present the results of a study on the relationship between parent-child contacts, cognitive, language and motor development, attachment security and behavior problem symptoms. Finally, in the third, empirical article, we provide a description of the relationship between contacts between biological parents and foster children and placement stability. Both empirical studies are based on a sample of 43 children placed in foster care, aged of 12-42 months and who experience contact with their biological parents. The first study examines the relation between meetings with biological parents and the development of 43 young children, assessed during a home visit to their foster family. Results showed that controlling for placement trajectory factors and foster parent sensitivity, contact with biological parents are positively correlated with externalized behaviors. Length of placement in the last foster family does act as a moderator in the relationship between contacts and externalization. The second study examines the relation between contacts between biological parents and the foster child and three aspects of placement stability: The possibility of an eventual parent-child reunification; the presence of unsuccessful past reunification attempts; and the number of foster placements experienced by the child. Results show either marginal or significant relations between contacts and the prognosis for family reunification, even after controlling for potentially confounding ecological characteristics.
Kettani, Myriam. "Le développement socio-affectif des jeunes enfants en situation de précarité socio-économique : l'influence de l'engagement paternel sur les conduites intériorisées et extériorisées des enfants de 2 à 6 ans." Toulouse 2, 2009. http://www.theses.fr/2009TOU20072.
In spite of its specificities, fathering in socioeconomic disadvantage has interested few studies whether substantial scientific literature highlighted how the father's role can be fundamental in the child's socioemotional development. Researches dealing with this subject, mainly North American, emphasize the importance of the role of breadwinner among fathers and note that the difficulties to support one's family are perceived by many of them as an obstacle to their fatherhood blossom. Whereas precariousness reaches more and more families in France, analysing the link between paternity and child development seems to be essential in underprivileged socioeconomic situation. Using a bioecological approach, our research aims to answer the following questions: How do young children evolving in disadvantaged families socioemotionally develop themselves? How do fathers experience their role and how do they get involved in their toddlers' lives? In this context, how do paternal involvement, fatherhood experience and quality of the couple relationship can stand for essential resources to the young child socioemotional development ? Our sample consists of 187 fathers of children aged 2 to 6 years old. They had to fill series of forms evaluating child internalizing and externalizing behaviors, father's involvement, paternal stress and sense of competence, dyadic adjustment as well as parenting alliance and family's socioeconomic situation. The results bring out fathers facing difficulties to provide for one's family are as much involved as wealthier fathers. On the other hand, they experience a higher stress and incompetence feeling which explain a substantial part of children's internalizing and externalizing problems. Furthermore, financial constraint perception plays a more central role in the explanation of how fathers feel their paternity and in child adjustment problems than do more objective markers of precariousness. All these elements point the importance to take into account psychological aspects of precariousness as well as of paternity while studying child wellbeing within disadvantaged families
Books on the topic "Enfants – Développement – Participation des parents":
Jacques, Thomas. Un enfant épanoui. Paris: Marabout, 2006.
jing, Li shan. 24 xiao shi gai bian hai zi yi sheng. Shen zhen: Hai tian chu ban she, 2004.
Bradford-Vernon, Jennifer R. How to be your child's first teacher: Insights for parent involvement. Grand Rapids, Mich: Instructional Fair/TS Denison, 2000.
Saint-Laurent, Lise. L' émergence de la lecture chez des enfants présentant des retards de développement: Programme de stimulation en milieu familial à l'intention des parents. Sainte-Foy, Québec: Centre de recherche et d'intervention sur la réussite scolaire, 1994.
Goodnow, Jacqueline J. Development according to parents: The nature, sources, and consequences of parents' ideas. Hove, UK: L. Erlbaum, 1990.
Baureis, Helga. Les enfants apprennent mieux avec la kinésiologie. Gap, France: Souffle d'or, 2006.
Thériault, Chantal. Programme d'interventions auprès des enfants. Outremont, Québec: Québecor, 2006.
Coustumer, Roselyne Le. L'enfant, les parents, l'école: Un trio de choc. Paris: Ellipses, 2009.
Warner, Penny. Mon enfant joue et apprend: 150 jeux et activités pour les enfants de 3 à 6 ans. [Montréal]: Éditions de l'Homme, 2005.
Akopova, Ė. S. I͡A igrai͡u i rastu: Razvivai͡ushchie igry i zadanii͡a dli͡a deteĭ 3-4 let. Moskva: OLMA Media Grupp, 2015.
Book chapters on the topic "Enfants – Développement – Participation des parents":
Dubé, Monique, and Danielle Julien. "Le développement des enfants de parents homosexuels:." In Comprendre la famille 5, 163–80. Presses de l'Université du Québec, 2011. http://dx.doi.org/10.2307/j.ctv18ph97k.15.
Schneider, Benoît. "Le développement." In Le développement, 65–74. In Press, 2019. http://dx.doi.org/10.3917/pres.dinet.2019.01.0066.
Molinie, Alexandra. "Le développement." In Le développement, 95–104. In Press, 2019. http://dx.doi.org/10.3917/pres.dinet.2019.01.0096.
Bahic, Dalila, Réjane Boyer, and Marie-Jo Ech Chlihi. "Enfants, parents, professionnelles et arts vivants : expériences enracinées dans les quartiers, traversées des frontières." In Petite enfance et participation, 297. ERES, 2013. http://dx.doi.org/10.3917/eres.rayna.2013.01.0297.
Fage, Charles, and Christelle Maillart. "Inclure les parents dans une prise en charge de type communication alternative et améliorée. Les apports du projet Tiwouh." In Langage et communication dans les troubles du spectre de l’autisme, 101–22. Éditions de l'Université de Lorraine, 2024. http://dx.doi.org/10.62688/edul/b9782384510696/07.
Mansouri, Malika. "La psychologie clinique transculturelle." In La psychologie clinique transculturelle, 41–48. In Press, 2016. http://dx.doi.org/10.3917/pres.bossu.2016.01.0042.
Cresson, Geneviève, François-Xavier Devetter, and Julie Lazes. "Que sait‐on du travail ?" In Que sait‐on du travail ?, 544–59. Presses de Sciences Po, 2023. http://dx.doi.org/10.3917/scpo.colle.2023.01.0544.