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La peur influence nos comportements individuels et collectifs qui en retour propulsent l’histoire humaine. Après un aperçu de quelques indices laissant entrevoir le rôle probable de la peur dans l’émergence de la cité, nous examinerons en détail l’expérience de la peur. Puis nous aborderons son impact sur la mémoire, sur le développement du cerveau de l’enfant. Nous verrons ensuite jusqu’à quel point les structures mentales de la peur sont reproduites dans nos systèmes de droits et de devoirs, pour conclure que la sauvegarde de nos démocraties passe par l’apprivoisement et la remémoration de la peur., Fear motivates individual and collective behaviors, which in turn drive human history. After an overview of a few indicators affording us a glimpse into the likely role of fear in the appearance of the city, we shall examine the fear experience in detail. Next we will embark upon its impact on memory and the development of children’s brains. We will then see up to what point mental structures of fear are reproduced in our systems of rights and duties, concluding that the safeguard of our democracies goes through taming and recalling fear.

Introduction:The family is the first and main vehicle for character education. If a family fails to educate character on its children, it will be difficult for other institutions outside the family to improve it and will affect the child's own emotional development. Based on the observation of some students who have not been active during the learning process is going on, often disrupt his friends while playing, fighting and grabbing toys. The purpose of this research is to know the description of the pattern of family care and emotional development of preschool children in SatapWaingapu kindergarten 4. Method: used is descriptive study, population in this research are family and preschool children as many as 35 people and the sample using Total Sampling. Results: Democratic family pattern of 30 people (86%), authoritarian 5 people (14%) and negative child emotional development that is 24 people (69%), positive as many as 11 people (31%). Suggestions: Families are expected to be able to understand and understand the importance of parenting in children, have a lot of time in children and to educational facilities to better pay attention to children's activities and children's play environment in school.

This study aimed to explore various forms of child and contextual characteristics in relation to jealousy protest as well as children’s emotional and behavioral adjustment upon the birth of a sibling. Mother-child dyads (N = 77) were observed across two times: during the mother’s final trimester of pregnancy (T1), prior to the arrival of a sibling, as well as one month post-delivery (T2). Maternal-reported questionnaires were used to obtain information regarding child and contextual characteristics including basic demographic information, children’s temperament, and both mother and child depressive symptoms. Videotaped observational interactions were used to obtain measures of children’s affectivity, dyadic synchrony, and children’s presentations of jealousy protest. Findings revealed that pathways of jealousy protest assessed at Time 2 were predicted by child sex, birth order, temperament, and presentations of jealousy protest prior to a sibling’s arrival. Additionally, predictors of adjustment difficulties included child sex, maternal depressive symptoms as well as child depressive symptoms. These findings reflect the importance of the both maternal and child emotional well being in relation to subsequent adjustment to siblinghood. Furthermore, these findings further our understanding of the ontogeny of maladaptive occurrences in elder born children at the junction of a sibling’s arrival.