Дисертації з теми "Professionnelles de la petite enfance"
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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"
Aballea, Catherine. ""Quand l'homme fait l'homme" : naisssance et petite enfance en Mongolie." Paris, INALCO, 2000. http://www.theses.fr/2000INAL0009.
Degeorges, Benoit. "Petite enfance et éducation familiale : etayage de l’histoire et perspectives." Thesis, Lyon 2, 2014. http://www.theses.fr/2014LYO20079.
This doctoral thesis, situated in the field of family education, is based on the history of early childhood in France, in order to learn a lesson about the organizations and the protagonists, whether they are parents or professionals. The standpoint of this thesis is to pave the way for improvements in the host sector and in the sector of the education of young children.The sociohistorical approach, by means of a document research, makes it possible to compare and to connect the demographic contexts and the outstanding social facts during the different periods, since the 17th century. Thus this approach offers a continuity for the tales : from the safeguarding of the abandoned children to the hygienist child-care centers of the 19th century, from the paid breast-feeding - which was in general use during the 18th century – to the diversification of the family models during the 20th century, from the « feeling of childhood » to the rights of the child, regarded as a « subject ». The analysis of the historical developments shows a logic in the qualitative construction of the organizations : the private initiatives are perpetuated and controlled by the public authorities, functioning standards - based on social consensus - are promulgated. History also reveals the marks of the former ideologies, among the early childhood professionals : charity safeguarding, hygienism. Finally, the difficulties experienced by young children’s parents seem to be recurrent : isolation, loss of educational benchmarks. An experience of collective thought dedicated to quality, on the one hand, and a local research orientated towards action on the question of parenting, on the other hand, confirm the lessons of history. In a present context that may be described as « managerial », this thesis introduces standpoints for qualitative improvement and for support to the parental function : approaches aiming at a curriculum and participating approaches, organization of spaces making co-education possible – such as the spaces dedicated to host children and parents, and other spaces of information
Bellin, Jean-Luc. "Les écoles Auboises de la petite enfance de 1833 à 1881." Paris 7, 1987. http://www.theses.fr/1987PA070041.
Trudeau-Malo, Jennifer. "Analyse exploratoire de quatre Centres de la petite enfance au Nunavik." Master's thesis, Université Laval, 2016. http://hdl.handle.net/20.500.11794/27177.
This exploratory research, conducted in 2011, describes the implementation of several childcare centres within a socioeconomic context in four communities in Nunavik. The main objectives of this project are to analyze community conditions such as employement possibilities, health issues, childcare services and education, that engendered a demand for childcare centres, as well as to examine the impact of such services on community life. The development of childcare centres derives from a collaboration between the Kativik Regional Government (KRG) and Northern community members. Hence, we also explore the role KRG played in the developement and maintance of such services in the North. To this day, there exists few scientific studies dealing with childcare centres in Nunavik and so, we worked in collaboration with KRG to conduct this project.
Hémond, Isabelle. "Les différents stress et la sensibilité maternelle durant la petite enfance /." Trois-Rivières : Université du Québec à Trois-Rivières, 1999. http://www.uqtr.ca/biblio/notice/resume/03-2208071R.html.
Hémond, Isabelle. "Les différents stress et la sensibilité maternelle durant la petite enfance." Thèse, Université du Québec à Trois-Rivières, 1999. http://depot-e.uqtr.ca/3380/1/000664871.pdf.
Lemelin, Jean-Pascal. "Caractéristiques émotionnelles à la petite enfance et fonctionnement cognitif à l'âge préscolaire /." Trois-Rivières : Université du Québec à Trois-Rivières, 2004. http://www.uqtr.ca/biblio/notice/tablemat/24042443TM.pdf.
Rollet, Catherine. "La politique à l'égard de la petite enfance sous la IIIe République." Paris 5, 1988. http://www.theses.fr/1988PA05H007.
Mainly based on study of printed records, this history of the action undertaken for the children of under three, aims to be the analysis of a process, characterized by the multiplicity of actors, the entanglement of the components and the alternation of productive and unproductive periods. The realization of the unfavorable situation of infants ("birth of a policy") first resulted in the adoption of specific laws to protect some of the high-risk groups of children: fostered (Roussel law), maltreated, abandoned. Expression of the desire to change the demographic balance, this policy took on a new dimension with the technological (and social) progress due to the work of Pasteur : obstetrics, nutrition, preventive vaccinations. Result of the alliance between science and law ("the scholar and the lawyer"), the action was reinforced by a larger help to families and mothers (Strauss law). The structural analysis of financial and human means ("the means for action") enlighten us as to how choices were made. At first, home visiting was the preferred method of care. This was gradually replaced by the "infant welfare center" (doctor Pierre Budin 1892), which could be linked to a "milk depot". These measures contributed among others to a clear evolution concerning infant survival, abandonment and feeding methods. A new image of infancy was popularized ("a new era began")
Rollet-Echalier, Catherine. "La Politique à l'égard de la petite enfance sous la Troisième République." Lille 3 : ANRT, 1988. http://catalogue.bnf.fr/ark:/12148/cb37618249d.
Pourchez, Laurence Benoist Jean. "Grossesse, naissance et petite enfance en société créole : Île de La Réunion /." Saint-Denis (Réunion) : Paris : CRDP Réunion ; Éd. Karthala, 2002. http://catalogue.bnf.fr/ark:/12148/cb38934367q.
Rollet, Catherine. "La politique à l'égard de la petite enfance sous la IIIe République." [Paris] : Institut national d'études démographiques : Presses universitaires de France, 1990. http://catalog.hathitrust.org/api/volumes/oclc/23694310.html.
Lemelin, Jean-Pascal. "Caractéristiques émotionnelles à la petite enfance et fonctionnement cognitif à l'âge préscolaire." Thèse, Université du Québec à Trois-Rivières, 2004. http://depot-e.uqtr.ca/1236/1/000121970.pdf.
Lestage, Françoise. "Le temps du mûrissement, anthropologie de la petite enfance à Laraos : Andes péruviennes." Paris, EHESS, 1992. http://www.theses.fr/1992EHES0061.
The aim of this work is to show that, in the peruvian andes, birth and infancy represent a crucial phase in acquiring personal and cultural identity. This notion presupposes integrating numerous elements which are studied on various levels. On the one hand, the identity structuring process is irrevocably linked to the handing down of a traditional andean rural culture. First of all, the former is spatially defined through constant reference to the soil, the village. It is also anchored in time by reference to ancestors and family structure. It is chronologically punctuated by successive stages celebrated by rituals underlining their symbolic value. On the other hand, the development of a truly personal identity out of a complete fusion with the mother also stands out as an arduous achievement which entails mastering certain pathalogies (mipa) together with scrupulously observing a number of practices (i. E. "purchase" of the child, haircut)
Pourchez, Laurence. "Anthropologie de la petite enfance en société créole réunionnaise (Hauts de Sainte-Marie)." Paris, EHESS, 2000. http://www.theses.fr/2000EHESA087.
Ferté, Anne-Laure. "Procréation, naissance et petite enfance : représentation et pratiques populaires dans la famille noire guadeloupéenne." Paris 5, 2006. http://www.theses.fr/2006PA05H095.
During the course of my clinical practice as a psychologist in the area of early childhood, I was able to observe a set of behaviors among very young French West Indian children and their parents, that we felt to be culturally determined. The correct appreciation of these behaviors by mainland professionals required that very in-depth fieldwork be undertaken beforehand, regarding the underlying cultural representations of the infant, as well as associated childcare practices. Such a study allowed a completely coherent and novel system of representations of the infant and his/her needs to emerge - and, beyond this : of the person - despite the very recent history of the culture in question. The confrontation of the collected data with psychoanalytic conceptions of early development, such as those proposed by Freud, Winnicott, or Anzieu allowed us to establish parallels among them. The concepts of Self, of holding, and of handling (D. W. Winnicott), of "Moi-peau" and of "attachment-drive" (D. Anzieu), in particular, proved very useful in accounting for Ithe collected material
Odena, Sophie. "Les modes de garde de la petite enfance : facteurs de reproduction sociale et sexuée." Aix-Marseille 1, 2005. http://www.theses.fr/2005AIX10059.
Klein, Bruno. "Marie Pape-Carpantier : le combat d'une femme pédagogue pour l'éducation de la petite enfance." Rouen, 2007. http://www.theses.fr/2007ROUEL552.
As she was nominated supervisor of the first "salle d'asile" in La Flèche (72) in 1834, Marie Pape-Carpantier (1815-1878) has devoted her engagement to the education of the early childhood for forty years. To bring her action to a successful conclusion, she leaves her native province to take part in the foundation of the first "Ecole normale maternelle" in Paris in 1847. As it was named the "Cours pratique", this space became propitious to the innovation and the formation of the natural method and its spearhead : the objects lesson. By dramatizing it, Marie Pape-Carpantier thinks it will carry knowledge and morals. But, Marie Pape-Carpantier, known for her courses and conferences, is also the one who expresses an opinion both philosophical and theological. According to her, as it may use adapted means and as it follows the natural laws conceived by the Creator, education is a rational relation, initiated by the mother, for the benefit of morals, reason and conscience of her child
David, Olivier. "La petite enfance, politique d'accueil, aménagement du territoire : le cas de l'Ille-et-Vilaine." Rennes 2, 1996. http://www.theses.fr/1996REN20025.
The under 6 age group is a basic element when observing the recent demographic trend. The decrease in birth rate and fecundity which started in the late sixties accounts for this age group's lower share in the French population. Geographically speaking, younger children are unevenly distributed, with peaks in cities and their peri urban areas. Besides, what with family breakdown and the rising rumber of working women there is now a whole new set of daily organization with direct consequences for younger children. Thus authorities have been encouraged to further a more active welfare family policy wich partly consists in fostering the development of day care units for the very young. In turn, blatant disparities have emerged from the way family care services are distributed. As a whole, supply is for from meeting demand in cities and countryside alike. Such gaps make it impossible to guarantee equal opportunities for each and every citizen in a given area. A few regional authorities have considered measures to help bridge these gaps, the Ille-et-Vilaine department for one. Such initiatives lie within the framework of a country planning policy and thus, these steps which are directed towards younger children can partake in a region's development, especially since they do have a positive political and social impact
Dubé, Julie. "L'attachement, la réactivité comportementale et la genèse des manifestations anxieuses lors de la petite enfance." Thesis, Université Laval, 2009. http://www.theses.ulaval.ca/2009/26673/26673.pdf.
Barrette, Johanne. "L’approche Reggio Emilia dans le programme-cadre de l’éducation à la petite enfance en Ontario." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39463.
Correia, Gregorio Jennifer. "Les auxiliaires de puériculture en crèche : les enjeux du travail et de l'absentéisme." Electronic Thesis or Diss., Université Paris Cité, 2023. http://www.theses.fr/2023UNIP7061.
Work organisation has rarely been examined in collective nurseries as a means of understanding working conditions and the issues involved in care work. This comparative research on socially differentiated nurseries is being carried out within the Val de Marne Department as part of a CIFRE grant. This thesis is based on an ethnographic study, which aims to grasp and understand the issues that lead to absenteeism among childcare workers in collective nurseries. We examined all aspects of childcare assistants' day-to-day workload. This allowed us to show how work organisation produces contradictions and contradictory injunctions. We were able to highlight the informal standards that compete with the mission. Nevertheless, childcare assistants carry out their tasks, whilst navigating between constraints and the involved workload. Through analysis, we were able to show the forms of satisfaction and gratification, which provides concrete evidence of the affective component that comes into play. Yet this finding does not prevent the effects their work is having on the physical and psychological state of these women, with the strain of their work even intruding into their private lives. The comparative analysis showed the construction of differentiated practices among the childcare assistants, due to the various interacting elements. The interactions of the auxiliaries, the equipment, the organisational configuration and the children's social class produce more pedagogical work for the children, who have a better grasp of the norms within the community. Finally, we interpreted the different dimensions that lead to absenteeism, revealing how the organisational context and the working conditions are to be taken into account
Maso-Taulère, Jeanine. "La socialisation de l'enfant en petite section d'école maternelle : contribution à l'analyse sociologique de la petite enfance scolarisée au début des années 2000." Amiens, 2002. http://www.theses.fr/2002AMIE0001.
Nanty-Fremond, Isabelle. "Les théories implicites de la personnalité : enjeux et déterminants psycho-sociaux dans la perception du bébé de moins d'un an." Paris 10, 1993. http://www.theses.fr/1993PA100016.
Our core question turns on the existence of implicit personality theories elaborated by nursery employees which permit ot justify the professional service of the adult. Thus, the infant behaviours are evaluated and understood according to their adequacy to professional expectations. We have used a free answering questionnaire method. This questionnaire consists in four sections: personal and social characteristics of the persons answering the questionnaire, descriptions of an easy infant and of a difficult infant, relative importance of the infant needs, causal explanation of its behaviour. Based on 2300 filled-in questionnaires, the results lay stress on the existence of evaluation factors in the psychological description of infant. Every group of employees has its own evaluation axes related to the perofessional justification of the adult. They appear in both the psychological descriptions and the explanations of the infant behaviours. From this point, common to the whole of the results, we conclude that implicit personality theories specific to the nursery employees towards infant exist. The whole of obtained results is discussed in the purpose of professional training
Jolonch, Anglada Anna. "Educateurs et enfance en risque : le regard, l'action et la réflexion dans les pratiques professionnelles." Paris 8, 1999. http://www.theses.fr/1999PA081537.
I began to ask questions when i became aware of a state of unease among social services teams in catalonia about the lack of definition of the role of the educator. The research materials are the result of my professional experience with educators. The first part of the thesis is connected with the transformations of society, the shattering of social unity and the proliferation of social problems (barel, castel). The epistemology of the research is permeated by the idea of an explosion of points of view and work on involvement as a means of production of knowledge (Ardoino, Canter Kohn, Devereux). Through an analysis of my research itinerary i show how that questioning has led me to change my point of view and shed any univocal vision. Through a way of thinking which revolves around a questioning of my way of looking at educators, i appropriate my place as practitioner-researcher and draw knowledge to create a device which invites educators themselves to call in question their way of looking at families in order to reappropriate their practice. The second part focuses on an analysis of the constitution in catalonia since the 80s of a social protection sector and the emergence of a representation of children at risk. We return to the educators and the institutionalisation of their function in the administration and professional qualification. The third part concentrates on an analysis of the materials (family dossiers, case histories, interviews, meetings and training sessions) which may clarify the way in which educators construct their categories in relation to the object and the profession and show that risk is a matter of relation and not of object. The point is not a definition of a model but the very possibility of educational action from positive globalising representations. Identity is still to be constructed, redefined and reinterpreted rather than given a priori
Trudel, Josée. "L'éducation à l'égalité des sexes dès la petite enfance au Québec : le genre dans les croyances de finissantes en Techniques d'éducation à l'enfance et dans le programme des services de garde éducatifs "Accueillir la petite enfance"." Master's thesis, Université Laval, 2018. http://hdl.handle.net/20.500.11794/32525.
Batista, Aurore. "Le développement multimodal de la communication au cours de la petite enfance Etude en contexte francophone." Phd thesis, Université de Grenoble, 2012. http://tel.archives-ouvertes.fr/tel-00741600.
Belleau, Marie-Claude. "Démarche d'appropriation d'une approche inclusive chez les éducatrices oeuvrant dans un centre de la petite enfance." Thesis, Université Laval, 2013. http://www.theses.ulaval.ca/2013/29781/29781.pdf.
Belleau, Marie-Claude. "Démarche d'appropriation d'une approche inclusive chez les éducatrices œuvrant dans un centre de la petite enfance." Master's thesis, Université Laval, 2013. http://hdl.handle.net/20.500.11794/24762.
Lambert, Hamel Audrey. "Les pratiques des travailleuses de la petite enfance : conditions, relations interpersonnelles et aspects économiques du travail." Master's thesis, Université Laval, 2014. http://hdl.handle.net/20.500.11794/25625.
Batista, Aurore. "Le développement multimodal de la communication au cours de la petite enfance : étude en contexte francophone." Thesis, Grenoble, 2012. http://www.theses.fr/2012GRENL035/document.
The aim of this thesis is to study the development of multimodal communication in young French children aged from 18 months to 3 years and a half while acquiring the French language. We will focus on the emergence and development of gestures, gesture-word combinations and language and will try to understand the role of gesture in the early stages of language acquisition. The interest of this research is that it fills the gap between (1) research on the young child first gestures during the pre-verbal period and the period during which he begins to acquire his mother tongue (the appearance of one-word and two-words sets in his productions) AND (2) research about older children (age 6 and older) and adults who both communicate using their mother tongue and co-speech gestures. Our corpus is composed of 154 videos of young children playing with an adult and a house game set (triadic situation). Using these data, we first wanted to test the hypothesis that the production of communicative gestures and the emergence of gesture-word combinations both predict the production of two-words speech in young children (as it has already been shown for Italian and American children). In fact, our results point to a more general developmental scheme with gesture+Xwords combination always preceding the upcoming of X+1words verbal utterances. Gesture use does play a role in the development of language at early stages as well as at later stages, when the child begins to produce long sentences (composed of more than two words) and combines them with co-speech gestures. Our second objective was to observe qualitative changes in the child's communicative behavior in a triadic situation, and more precisely to study the communicative resources the child uses to express sequences of events (scripts related to playful activities) which require not one, but two or more predicates. Again, it appears that gestures and bimodal combinations are integrated within the first attempts to produce verbalizations. This work confirms that gesture use does play a role in language development. A better understanding of these gestures will allow us a better understanding of child development and help us to identify earlier and more effectively developmental disorders in children. In addition, if there already is an index to measure the development of language performance, this research questions the creation of an index that can assess the multimodal communicative performance, that is to say the creation of an index taking into account all the semiotic resources mobilized by the child and not just verbal language
Couteret, Paul. "La confiance dans la relation dirigeant-adjoint en petite entreprise." Montpellier 2, 1998. http://www.theses.fr/1998MON20023.
Callet, Ingrid Natacha. "Les pratiques éducatives d’éducatrices et d’éducateurs en crèche : perspective comparée France-Italie." Thèse, Université de Sherbrooke, 2014. http://hdl.handle.net/11143/6022.
Kounakou, Komi. "Littératie médiatique et petite enfance. Appropriation de contenus audiovisuels par des jeunes enfants non-lisants et sourds." Phd thesis, Université de Valenciennes et du Hainaut-Cambresis, 2012. http://tel.archives-ouvertes.fr/tel-00761617.
Fontaine-Benaoum, Élodie. "Approche écosystémique de l'accueil des enfants en situation de handicap dans les structures de la petite enfance." Thesis, Toulouse 2, 2016. http://www.theses.fr/2016TOU20083/document.
The aim of this research is to study, with an ecological system theory ( Bronfenbrenner, 1996), the influence of the attendance of day care on socio-emotional development of children with disabilities, on family quality of life, and the representations of professionals. With this mind, our sample consists of 48 children with disabilities (23 girls and 25 boys) aged from 11 months to 4.7 years in day care, 56 parents (47 mothers and fathers 9) and 79 professionals. The socio-emotional development of children has been apprehended using an observation (Evaluation de la Communication Sociale Précoce, Tourette & Guidetti, 1993) and a semi-structured interview (Vineland Adaptive Behavior Scale, Sparrow, Balla, & Cicchetti, 1984). Parents have filled two questionnaires on their family quality of life: the Family Quality Of Life scale (Hoffman, Marquis, Poston, Summers & Turnbull, 2006) and the Family Impact of Childhood Disability (Trute, Hiebert-Murphy & Levine, 2007). They also answered a semi-structured interview, the interview "R" (Stern, Robert-Tissot, Besson, in Lebovici, Mazet & Visier, 1989) to investigate the representations that parents have of their child. The professionals were interviewed, firstly from a questionnaire to identify their preferred educational values (CaMIE; Ramstein Krucher, El-Najjar, & Pierrehumbert, 2005) and secondly, to using a semi-structured interview to capture their representations of disability and their role. Finally, parent-professional relationships were analyzed through the Family-professional partnership Scale (Summers et al., 2005) and l’Echelle de collaboration parent-professionnel (Lacharité, Moreau & Moreau, 1999). The main results show that the attendance of day care allows children with disabilities to maintain and/or increase their social adaptive skills. In addition, more children mobilize adaptive and communicative skills, parents report less negative impact of disability on family life. They then show more satisfaction in their parenting and emotional well-being. In addition, most children encounter difficulties in socio-emotional, most parents express negative affect when they think of their child or are with them. Also, most parents are satisfied with their quality of family life, plus the one hand, the child's descriptions are focused on their skills and on the other hand, the emotions that parents say they feel are positive. Finally, professionals mainly define disability in its medical dimension but receive no difference in the performance of their role as the child is living with disabilities or not
Pomerleau, Catherine. "Le rôle des facteurs biologiques et du langage dans l'émergence de la prosocialité à la petite enfance." Master's thesis, Université Laval, 2005. http://hdl.handle.net/20.500.11794/43631.
Caublot, Morgane. "La qualité de l'accueil dans les structures de la toute petite enfance au travers d'une approche écosystémique." Thesis, Toulouse 2, 2013. http://www.theses.fr/2013TOU20046.
The study of quality in early childhood education requires that the concept of quality itself and the processes used to define quality requirements are investigated explicitly. Currently, there are two opposing approaches to quality. One approach considers quality as a normative and universal concept while the other regards quality as a subjective and contextually specific concept. In this study, we question the pertinence of these two approaches, going beyond this opposition by integrating dimensions that universally favor children’s wellbeing in daycare and dimensions that are specific to cultural, socioeconomic and political contexts. This study is theoretically anchored in the eco-systemic model. The project is structured into two phases. Both qualitative and quantitative methods are employed. First, 103 structured interviews were realized in order to understand specific cultural values associated with quality services in early childhood out of home care in France. Results indicate that quality of adult-child interaction is rarely mentioned and priority is given to the determinant of these interactions. Educational dimensions of this relationship and meeting children’s learning needs are rarely mentioned as constituent factors of quality. Specific aspects of the socioeconomic context and family politics in France clarify these results. On the basis of these initial findings, the second phase of research investigated 35 parent-professional relationships in daycare centers using questionnaires. Specifically, we examined the impact of their respective expectations and attitudes on the quality of their relationship. Person-centered cluster analyses were performed in order to identify mutual attitude profiles. Dyads were characterized on the basis of their expectations. Parent-professional relationships were described using dimensions such as counseling, tutoring, parent supportive, confidential, professional service or parental satisfaction. Associations between these dimensions, parental stress, social support, professional burnout and perceived quality of parent-professional relationship were examined. The identification of attitudes and expectations and their association with both parents and professionals perceived satisfaction with the relationship underscores the importance of considering contextual dimensions in the process of identifying quality in early childhood education and care. In conclusion, we discuss the relevance of this approach to quality based on eco-systemic model of quality developed by Bigras and Japel (2007) as a prerequisite to understanding child wellbeing in out of home care
Montmasson-Michel, Fabienne. "Enfances du langage et langages de l'enfance. Socialisation plurielle et différenciation sociale de la petite enfance scolarisée." Thesis, Poitiers, 2018. http://www.theses.fr/2018POIT5004/document.
At the end of the 20th century, the French nursery school has become the school of language for a whole age group, early childhood, in order to reduce school inequalities. However, both language and childhood are not unique and uniform because both of them are socially variable. This thesis questions the primacy of language in the nursery school from a double point of view: how do norms of school language, i.e. early literacy, affect children from socially different backgrounds? What are childhood’s languages and how are they connected? By taking language socialization as a research object, this thesis studies the plural socialization and social differentiation in schooled early childhood. The sociohistorical analysis shows that the primacy of language in nursery school came from social attention towards the young child. After having studied his fragile body, it invested his symbolic productions, revealed by an ethnocentric “science of the child”. Gradual-ly, the young child becomes a “cultural object”. Over the 19th century, this process took place in the educated and dominant parts of the upper class and the aristocracy. Women from these social groups took a close interest in early childhood. A first pedagogy of language was invented, at least ideally, in the Third Republic’s nursery school which aim was to bring up a reasonable citi-zen. But over the second half of the 20th century, language became a school issue, when the social problem of “school failure” appeared with mass schooling. A professional intervention field of early literacy was formed and imposed contents and norms for legitimate practices. Those early literacy entrepreneurs convey the educational standards and expectations of the cultivated middle class towards an “ideal customer”: by the elitist definition of a young child as someone with pre-supposed political and cognitive autonomy. The ethnographic inquiry describes plural socializa-tion involving several instances together and their socially differentiated products: school accul-turation, socialization among peers, family socializations, children material and symbolic culture (i.e. playful, fictional, graphic, alphabetical and reading culture, “school traditions”, legitimate culture). It reveals how the unequal distribution of these language products structures social rela-tions (both class & gender) between children at nursery school, at the crossroads between school acculturation and peer language. It reproduces social structure. The study concludes that the dif-ferential functions of nursery school are structured around both a real curriculum, (which part of the working class is comfortable with), and a hidden reflexive curriculum, (i. e. as a principal of extended literacy). This latter one belongs to social groups with education resources (i. e. middle class) and is the legitimate object of the professional intervention field in early literacy. Finally, the thesis shows that language established as a priority in order to reduce school inequalities actually perpetuates school domination. It happens through the pedagogical domination imposed by the norms entrepreneurs on the early language socialization’s agents
Dionne, Ginette. "Considérations génétiques et environnementales dans l'association entre le développement du langage et l'agressivité physique à la petite enfance." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ57932.pdf.
St-Amand, Pascale. "La relation entre les facteurs socio-émotionnels de la petite enfance et le développement cognitif à 43 mois." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0003/MQ42016.pdf.
Rivas, Roxana. "Le changement organisationnel d'ordre stratégique en milieu coopératif le cas du Centre de la petite enfance "Le Bilboquet." Mémoire, Université de Sherbrooke, 2000. http://savoirs.usherbrooke.ca/handle/11143/1985.