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Artykuły w czasopismach na temat "Enfants – Nature"
Vergone, Vincent. "Rêver la nature avec les enfants". Métiers de la Petite Enfance 28, nr 302 (luty 2022): 16–18. http://dx.doi.org/10.1016/j.melaen.2021.12.005.
Pełny tekst źródłaTikhonova, Marina. "L’amour dans la poésie française contemporaine pour les enfants : entre effusion lyrique et espièglerie argotique". Acta Universitatis Lodziensis. Folia Litteraria Romanica, nr 16 (19.05.2021): 261–67. http://dx.doi.org/10.18778/1505-9065.16.24.
Pełny tekst źródłaHumphries, Tom, Poorna Kushalnagar, Gaurav Mathur, Donna Jo Napoli, Christian Rathmann, Scott Smith i Linsay Flowers. "Soutien aux parents d’enfants sourds : questions courantes, réponses éclairées et fondées sur les données probantes". La nouvelle revue - Éducation et société inclusives N° 96, nr 4 (24.08.2023): 151–76. http://dx.doi.org/10.3917/nresi.096.0151.
Pełny tekst źródłaBonneville-Baruchel, Emmanuelle. "Situations d’incapacités parentales : les pathologies des liens parents-enfants". Vie sociale 44, nr 4 (6.03.2024): 103–15. http://dx.doi.org/10.3917/vsoc.228.0103.
Pełny tekst źródłaMamane, Betty. "Comment la nature nourrit le cerveau des enfants". Cerveau & Psycho N° 110, nr 5 (5.01.2019): 58–62. http://dx.doi.org/10.3917/cerpsy.110.0058.
Pełny tekst źródłaBeaulne, Stéphane. "Les troubles neurosensoriels chez cinq enfants autistes d’âge préscolaire". Revue francophone de la déficience intellectuelle 24 (15.01.2014): 36–58. http://dx.doi.org/10.7202/1021264ar.
Pełny tekst źródłaFunck-Brentano, Isabelle. "L’enfant immunodéficient confiné en enceinte protégée pour greffe de moelle osseuse". Corps & Psychisme N° 80, nr 1 (2.10.2023): 99–117. http://dx.doi.org/10.3917/cpsy2.080.0102.
Pełny tekst źródłaLepage-Voyer, Cécilanne, Miguel M. Terradas, Saralea Chazan, Olivier Laverdière i Mélissa Paquette. "Traits de personnalité limite, jeu traumatique, mécanismes de défense et régulation des affects chez les enfants victimes de mauvais traitements : étude préliminaire". Revue de psychoéducation 47, nr 2 (27.11.2018): 265–88. http://dx.doi.org/10.7202/1054061ar.
Pełny tekst źródłaMartinaud-Thébaudin, Karen. "La compétence sociale des jeunes enfants avec leurs pairs : peut-on encore envisager que seuls les lieux d’accueil collectif favorisent la socialisation ?" Bulletin de psychologie 57, nr 474 (2004): 577–85. http://dx.doi.org/10.3406/bupsy.2004.15392.
Pełny tekst źródłaBarbalato, Beatrice. "“Introduzione” au numéro 8 de Mnemosyne". Mnemosyne, nr 8 (15.10.2018): 24. http://dx.doi.org/10.14428/mnemosyne.v0i8.13863.
Pełny tekst źródłaRozprawy doktorskie na temat "Enfants – Nature"
Brossard, Sylvie. "Rites et lieux de l'enfance, reconstruire l'idée de nature : éléments pour une pensée sauvage de l'architecture et des paysages". Electronic Thesis or Diss., Toulouse 2, 2013. http://www.theses.fr/2013TOU20023.
Pełny tekst źródłaThis thesis stems from the genesis at child age of the idea of Nature, a process that induces policies for land settlement, for space planning, or for the protection of nature. The first part accounts for the cultural dimension of the idea of nature, building upon a history of how nature has been taught about at school, the work of nature anthropologists, and a history of how landscape has been taken into consideration by town planning public research policies in France in the past 50 years. The conclusion of this part identifies the social demand for nature. The second part traces the genesis of the idea of nature in the child, who is totemist at his birth, then naturalist as soon as he feels himself loved, then animist when he thinks the world as finalized for the satisfaction of his needs. This part underlines the importance of education and living environment in the process of transformation of child’s naturalism into a less finalized representation of the idea of nature, and suggests it is of interest to accompany the affective foundation of the child’s representation of the world by a concrete and sensory practical experience. In the third and conclusive part, we invite the designers to walk down the path of living a wild idea of architecture and landscape planning and share it with their beneficiaries, in order to contribute to the necessary rebuilding of an idea of nature being territory-aware, concrete, and affect-responsible. This perspective is rendered by the proposal of setting up a National Landscape Plan aiming at building the landscape culture on new foundations, in particular for aesthetics
Defoort, Camille. "Le mineur et les infractions de nature sexuelle". Nancy 2, 2006. http://www.theses.fr/2006NAN20017.
Pełny tekst źródłaBrossard, Sylvie. "Rites et lieux de l'enfance, reconstruire l'idée de nature : éléments pour une pensée sauvage de l'architecture et des paysages". Thesis, Toulouse 2, 2013. http://www.theses.fr/2013TOU20023.
Pełny tekst źródłaThis thesis stems from the genesis at child age of the idea of Nature, a process that induces policies for land settlement, for space planning, or for the protection of nature. The first part accounts for the cultural dimension of the idea of nature, building upon a history of how nature has been taught about at school, the work of nature anthropologists, and a history of how landscape has been taken into consideration by town planning public research policies in France in the past 50 years. The conclusion of this part identifies the social demand for nature. The second part traces the genesis of the idea of nature in the child, who is totemist at his birth, then naturalist as soon as he feels himself loved, then animist when he thinks the world as finalized for the satisfaction of his needs. This part underlines the importance of education and living environment in the process of transformation of child’s naturalism into a less finalized representation of the idea of nature, and suggests it is of interest to accompany the affective foundation of the child’s representation of the world by a concrete and sensory practical experience. In the third and conclusive part, we invite the designers to walk down the path of living a wild idea of architecture and landscape planning and share it with their beneficiaries, in order to contribute to the necessary rebuilding of an idea of nature being territory-aware, concrete, and affect-responsible. This perspective is rendered by the proposal of setting up a National Landscape Plan aiming at building the landscape culture on new foundations, in particular for aesthetics
Lecharpentier, Coralie Baumard Jean. "Comment évaluer l'orthographe ? étude de l'influence de la nature de la tâche sur les résultats en orthographe d'enfants d'âge scolaire /". [S.l.] : [s.n.], 2009. http://castore.univ-nantes.fr/castore/GetOAIRef?idDoc=58906.
Pełny tekst źródłaMarpeau, Jacques. "L'éducatif : nature, professionnalité et enjeux dans le champ d'exercice des éducateurs spécialisés". Paris 8, 1997. http://www.theses.fr/1997PA081360.
Pełny tekst źródłaSpecialized education develops outside of the normal educational structures, with child, adolescent and adult populations, immersed in multiple difficulties. The study of specialized educators diplomas reveals the existence of both repetitions and the reproduction of + relative positions ; between the different partners as well as the capacity to play with the multiple, possible, + relative positions ;. The analysis of professional discourse at the heart of the educational team of a service d'acceuil d'urgence (urgent protection center) shows that the persons accompanied, are held by processes of captation linked to paradoxical systems of emotional ties and identification. The analysis reveals the general question of what is education in terms of the process of human development, within the conflictuality of these different ties. This thesis designates education as a process of authorization based on the exercise of individual liberty by the subjects so as to develop as human beings. Freedom is understood as the recognition of the multiple possibities available to a subject, and, at the same time the inevitable exercise of choice, which supposes accepting limits and engaging responsability. Exercizing calls forth from the subject, a constant disengagement from the surrounding determinisms. Education consists, then, in the practice of the subject with themself, with the unknown, with others, and with the reality of their environnement. Education manifests itself as a process of authorization that allows a subject to leave the captations of which they are the object. And so the subjects can become the authors of their mode of being and of their projects, beginning with their own life story, that is their own realities, emotional, relational, familial and social
Lévesque-Desrosiers, Camille. "Soutien des comportements prosociaux des enfants âgés de 3 à 5 ans par leur éducatrice en contexte d'éducation par la nature". Master's thesis, Université Laval, 2020. http://hdl.handle.net/20.500.11794/67571.
Pełny tekst źródłaGarnier, Cécilia. "Analyse de scènes auditives complexes environnementales chez des enfants, des musiciens et des autistes". Dijon, 2005. http://www.theses.fr/2005DIJOA002.
Pełny tekst źródłaAttention has three components : selective attention, sustained attention and divided attention. It’s an abundantly studied field in psychology but mainly in the visual modality. The main goal of our work is to test the auditory attentional capacities and more precisely selective attention and divided attention. We used detection task, counting task and comparison task (simple and multiple choice). In these tasks we presented to subjects complex sequences contained two up to six environmental sounds. According to theory participants have increasing capacities : children, adults, musicians and adult with autism. Results in selective attention show correct performances for most part of tested populations. No subjects even if they have poorer results respond by chance. Regarding divided attention studies show similar patterns : a rapid decrease from sequences of two sounds. Moreover we demonstrate the existence of an attentional limit 4 +- 1 sounds. This one is flexible depend on factors. If principally endures inhibitions and a few facilitations. An exploratory study performed with autists can adduce extra elements to understand the attentional limit
Lassus-Sangosse, Delphine. "Nature et spécificité des troubles de l'empan visuo-attentionnel dans les dyslexies développementales". Grenoble 2, 2008. http://www.theses.fr/2008GRE29033.
Pełny tekst źródłaThe visual attention (VA) span is defined as the amount of distinct visual elements which can be processed simultaneously in a multi element array. Estimated using whole and partial report tasks, VA span abilities contribute significantly to reading performance, independently of the phonological skills. Moreover, VA span disorder could explain developmental dyslexia, independently of the phonological deficit. The work reported here was aimed at investigating the properties of the VA span in dyslexics and normal readers on the one hand, and the VA span nature and specificity in dyslexic readers on the other hand. In the first set of studies, we wanted to determine whether the VA span disorder could be generalized to others stimuli than letters, like digits, colours or objects. In normal readers, results show that processing is different for colors and objects stimuli in comparison to letters and digits stimuli and that the latter ones are specifically related to reading. Furthermore, we underline that dyslexic children present a VA span disorder specific to letters and digits stimuli. The aim of the second set of studies was to demonstrate that the global report task first of ail reflects the VA span capacities. Although the global report task involves diverse cognitive components such as iconic memory and rehearsal activity, we demonstrate that the deficit presented by dyslexic children in the global report task mainly reflects a VA span disorder. The third set of studies concerned the nature of the visual attention processing (simultaneous vs. Sequential) impaired in developmental dyslexia. Our results suggest that the simultaneous dimension is a key dimension in the visual attention span notion and is specifically damaged in developmental dyslexia. Finally, in the last set of works, we studied the effects of spatial modifications of letter-strings (spacing and orientation) on the VA span abilities. Although the visuo-spatial modifications influence the VA span abilities, we show that VA span abilities restrict the simultaneous processing and are essential in reading activity
Quimper, Hélène. "La peur enfantine en milieu rural : analyse diachronique de sa nature et de ses représentations". Master's thesis, Université Laval, 1996. http://hdl.handle.net/20.500.11794/28421.
Pełny tekst źródłaBurvingt, François. "Le geste et la musique : étude sur les fondements et la nature de leurs relations, incluant des essais de vérification pratique auprés d'enfants d'âge pré-scolaire". Bordeaux 2, 1989. http://www.theses.fr/1989BOR25074.
Pełny tekst źródłaArt is a symbolic expression. Artistic physical activities are connected with music. Music is a product of imagination applied to the links between body and sound. This implies a psychological process of representation, meaning and evocation. Sense of music, physical and semiotic abilities build up together. Musical actions are therefore global in ontogenesis. Gestural reactions to music vary according to its contents. Musical and gestural patterns can include a similar scheme. The mental picture following gesture may help to perceive a scheme of musical movement. But the links between body and sound connote social and cultural facts. Each musical practice implies a gesture pattern and contemporary works refer expressly to gesture. The notion of a corporeal source for music fits into philosophical, historical and scientific debates. Semiotics helps to analyse references, interpretations and connections. But the aesthetic experience remains a personnal matter, a combination of emotion and reason. Education can favour the child's creativity. Linked together, music, plastic arts and gesture broaden our concept of physical education
Książki na temat "Enfants – Nature"
Jelloun, Tahar Ben. L' islam expliqué aux enfants. Paris: Seuil, 2002.
Znajdź pełny tekst źródłaGurian, Michael. Nurture the Nature. New York: John Wiley & Sons, Ltd., 2007.
Znajdź pełny tekst źródłaJelloun, Tahar Ben. L'islam expliqué aux enfants (et à leurs parents). Paris: Seuil, 2012.
Znajdź pełny tekst źródła-, Remy Jacqueline 19, red. Nos enfants nous haïront. Paris: Seuil, 2006.
Znajdź pełny tekst źródłaMarianne, Dupuy-Sauze, Quentrec Marie 1974- i Antoni Lionel, red. La nature et les promenades. Paris: Fleurus, 2009.
Znajdź pełny tekst źródłaJohn Ripley Forbes Big Trees Forest Preserve, Inc, red. Nature's keeper: John Ripley Forbes and the Children's Nature Movement. [Sandy Springs, GA]: John Ripley Forbes Big Trees Forest Preserve, Inc., 2012.
Znajdź pełny tekst źródłaVaquette, Philippe. Le guide de l'éducateur nature: 43 jeux d'éveil sensoriel à la nature pour enfants de 5 à 12 ans. Barret-le-Bas: Souffle d'or, 1987.
Znajdź pełny tekst źródłaThe nature of the child. New York: Basic Books, 1994.
Znajdź pełny tekst źródłaFrance. Ministère de l'éducation nationale. Les activités d'orientation: Les activités physiques de pleine nature à l'école. Paris: Editions Revue, E.P.S., 1992.
Znajdź pełny tekst źródłaNous, les enfants--: Récits de quand j'étais petite, près du lac, dans la nature. Montréal, Québec: Liber, 2004.
Znajdź pełny tekst źródłaCzęści książek na temat "Enfants – Nature"
Bart, Jean. "Les enfants de la nature. De l’exclusion à l’intégration". W Nos enfants, 103–16. Éditions Sciences Humaines, 2008. http://dx.doi.org/10.3917/sh.wievi.2008.01.0103.
Pełny tekst źródłaBert, Claudie. "Les enfants sauvages : questions sur la nature humaine". W La culture, 39–44. Éditions Sciences Humaines, 2002. http://dx.doi.org/10.3917/sh.journ.2002.01.0039.
Pełny tekst źródłaAdjizian, Jean-Marc. "XXII. Déficit nature et nécessité de reconnexion des enfants et adolescents avec les milieux naturels". W Plein air : manuel réflectif et pratique, 383–96. Hermann, 2022. http://dx.doi.org/10.3917/herm.roult.2020.01.0383.
Pełny tekst źródłaOlson, Kory. "Creating Map Readers". W The Cartographic Capital, 47–85. Liverpool University Press, 2018. http://dx.doi.org/10.3828/liverpool/9781786940964.003.0003.
Pełny tekst źródłaSégur, Céline. "Rembob’Ina. Une histoire nostalgique de la télévision à la télévision". W Témoignage, mémoire et histoire. Mélanges offerts à Jacques Walter, 329–39. Éditions de l'Université de Lorraine, 2023. http://dx.doi.org/10.62688/edul/b9782384510207/c21.
Pełny tekst źródłaGratier, Maya, i Rana Esseily. "Petite enfance : l’atout nature". W Petite enfance : l’atout nature, 191–201. Érès, 2024. http://dx.doi.org/10.3917/eres.rayna.2024.01.0191.
Pełny tekst źródłaSerina, Simona. "Petite enfance : l’atout nature". W Petite enfance : l’atout nature, 31–47. Érès, 2024. http://dx.doi.org/10.3917/eres.rayna.2024.01.0031.
Pełny tekst źródłaLemancel, Laetitia, i Anaïs Throude. "Petite enfance : l’atout nature". W Petite enfance : l’atout nature, 111–22. Érès, 2024. http://dx.doi.org/10.3917/eres.rayna.2024.01.0111.
Pełny tekst źródłaPastorelli, Christelle, i Nicole Piselli. "Petite enfance : l’atout nature". W Petite enfance : l’atout nature, 65–72. Érès, 2024. http://dx.doi.org/10.3917/eres.rayna.2024.01.0065.
Pełny tekst źródłaDupont, Laurent. "Petite enfance : l’atout nature". W Petite enfance : l’atout nature, 175–88. Érès, 2024. http://dx.doi.org/10.3917/eres.rayna.2024.01.0175.
Pełny tekst źródłaStreszczenia konferencji na temat "Enfants – Nature"
Cordier, Hélène. "Le Moyen Âge vert des enfants : un patrimoine littéraire et environnemental". W Dire et faire la "nature". Fabula, 2023. http://dx.doi.org/10.58282/colloques.10241.
Pełny tekst źródłaLavallée, Élisabeth, Marie-Claude Rivard i Claude Dugas. "THE PERCEPTION OF SCHOOL STAFF AND PARENTS IN REGARD TO THE “ENFANT NATURE” APPROACH IN A QUEBEC PRESCHOOL". W International Conference on Education and New Developments. inScience Press, 2019. http://dx.doi.org/10.36315/2019v1end071.
Pełny tekst źródłaConnan-Pintado, Christiane. "Métamorphoses d’une histoire d’eau en littérature de jeunesse (1865-2004) Perspectives scientifiques/ littéraires/pédagogiques". W XXV Coloquio AFUE. Palabras e imaginarios del agua. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/xxvcoloquioafue.2016.2489.
Pełny tekst źródłaRaporty organizacyjne na temat "Enfants – Nature"
Gruber, Verena, Ingrid Peignier i Elinora Pentcheva. Analyse des motivations d’achat de camions légers au Québec. CIRANO, luty 2023. http://dx.doi.org/10.54932/kzyi1849.
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