Letteratura scientifica selezionata sul tema "Enfant âge préscolaire"
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Articoli di riviste sul tema "Enfant âge préscolaire":
Hedge, Nathalie, e Nathalie Castella. "ATELIERS RYTHME ET MOUVEMENT POUR ENFANTS AYANT DES TROUBLES DU NEURODÉVELOPPEMENT". Cortica 2, n. 1 (20 marzo 2023): 126–43. http://dx.doi.org/10.26034/cortica.2023.3801.
Poggi, Fabio. "Dessiner sa ville". Diversité 141, n. 1 (2005): 139–45. http://dx.doi.org/10.3406/diver.2005.2430.
Fiasse, Catherine, e Nathalie Nader-Grosbois. "Soi émotionnel d’enfants ayant une déficience intellectuelle : comment l’évaluer et en identifier les variabilités?" Revue francophone de la déficience intellectuelle 24 (15 gennaio 2014): 108–25. http://dx.doi.org/10.7202/1021268ar.
de Becker, E., e JY Hayez. "Abus sexuels sur enfants en âge préscolaire". Journal de Pédiatrie et de Puériculture 11, n. 5 (agosto 1998): 287–98. http://dx.doi.org/10.1016/s0987-7983(98)80118-7.
Leblanc, Nancy. "Le Trouble Déficitaire de l’Attention avec Hyperactivité (TDAH) au préscolaire : nature, évaluation et traitement". Santé mentale au Québec 34, n. 2 (5 febbraio 2010): 199–215. http://dx.doi.org/10.7202/039132ar.
Simard, Linda, Francine Ferland e Monica O'Neill Gilbert. "Analyse descriptive du comportement ludique d'enfants ayant une déficience physique et fréquentant la garderie". Canadian Journal of Occupational Therapy 61, n. 2 (giugno 1994): 78–87. http://dx.doi.org/10.1177/000841749406100203.
Poinsier, Brigitte, e Alison S. Laurin. "Évaluation économique d’un programme simulé de psychothérapie brève pour enfants présentant des troubles légers". Santé mentale au Québec 20, n. 2 (11 settembre 2007): 203–17. http://dx.doi.org/10.7202/032360ar.
Trudelle, Denis, e Esther Montambault. "Le sentiment de compétence parentale chez des parents d’enfants d’âge préscolaire". Service social 43, n. 2 (12 aprile 2005): 47–62. http://dx.doi.org/10.7202/706656ar.
Mesrati, H., H. Chaabane, M. Amouri, W. Hariz, M. Mseddi, S. Boudaya e H. Turki. "Motifs de consultation des enfants en âge préscolaire dans un service de dermatologie". Annales de Dermatologie et de Vénéréologie 138, n. 12 (dicembre 2011): A82. http://dx.doi.org/10.1016/j.annder.2011.09.092.
Besnard, Thérèse, Jacques Joly, Pierrette Verlaan e France Capuano. "Liens différenciés entre les pratiques éducatives des pères et des mères et la présence de difficultés de comportement chez les garçons et les filles d’âge préscolaire". Enfances, Familles, Générations, n. 10 (17 giugno 2009): 0. http://dx.doi.org/10.7202/037520ar.
Tesi sul tema "Enfant âge préscolaire":
Robinson, Audrey. "Attachement maternel et adaptation chez l'enfant en bas âge". Doctoral thesis, Université Laval, 2014. http://hdl.handle.net/20.500.11794/25315.
Lareau, Pierre-Alexandre. "Relation d'activation père-enfant et régulation émotionnelle chez un échantillon clinique d'enfants d'âge préscolaire". Thèse, Université de Sherbrooke, 2017. http://hdl.handle.net/11143/9900.
Dubé, Nadya. "Relation entre la qualité de la relation d'attachement parent-enfant et le profil socio-affectif de l'enfant à la garderie". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq21747.pdf.
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
Rogalski-Muret, Janine. "Acquisition de la bidimensionalité (combinatoire, espace, mesure) chez les élèves d’âge scolaire et préscolaire". Paris 7, 1985. http://www.theses.fr/1985PA077079.
Helal, Suha. "La Connaissance des lettres à l'école maternelle et ses déterminants". Phd thesis, Angers, 2012. https://theses.hal.science/tel-00834201.
The objective of this thesis is to identify the determinants of the knowledge of the alphabet in Kindergarten, just before the systematic teaching of reading. The letters are arbitrary shapes which give no indication of their name or their sound that they represent, two types of determinants are likely to be involved: the child's cognitive abilities and the learning conditions. A specific test of letter knowledge (ECL) was designed to assess the knowledge of the three components of letters (name, sound and shape) by identification and production tasks. Data collected from a sample of 60 children validate this test. The study of correlations between scores on cognitive tests (attention, immediate and delayed visual and verbal memory, and learning) and the score of the ECL and secondly the analysis of regression highlighted the predominant role of attention. The conditions of learning were examined directly (observation of a lesson focused on letter learning led by an expert teacher, analysis of a student folder and the games in the class) and indirect (survey of a sample of 22 teachers). The classification of activities which are proposed to children helped us in designing a questionnaire to know more about teaching practices concerning letter teaching in Kindergarten and the opinions of teachers about letter learning. The tools designed may lead to further researches for exploring the links between educational activities and letters knowledge
Helal, Suha. "La connaissance des lettres à l'école maternelle et ses déterminants". Phd thesis, Université d'Angers, 2012. http://tel.archives-ouvertes.fr/tel-00834201.
Pelletier, Anne. "Les déterminants de l'intention des parents de faire bouger leur enfant âgé de 3 à 5 ans". Thesis, Université Laval, 2013. http://www.theses.ulaval.ca/2013/30177/30177.pdf.
There is a lack of resources for nurses to work effectively with parents to increase physical activity of their preschooler. It is important to intervene given the problems of overweight and the low level of physical activity among young children. Based on the theory of planned behavior and other constructs, this study aims to identify the determining factors of parents’ intent to incite their children aged 3 to 5 years to be more active. A total of 282 parents, attending 35 child care centers in Quebec, completed a self-administered questionnaire in this descriptive correlational study. Results indicate that the perception of control, the social influence, the moral norm, the attitude, the regularity, and the amount of parents’ physical activity explained 75% of the variance of parents’ intention. These findings could be used to develop an intervention to improve or consolidate parents’ intent to increase their child’s physical activity.
David, Sophie. "Les relations d'attachement et d'activation parent-enfant et l’anxiété chez les enfants d'âge préscolaire". Thèse, 2019. http://hdl.handle.net/1866/23835.
Anxiety disorders are the most prevalent disorders in children and adolescents. The symptoms appear quickly in the child's development and often persist into adulthood. Many researches have been conducted on the predictors of anxiety. Several studies show that there is an association between insecure attachment and anxiety, particularly ambivalent and disorganized attachment. In recent years, a new concept has been used to evaluate the parent-child relationship, the activation relationship. This new measure is complementary to the attachment relationship because it considers the dimensions of discipline and stimulation to risk taking, while attachment is based on the dimension of comfort. Several studies have also found associations between anxiety and activation. As a result, the primary goal of this research is to determine which association is stronger with anxiety: attachment or activation. The second objective is to understand if the parent's sex is a moderator of the association between anxiety and the two relationships. The sample is composed of 38 parents and their children, aged 3 to 5 years. The measuring instruments used are the anxiety/depression scale of the CBCL questionnaire for the anxiety scores, the strange situation for attachment and for the activation relationship, the risky situation. The results show that the activation relationship is associated with anxiety, whereas this is not the case for the attachment relationship. In addition, the parent's gender is not a moderator of the associations between anxiety and attachment or activation relationships.
Dubé, Amélie. "Qualité des jeux de bataille père-enfant et adaptation sociale de l'enfant d'âge préscolaire". Thèse, 2011. http://hdl.handle.net/1866/6269.
Today’s fathers are increasingly more involved with their children. During the preschool years, rough-and-tumble-play (RTP; including play-fighting) is a significant aspect of paternal interaction style. A few studies suggest that this type of play is linked to children’s social adaptation. However, many contradictions remain in the current literature, particularly concerning the link between the quantity of father-child RTP and social adaptation measures, RTP quality indicators and their measurement, and gender differences. There is also a debate regarding the optimal control level (or mutuality) during play. Moreover, very few studies have investigated the link between father-child RTP and children’s anxiety/withdrawal. The current thesis has four objectives: 1) to verify the presence of a link between father-child play-fighting quantity and preschooler’s social adaptation measures (i.e., social competency, aggressiveness/irritability, physical aggression and anxiety/withdrawal); 2) to verify if mutuality or control measures moderate the relationship between father-child play-fighting quantity and social adaptation; 3) to explore the potential role of other play-fighting quality cues; 4) to clarify the role of child gender. The sample consists of 100 father-child dyads from the Montreal region. Correlational analyses suggest that the frequency and duration of play-fighting are not directly linked to children social adaptation. The regressions for moderation models indicate that father-child mutuality in play-fighting initiations, as well as the fear expressed by the child during play, moderate the relationship between playfighting duration and the preschooler’s social competency. Mutuality also moderates the link between play duration and child aggressiveness/irritability. Although fathers do not report a higher frequency or duration of play-fighting according to their children’s gender, post-hoc analyses show that three out of four moderating models are significant only for the boys. iv The data is interpreted according to evolutionary and developmental theories. It is argued that a measure of competition could shed light on the relationship between aggressiveness and social competency in social adaptation, and that these two variables may not systematically be opposed as it is commonly perceived in RTP literature.
Libri sul tema "Enfant âge préscolaire":
Arrighi-Galou, Nicole. La scolarisation des enfants de 2-3 ans et ses inconvénients. Paris: Editions ESF, 1988.
Leclercq, Suzelle. Scolarisation précoce: Un enjeu. Paris: Nathan, 1995.
Delamain, Catherine. Construire des habiletés en communication: 200 activités pour enfants d'âge préscolaire. Montréal: Chenelière Éducation, 2010.
ayoub, zarrouq. Marqueurs de Points Livre D'Activité : Animaux Mignons: Facile Guidé GROS POINTS / Faire une Page de Point un Jour / Cadeau Pour les Enfants Âgés de 1-3, 2-4, 3-5, Bébé, Enfant en Bas âge, Préscolaire, ... Livre de Coloriage Pour Enfants. Independently Published, 2021.
Douniaty. Alphabet Arabe : Cahier d'écriture Arabe Pour Enfants Préscolaire Maternelles: Âge 2 à 6 Ans. Independently Published, 2020.
elbk, chym. Traçage des Nombres Cahier de Pratique de l'écriture Manuscrite âge Préscolaire: Cahier d'exercices Pour les Enfants et les Enfants d'âge Préscolaire / Ce Livre de 102 Pages. Independently Published, 2021.
Bouaicha, Abdessamad. Cahier d'écriture Arabe : Cahier d'exercices Pour Enfants Préscolaire Maternelles: Âge 2 à 6 Ans - NIVEAU 1. Independently Published, 2019.
licorne, joe. Cahier de Composition : Pratique de l'écriture Manuscrite: Cahier Ligné Pour les Enfants en âge Scolaire et Préscolaire. Independently Published, 2021.
Publishing, Aklima. Chimpanzé Livre de Coloriage Pour les Enfants Âge 3-5: Coloriages Amusants et Faciles d'Animaux Chimpanzés Pour les Enfants d'âge Préscolaire et de Maternelle. Independently Published, 2021.
Press, Lenard Vinci. Halloween: Pages de Coloriage Halloween Originales et Uniques Pour les Enfants, Livre de Coloriage Pour les Enfants de Tous les âges 2-4, 4-8, Tout-Petits, Enfants d'âge Préscolaire. Lulu Press, Inc., 2020.