Letteratura scientifica selezionata sul tema "Dyade parent-enfant"
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Articoli di riviste sul tema "Dyade parent-enfant":
de Sousa e Silva, Mariana, Katia Tarouquela Brasil, Éliana Rigotto Lazzarini e Tanize Viçosa Cardoso. "L’écoute clinique de la parentalité : un espace pour symboliser la dyade parent-enfant". Dialogue 241, n. 3 (20 ottobre 2023): 21–35. http://dx.doi.org/10.3917/dia.241.0021.
Borghini, Ayala, Noémie Faure, Hélène Turpin, Nevena Dimitrova, Carole Muller-Nix e Mathilde Morisod-Harari. "ÉVALUATION DE LA MENTALISATION CHEZ LE PARENT ET SON ENFANT 18 MOIS ET 11 ANS APRÈS UNE NAISSANCE PRÉMATURÉE". Revue québécoise de psychologie 37, n. 3 (14 giugno 2017): 29–48. http://dx.doi.org/10.7202/1040159ar.
Besnard, Thérèse, Pierrette Verlaan, France Capuano, François Poulin e Frank Vitaro. "Les pratiques parentales des parents d'enfants en difficultés de comportement: Effets de la dyade parent-enfant." Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement 43, n. 4 (2011): 254–66. http://dx.doi.org/10.1037/a0025690.
Kobayashi, Karen M., e Laura Funk. "Of the Family Tree: Congruence on Filial Obligation between Older Parents and Adult Children in Japanese Canadian Families". Canadian Journal on Aging / La Revue canadienne du vieillissement 29, n. 1 (marzo 2010): 85–96. http://dx.doi.org/10.1017/s0714980809990341.
Moreau, Jacques, Sophie Léveillé e Catherine Roy. "Vulnérabilité et interaction mère-nourrisson : Illustration de conditions nécessaires mais non suffisantes à l’efficacité de l’intervention précoce". Santé mentale au Québec 23, n. 1 (11 settembre 2007): 187–213. http://dx.doi.org/10.7202/032444ar.
Harvey, Anabelle, Maëlle Scrosati, William Trottier-Dumont, George M. Tarabulsy e Jessie Tremblay. "Liens entre sensibilité et tempérament pour prédire l’intensité de la détresse". Psycause : revue scientifique étudiante de l'École de psychologie de l'Université Laval 12, n. 2 (25 gennaio 2023): 30–31. http://dx.doi.org/10.51656/psycause.v12i2.51867.
Heurdier, Julien. "Types syntaxiques des énoncés de dyades parent-enfant : influence du type d'activité et des séquences discursives". Travaux neuchâtelois de linguistique, n. 66 (1 gennaio 2017): 45–68. http://dx.doi.org/10.26034/tranel.2017.2859.
Heurdier, Julien. "Types syntaxiques des énoncés de jeunes enfants en dialogue avec le père ou la mère". Language, Interaction and Acquisition 9, n. 2 (31 dicembre 2018): 137–82. http://dx.doi.org/10.1075/lia.17003.heu.
Sylvestre, Audette, Mélissa Di Sante e Caroline Bouchard. "Interactions parent-enfant et développement langagier d'enfants négligés âgés de 3,5 ans". Travaux neuchâtelois de linguistique, n. 66 (1 gennaio 2017): 89–106. http://dx.doi.org/10.26034/tranel.2017.2881.
Roskam, Isabelle, Marie Henry, Bénédicte Collin e Pierre Manil. "Éducation parentale et non parentale : étude comparative auprès de dyades parent-enfant en milieu familial et éducateur-enfant en milieu résidentiel". Enfance 60, n. 2 (2008): 158. http://dx.doi.org/10.3917/enf.602.0158.
Tesi sul tema "Dyade parent-enfant":
Simon-Herrera, Pauline. "La regulation emotionnelle des enfants d’age prescolaire en placement familial : etude longitudinale, clinique et systemique". Electronic Thesis or Diss., Paris 8, 2020. http://www.theses.fr/2020PA080036.
The development of Emotion Regulation Strategies (ERS) is made through parent-child relationships. This study is specifically focused on foster children and ask the following question: How foster children learn to regulate their emotional states considering the multiple attachments existing between their natural and foster families in the context of foster care? To answer this question, 8 preschool children and their families are enrolled in the research, according to the case study methodology. The research design includes parent-child observational method into an ecological model. Results indicate that the foster mothers adopt focused on the adult's type of behaviour where they lead the interactions and children are not able to express themselves freely. Moreover, the dysfunctional interactions occurring in natural families were mostly regulated by one the parents and some situations were not massively dysfunctional regarding ERS. The adult's ability to let the child lead the interaction and adopt symbolic or anticipative ERS enables children to adopt socially accepted ERS where effortful control, positivity and symbolic elaboration are widely developed. All children included in this study showed various severity of anxious symptoms. The social welfare service's role tends to amplify the situation's instability through parent-child visitation, causing more risk. This type of methodology developed here, put into the light the internal states of the foster children and focus on maltreating and substitutive family systems emotionality
Heurdier, Julien. "Usages syntaxiques et dialogue parent-enfant. Etude de dyades mère-enfant et père-enfant dans deux activités ludiques". Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015USPCA039.
Many researchers have studied lexical and pragmatic-discursive particularities of the language that parents use to address their young child. A literature review shows that there are both differences and similarities between mothers and fathers. However, characteristics of the language that parents use for addressing their child have rarely been studied. Moreover, there is a paucity of studies examining the effects on the child’s syntactic development of dialogue, speech genres and activities during which parent-child dyads interact.This thesis has three goals: i) improve understanding of differences and similarities in the syntactic and pragmatic-discursive aspects of maternal and paternal language and their effect on the child’s language, ii) evaluate the effect of the ongoing activity on the production and the use of mother-child and father-child dyads, iii) investigate the relation between syntactic and pragmatic-discursive dimensions during the language learning process.Seven 3-4 years old native French-speaking children and their parents were observed during two activities: a symbolic play and a picture card game. The syntactic dimensions of their productions were analyzed while considering certain discursive and pragmatic properties related to the use of these productions (status of the child’s interlocutor, type of activity and pragmatic-discursive aspects). Our results suggest that the status of the child’s interlocutor, associated with the type of activity and the dialogue’s specificities, form a body of variables that should be taken into account in order to better describe children’s syntactic uses and their variability
Plante, Pierre. "Élaboration et évaluation par l'approche phénoménologique d'un groupe d'art-thérapie s'adressant à des dyades et ayant pour objectif le renforcement du lien parent-enfant /". Montréal : Université du Québec à Montréal, 2005. http://accesbib.uqam.ca/cgi-bin/bduqam/transit.pl?&noMan=24218086.
Cho, Heeyean. "Le début de l'apprentissage des nombres : comparaison entre la France et la Corée : observation de dyades parent-enfant dans un contexte de jeu (jeu de la marchande)". Paris 5, 2007. http://www.theses.fr/2007PA05H067.
The international investigations showing important differences of performance in the field of mathematics, this thesis provides comparative data for two countries, Korea and France, which contrast well from this point of view. The comparison relates to the beginnings of the use of the numbers in contexts of interaction between parent and child at pre-school age are based on the idea that the family contributes to transmit values associated with knowledge; these values are supposed to be determining for the later investment of the children in the school apprenticeships. Ten dyads Korean parent-child were video-taped in a context of game ("merchandising game") suitable for inducing all kinds of numerical activities (enumeration, labelling, notation of the quantities and prices, meeting of collections, etc). The children (boys and girls) are aged from 3 to 6 years-old. Ten comparable French dyads according to parent's and children's gender (boy/girl; father/mother) and to the socio-economic level are used as reference for the comparison. The data are analyzed from the point of view of the activities suggested to the child by the adult and of the knowledge concerning the way in which the adult develops what the child makes. These data provide a sight of the differences related to the mathematical activities at pre-school age in the two countries
Bilodeau, Houle Alexe. "L’influence de la qualité de la relation parent-enfant et du sexe sur l’apprentissage de la peur par observation chez les enfants". Thesis, 2019. http://hdl.handle.net/1866/24390.
Observational fear learning is especially relevant during childhood, a period during which many fears develop and where the familial environment is salient. Parent-child relationship modulates fear reactions in children, but its impact on observational fear learning in the context of the familial environment has not been investigated. This master’s thesis therefore examined whether the mother-child and father-child relationship quality as well as its interaction with children’s sex influence observational fear learning. Sixty parent-child dyads were recruited. The relationship with each parent was assessed by a self-report questionnaire completed by the children (8 to 12 years old). Children first watched a video of their parent undergoing a fear conditioning procedure, where one stimulus (CS+Parent) was paired with a shock and one was presented alone (CS-). Then, children watched a video of a stranger undergoing a similar protocol except that a different stimulus was paired with the shock (CS+Stranger). Subsequently, the three stimuli were directly presented to children. Fear levels were measured by skin conductance responses. The effect of the father-child relationship quality on fear levels for the CS+Parent was moderated by children’s sex, where girls having a more secure relationship with their father exhibited lower fear levels. The mother-child relationship quality had no impact on the children’s fear levels. These results suggest that the relationship with the father influences how girls respond to fear-related stimuli within the family environment. These data highlight the existence of some protective factors that might influence the vulnerability of developing fear-related psychopathologies.
Boucher, Marie-Ève. "Relation mère-fille dans le trouble de personnalité borderline : recension systématique des écrits et analyse phénoménologique interprétative de dyades dont la fille adulte présente un trouble borderline". Thèse, 2017. http://hdl.handle.net/1866/20613.
Capitoli di libri sul tema "Dyade parent-enfant":
Proulx, Lucille, e Pierre Plante. "La pertinence de l’art-thérapie auprès des groupes de dyades parent-enfant". In L'art-thérapie auprès des groupes, 181–200. Presses de l'Université du Québec, 2024. http://dx.doi.org/10.2307/jj.12348156.14.