Дисертації з теми "Enfant âge préscolaire"
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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.
Cournoyer, Julie. "La contribution de la réactivité comportementale, de l'attachement mère-enfant et de la sensibilité maternelle à la prédiction de l'anxiété en bas âge chez les enfants de mères adolescentes." Thèse, 2003. http://hdl.handle.net/1866/14830.
Beausoleil, Patricia-Ann. "Profil de développement neuropsychique chez des enfants d'âge préscolaire présentant des difficultés langagières." Thèse, 2004. http://hdl.handle.net/1866/14494.
Audet, Émilie. "L'évaluation du rôle des modèles opérationnels internes de l'enfant dans la transmission intergénérationnelle de l'anxiété chez de jeunes enfants." Thèse, 2007. http://hdl.handle.net/1866/7867.
Zuk, Stéphanie. "Les pratiques parentales maternelles et la symptomatologie des enfants victimes d’agression sexuelle d’âge préscolaire." Thèse, 2012. http://hdl.handle.net/1866/10351.
Child sexual abuse victims may present diverse adjustment problems (Beitchman et al., 1991; Briere & Elliott, 1994) that may persist into adulthood (Putnam, 2003). To promote the recovery of these children and prevent the intergenerational cycle of sexual abuse, it is important to focus on protective factors that can diminish their sequelae. Parenting practices constitute a key factor in child development and in the victims’ capacity to deal with the abuse suffered (Ullman, 2003; Yancey & Hansen, 2010). In the present study, focus was placed on parenting practices that are generally less studied, namely, psychological control (PC), limiting control (LC) and autonomy support (AS). Also, the examination of the factors associated with these practices and their impact on child development had for purpose to better understand the difficulties that these families may face so as to develop more adequate clinical interventions that are better suited for their specific needs. The objectives of this thesis were : 1) to validate a parental behavior coding system for preschool aged children, 2) to document the link between PC, LC, concept that we proposed in this study, and AS in order to clarify conceptual inconsistencies and methodological biases noted in previous studies, 3) to compare the parenting practices of mothers whose child has been sexually abused with those of mothers whose child has not been abused, 4) to examine the link between mothers’ childhood maltreatment and traumatic events, psychological distress and parenting practices and 5) to examine the relationship between parenting practices and children’s psychological adjustment. A sample composed of 22 preschool aged sexually abused children recruited at the Centre d’expertise Marie-Vincent (CEMV) and 79 non abused children recruited in Centres de la petite enfance (CPE) of disadvantaged areas of Montreal, as well as their mothers, participated in the study. Mothers’ psychological distress, childhood maltreatment, traumatic experiences before and after 18 years of age and their inductive and coercive conduct were measured using self-reported questionnaires by the mothers. Mothers and nursery educators also completed a questionnaire on the child’s symptomatology. Finally, a parental behavior coding system allowed the measurement of parenting practices during an observational procedure. Results show that the psychometric properties of the proposed rating system are satisfactory. Also, correlations between the main scales of the rating system and the results of factor analyses reveal that psychological control, limiting control and autonomy support are independent constructs, as hypothesized. The comparison of maternal behavior show that mothers of sexually abused children display similar practices as those of mothers whose child has not been sexually abused. Also, links were found between traumatic experiences and past abuse by mothers, her psychological distress and the practices displayed with her child. Finally, inductive strategies are associated with less externalized problems reported by mothers while coercive strategies are related to more externalized problems, according to the child’s educator. In order to increase the potential for a child to develop optimally and prevent the intergenerational transmission of sexual maltreatment, it is important to understand non-perpetrating mothers’ functioning and their parenting practices. The results of this study allowed to better document the conduct of mothers whose child was sexually abused. Also, explanations are proposed in regards to the different determinants obtained for child-centered (inductive) versus parent-centered (coercive) conduct. The identification of these risk factors may contribute to a more adequate prevention and intervention with these families and is even more crucial given the negative impact of some practices on the adjustment of their child, as shown in the present research.
Couture, Mélanie. "Signes neurologiques mineurs et persistants et rendement cognitif à l'âge scolaire chez des enfants à risque de difficulté d'apprentissage." Thèse, 2005. http://hdl.handle.net/1866/17637.
González-Sicilia, Fernández Daniela. "Le rôle de l’activité physique et la sédentarité en âge préscolaire sur les habitudes de vie, le rendement scolaire et le développement psychosocial au début de l’adolescence." Thèse, 2019. http://hdl.handle.net/1866/23478.
Due to advances in technology, sedentary behaviors (which typically involve screens) have become the preferred leisure activity for many children, instead of engaging in active play, sports, or other activities requiring physical effort. Due to urban sprawl, the use of active transportation is also in decline and most children travel to school by car or other passive means of transportation. However, physical inactivity and sedentariness are both risk factors for multiple physical and mental health problems. As described in the first chapter, the protective benefits of physical activity on well-being are well documented and the risks associated with sedentary behaviors are increasingly being studied. Nevertheless, most studies look at these two aspects separately and focus solely on the immediate impact on a specific sphere of well-being. The aim of this doctoral thesis was therefore to study, during two important transition periods in development, the links between physical activity and sedentary behavior in kindergarten and physical, cognitive, and psychosocial well-being while children transition out of elementary school. The first article (Chapter II) examined the prospective associations between participation in leisure-time physical activity at age 6 and academic performance at age 12. The results suggest that children who participate more in sports and other structured and unstructured physical activities perform better in school and present a higher classroom engagement six years later, than children who are less involved in these activities. The second article (Chapter III) examined the prospective links between a lifestyle that takes into account, at the same time, participation in leisure-time physical activity, use of active transportation, and time spent on sedentary behaviors (computer, television, and video games) at age 6, and several indicators related to academic performance and physical and psychosocial well-being at age 12. The results reveal that children who lead a more active/less sedentary lifestyle before starting school present healthier lifestyles (more physical activity and less screen time), fewer emotional disorders and less victimization later in life, compared to children leading a less active/more sedentary lifestyle. In both articles, gender-specific associations were also explored. The results of the gender-based analyses suggest that even if both girls and boys benefit from being more active/less sedentary, each gender experiences these benefits differently. A discussion of the main findings and implications is presented in the last chapter. In summary, this thesis highlights the importance of promoting an active lifestyle from an early age and the need of developing communities that provide children with multiple opportunities to stay physically active. This will help prevent the many risks associated with inactivity and sedentariness among youth and thus contribute to their well-being, both in the short and long term.