Добірка наукової літератури з теми "Professionnelles de la petite enfance"
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся зі списками актуальних статей, книг, дисертацій, тез та інших наукових джерел на тему "Professionnelles de la petite enfance".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Статті в журналах з теми "Professionnelles de la petite enfance":
Wagner, Maïa. "Goûter littéraire." Diversité 163, no. 1 (2010): 102–7. http://dx.doi.org/10.3406/diver.2010.3347.
Bénard, Christelle. "L’analyse de pratiques et la nécessaire reconnaissance du travail des professionnels." Spirale N° 106, no. 2 (September 13, 2023): 88–91. http://dx.doi.org/10.3917/spi.106.0088.
Prado-Martin, Renata, and Silvia Valentim. "Pensée réflexive et usage des concepts « psy » en crèche : tensions et contradictions." Spécificités, no. 1 (March 12, 2024): 71–89. http://dx.doi.org/10.3917/spec.017.0071.
Génier-Bédard, Léanne. "Pour une mesure des échanges interactifs et langagiers éducatrices-enfants en services de garde éducatifs." Actes de la Journée des Sciences et Savoirs, no. 24 (March 22, 2019): 57–69. http://dx.doi.org/10.28984/actes_acfas.v0i24.307.
Sellenet, Catherine. "L’analyse de la pratique comme contrepoint et contrepoids à une approche normative." Sociographe N° 85, no. 1 (February 15, 2024): 111–23. http://dx.doi.org/10.3917/graph1.085.0111.
Filliettaz, Laurent, Marianne Zogmal, Isabelle Durand, and Dominique Trébert. "La fabrication des savoirs sur le langage en interaction : regards croisés sur les pratiques de la formation professionnelle des éducateurs de l’enfance." Cahiers du Centre de Linguistique et des Sciences du Langage, no. 58 (July 30, 2020): 167–93. http://dx.doi.org/10.26034/la.cdclsl.2019.97.
Chantseva, Victoria, Pascale Garnier, and Sylvie Rayna. "Professionnelles de la petite enfance et sécurisation alimentaire." Socio-anthropologie, no. 39 (June 27, 2019): 39–52. http://dx.doi.org/10.4000/socio-anthropologie.5163.
Serre, Delphine. "Le bébé "superbe" : la construction de la déviance corporelle par les professionnel(le)s de la petite enfance." Sociétés contemporaines 31, no. 3 (September 1, 1998): 107–27. http://dx.doi.org/10.3917/soco.p1998.31n1.0107.
Verba, Daniel. "Les mutations dans le métier d'éducateur de jeunes enfants." Diversité 141, no. 1 (2005): 45–50. http://dx.doi.org/10.3406/diver.2005.2408.
Moro, Marie Rose. "Bientraitance, parentalité et pratiques professionnelles dans la petite enfance." Contraste 27, no. 2 (2007): 37. http://dx.doi.org/10.3917/cont.027.0037.
Дисертації з теми "Professionnelles de la petite enfance":
Valentim, Silvia. "Entre gestion et éducation dans la petite enfance au Brésil et en France : des implications professionnelles sous tension." Thesis, Cergy-Pontoise, 2016. http://www.theses.fr/2016CERG0762/document.
Doctoral research concerns the new forms of management, from the new public management in force in collective reception centers for young children (nursery) in France and Brazil. Based on field surveys, this research builds on what professionals say and show their ethical-political implications (Demailly, 2008) in their relationship with the institution (Monceau, 2014). The analysis of the institutionalization process of the crib in both national realities studied, reveals strong tensions between the actors on the social value of this type of establishment. It seems that the demands of families, concerned about obtaining seats in collective structures (or others), those in the business world, those children and those professionals fail to agree. Economic imperatives prevail more and more explicitly on all these demands and are found in the speeches of each other. These discourses are in the form of denunciations, but sometimes practical justifications to guarantee the well-being and quality of childcare (OECD, 2007). Through an ethnographic study and socio-Clinic, we sought to understand how the professionals involved in childcare of young children, France and Brazil, understand and experience the transformations brought about by socio-economic imperatives. We mobilize the theoretical framework of institutional analysis (Lourau, 1970) and consider early childhood (its structures and childcare) as an institution to the extent that its interest is widely recognized and practices established in our society. Investigations by immersion in these two countries (France and Brazil), so distant and so different, not intended to be comparative. Our goal was mainly to next educational developments and managers in the early childhood sector in these two realities, so that each can query the other. This process should identify how professionals are involved in these processes and how they allow (or not) to think about the effects of new forms of management on their practices and their involvement in them. The analyzers tensions between the educational dimensions and managers we finally highlight (the relationship to politics and policy, the issue of gender in social relations within the nursery, time management and the question of money, professionalization and professional references), suggest how professionals perceive their involvement in work and social structures outside of it. The institution of its complexity seems to escape their understanding, while guiding their actions. The institution is thus a non-knowledge (Lourau, 1970, p.19). Dichotomies implemented by professionals in Brazil as in France to classify and prioritize the elements of their environment and practices highlight some of the challenges posed by new forms of social sector management, particularly that of infancy
Violon, Margot. "La référence en crèche collective et multi-accueil : quels enjeux pour les enfants, les parents et les professionnelles ? Etre référent d’un jeune enfant en crèche collective : une pratique à (re)-conceptualiser ? Les relations professionnels/enfants dans les pouponnières et foyers de l'enfance : la notion de référence Validation francophone du Todler attention questionnaire, un questionnaire d'attention des jeunes enfants Les enjeux de la référence en crèche selon les professionnelles de la petite enfance et les parents." Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCB106.
Introduction: in collective day care centres, the primary caregiving system consists in assigning a primary caregiver to each young child as responsible for taking charge of his needs and care. This practice has raised much interest because it allows to individualize the care provided to infants and toddlers by limiting the impact of an early exposure to a collective setting on child development. However, the implementation of this system in child care facilities has rarely been the object of clinical and empirical studies. Moreover, this system is nowadays the object of controversies and debate about its relevance for the young children, the parents and the professionals involved. Objectives and methodology: a first qualitative and exploratory phase (based on interviews) aims to describe and to analyse how the primary caregiving system has been implemented in 17 day care centres in the Loiret department, in France, as well as the representations parents and professionals have about this system. Secondly, an experimental phase, comparing qualitative data (interviews) to quantitative data (development tests, type of attachment between the child and his caregiver, socio-emotional problems and skills) collected in nurseries applying and not applying primary caregiving system, tries to examine the impact of this approach on the creation of links between children and caregivers and on child development. Results: this study has revealed a widely heterogeneous implementation of the primary caregiving system in day care centres, depending in particular on the length of the assignment of the primary caregiver. A strong ambivalence about the primary caregiving system in its classic form was found among the participants. Hence, this system is seen both as providing security for the child and his parents when the assigned caregiver is present, but generating insecurity when she is absent. Some quantitative results seem to support the idea that the primary caregiving system promotes the formation of more secure attachment bonds between children and professionals. Finally, some contradictory and not significant results have been found regarding the impact of the primary caregiving system on child development. Only the developmental quotients related to socialisation and eye-hand coordination from the Brunet-Lézine Test-Revised appeared to be negatively influenced by the presence of primary caregivers, but this was not confirmed by the results from other tools. Discussion: unlike its implementation in foster care nurseries, the primary caregiving system in French day care centres seems to be focused on the organization of care it induces. The formation of a close or privileged relationship between the child and his assigned primary caregiver stands at the core of the debate and the challenges. Attachment theory and psychoanalysis provide some background for the discussion of this issue: is this privileged relationship an attachment link, essential for the child's security? Or is it rather a relational commitment including a risk of emotional spill-over and a sense of ownership? Some respondents considered that the primary caregiving system can answer to the first objective, but that it does not protect against the risk of exceeding the threshold of a fair affective distance, and might even increase it. This leads us to conclude that the implementation of primary caregiving in day care centres seems to have been reduced to a dual relationship and deprived of the essential presence of third parties (the team, the manager, the institution) which would enable professionals to better contain their emotions and feelings, to enhance the thinking on their practices and to help them to cope with emotional distance
Bédard, Édith. "Identité de genre et expérience professionnelle des hommes éducateurs à la petite enfance." Master's thesis, Université Laval, 2014. http://hdl.handle.net/20.500.11794/25392.
Hilbold, Mej. "Les enjeux identitaires et subjectifs d'une profession genrée, les éducatrices de jeunes enfants : l'accueil de la petite enfance entre naturalisation et professionnalisation." Thesis, Paris 8, 2016. http://www.theses.fr/2016PA080133/document.
In the sector of nurseries and day care centers, the identity dimension at work weighs on relationships and professional activities. This thesis is centered on the professional group of early childhood educators: the recent changes in this profession are analyzers for the profound changes in this activity area which gradually abandons the historic health approach for a psychological and pedagogical approach. This work offers a critical reading of sociological theories of "professional identity" and professionalization through the prism of gender studies and psychoanalysis. It also reports the results of an empirical research conducted through a psychoanalytically orientated clinical approach. Identity is here conceived as a performative speech, according to the landmarks given by the queer theories. The empirical investigation is based on interviews with professional and on long-term observations of municipal and parental day care centers. The still overwhelmingly 'female' recruitment of the educators, as well as forms of suffering at work that this thesis presents in a new way, reflect the logical limits of "professional identity", the latter producing divisions and systems of categorical oppositions - the "professional" opposed to the "mother", the "female", "parenting” and to “chilhood” - that drive educators into dead ends and cause relational rigidities. The impregnation of educators by psychological knowledge strengthens the mother-professional binary opposition because of the importance given to the still naturalized mother-child relationship, despite the significance of discourse on parenthood
BERTRON, FRANCOISE. "Clinique et petite enfance." Paris 7, 1997. http://www.theses.fr/1997PA070121.
It is in the very heart of a structure for looking after small children (a day nursery) that a clinical psychologist attempts to understand all it is involved in the relationships between parents and children, carers and children, parents and carers, in both psychological and sociological aspects. Following a presentation of the structure and the problematic under study, a first part, which is epistemologic, recapitulates different theoritical models discribing what is at stake in the early relationships between parents and children, and more particularly the relationship between mother and child. The second part, which is historical, sociological and demographical deals with the living conditions of women and children in french society, from the ancien regime to nowadays. It also tackles the history of the creches and that of the work of the women, both productive and reproductive. The third part, which evolves from the first two, is conceved as an answer to the problematic exposed in the presentation. Illustrated trough clinical histories, this third part throws light on the different facets of a phenomenon which one inevitably encounters when dealing with the care of small children
Schom, Anne-Clémence. "« L'institution suffisamment bonne ? » : à partir de la clinique quotidienne des pouponnières à caractère social." Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCB028.
Faced with current movements known as "deinstitutionalization" and in reference to the proposals of many authors on the failure of "metaframes" and contemporary disorder, this thesis is a study and an exploration of what persists and survives the institution in everyday life in care and social work institutions. Base on the example of institutionalized Foster Care on Babies (nursery), considered as potential and relevant analyzers, we have proposed in this study three different but complementary visions of the institution and of what makes it in and for each one collectively and individually. We propose to think: - The institution-environment - The institution as a group - Institution and institutional values. In each of these variations, we have worked the articulations between subjects and groups, material and psychic realities, individual and collective imaginaries, etc. We have also tried to propose the overtaking of conceptual oppositions in order to promote a reflection upon the articulations and maintain a dialectical reasoning. Starting from a main epistemology based on groups, families and institutions psychoanalysis, we entered into a qualitative clinical research integrating and analyzing the implications of the researcher to/in his study fields. The data collection was carried out in two nurseries during a period of 3 months for each, with an effective presence of two days per week minimum. For each of these fields of study, an original methodological device was designed to combine different sources of data (participative observation of the daily institutional, observation of professional practices in the units of life, observation of institutional meetings, semi-structured individual interviews with professionals from different trades, reading and analysis of institutional documents). The research approach also benefited from the contributions of individual supervision in order to identify and use the researcher's feelings, behaviors and counter- behaviors in order of collecting and analyzing data. In parallel to the two fields of study, this thesis was carried out within the framework of an Industrial Convention of Training by Research (CIFRE) with the National Observatory for the Protection of Childhood (ONPE, formerly Oned). From the analysis of everyday scenes and practices, the results of this work are intended to be complementary contributions to the existing theorizations and conceptualizations, as well as to the field practices already at work. If they are firmly rooted in the specific field of study areas (nurseries and child protection), we believe, however, that the proposals can also shed light on all the medico-social fields
Belliveau, Julie. "Évaluation de l'anxiété de séparation à la petite enfance." Master's thesis, Université Laval, 2002. http://hdl.handle.net/20.500.11794/46754.
FAVIER, LASSAUVEGERIE ANNE-LISE. "L'erythroblastopenie transitoire de la petite enfance : a propos de deux observations." Aix-Marseille 2, 1988. http://www.theses.fr/1988AIX20441.
Razy, Elodie. "Devenir Soninké : une ethnologie de la petite enfance au Mali." Paris, EHESS, 2002. http://www.theses.fr/2002EHES0111.
ANTOINE, CLAUDINE. "La berceuse populaire dans le contexte de la petite enfance." Université Marc Bloch (Strasbourg) (1971-2008), 1989. http://www.theses.fr/1989STR20028.
The repertory of popular lullabies appears to be linked to the social recognition of mother and child, as well as to the influence of both folklorists and romantic movement; but the popular lullaby itself eludes all definition, owing to its belonging to the popular song. Nevertheless, the symbolic function of the lullaby and its being a medium through which thoughts are expressed justify its existence and show it as essentially meant for adults. As a matter of fact, the intense relationship between the mother and her new-born baby seems to be the only explanation for the power of the lullaby to lull children to sleep, which leads to believe that a lullaby is, first of all, an "auditory caress"
Книги з теми "Professionnelles de la petite enfance":
Sylvie, Rayna, ed. Accueillir et éduquer la petite enfance: Les relations entre parents et professionnels. Lyon: Institut national de recherche pédagogique, 2005.
Berger, Diane. L'éducation à l'enfance: Une voie professionnelle à découvrir. 2nd ed. Montréal: G. Morin, 2008.
Ginevro, Daniela. Art, petite enfance, etc. Carnières (Belgique): Lansman-Émile & Cie, 2012.
Cyrulnik, Boris, and Laurence Rameau. L'accueil en crèche. Savigny-sur-Orge [France]: Philippe Duval, 2012.
Pierre, Bureau. Chroniques d'une petite enfance: Roman. Sillery, Québec: Éditions du Septentrion, 2006.
Christiane, El Hayek, France. Délégation à la formation professionnelle., France. Groupe permanent de lutte contre l'illettrisme., and France. Ministère du travail, de l'emploi et de la formation professionnelle., eds. Petite enfance, éveil aux savoirs. Paris: Santé et communication, 1992.
Lavallée, Carole. Éducation interculturelle et petite enfance. Sainte-Foy, Québec: Presses de l'Université Laval, 1999.
Krief, Evelyne. Une enfance interdite, ou, La petite marrane. Paris: Harmattan, 1997.
Blatier, Catherine. PRÉVENIR LA DÉLINQUANCE DÈS LA PETITE ENFANCE. Paris: Editions L'Harmattan, 2006.
Suesser, Pierre. Petite enfance: Penser la prévention en grand. Toulouse: Éditions Érès, 2013.
Частини книг з теми "Professionnelles de la petite enfance":
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.
Andrys-Top, Marie. "Éthiques inclusives en éducation." In Éthiques inclusives en éducation, 213–26. Champ social, 2023. http://dx.doi.org/10.3917/chaso.kohou.2023.01.0214.
Fagnani, Jeanne. "Activité professionnelle des mères et accueil de la petite enfance : enjeux sociaux, arbitrages politiques." In Familles et petite enfance, 133–45. Érès, 2006. http://dx.doi.org/10.3917/eres.trouv.2006.01.0133.
Bonnabesse, Marie-Laure, and Marie-Claude Blanc. "Penser les relations entre parents et professionnels comme un élément essentiel de la qualité." In Petite enfance et participation, 105. ERES, 2013. http://dx.doi.org/10.3917/eres.rayna.2013.01.0105.
Pirard, Florence, Anne Dethier, Nathalie François, and Élodie Pools. "Les compétences professionnelles au cœur des métiers de l’accueil de l’enfance." In Accueillir la petite enfance : le vécu des professionnels, 47–64. Érès, 2019. http://dx.doi.org/10.3917/eres.moiss.2019.01.0047.
Renouf, Léa, and Raphaël Riand. "Clinique des institutions." In Clinique des institutions, 115–26. In Press, 2021. http://dx.doi.org/10.3917/pres.bitto.2021.01.0116.
Chaton, Bérangère, and Laure Orsini. "Enfants, parents, professionnels : regards croisés sur les besoins d'aujourd'hui." In Petite enfance et cultures en mouvement, 55. ERES, 2004. http://dx.doi.org/10.3917/eres.orsin.2004.01.0055.
Appell, Geneviève. "La formation des professionnels de la petite enfance." In Vidéo et accueil des jeunes enfants, 75–78. Érès, 2002. http://dx.doi.org/10.3917/eres.appel.2002.01.0075.
Moisset, Pierre, and Devenir d’Enfance. "Les effets de l’accueil de la petite enfance." In Accueillir la petite enfance : le vécu des professionnels, 205–25. Érès, 2019. http://dx.doi.org/10.3917/eres.moiss.2019.01.0205.
Lefoll, Fabienne. "Petite histoire de la haine ordinaire." In Professionnels de la petite enfance : au risque des émotions, 51. ERES, 2009. http://dx.doi.org/10.3917/eres.nain.2009.01.0051.
Тези доповідей конференцій з теми "Professionnelles de la petite enfance":
Coudreuse, Anne. "La représentation de la petite enfance dans L’Échange des princesses de Chantal Thomas." In L'âge classique dans les fictions du XXIe siècle. Fabula, 2019. http://dx.doi.org/10.58282/colloques.6171.