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Copyright of Éducation et Francophonie is the property of Association Canadienne d'Education de Langue Francaise (ACELF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Liaison is a sandhi process in French causing the production of a liaison consonant across a word boundary, the nature of the consonant being determined by Word 1. As such, it offers patterns of variation at word boundaries in continuous speech. Drawing on two dense corpora of parent-child interactions, our paper examines how the child proceeds to acquire this alternation. Our analysis focuses on the influence of parental input on the earliest liaisons produced by the child. We also consider the effect of socio-economic criteria on the child's speech segmentation and the speed of liaison acquisition. [ABSTRACT FROM AUTHOR]

This review aims to identify attachment characteristics among children with Down Syndrome (DS). Observations of their attachment behaviour in infancy suggest atypical behaviours that may impact parental sensitivity. Many children with DS develop disorganized or atypical attachment, which does not fit with the usual classifications (secure, avoidant, resistant, disorganized). At a cognitive level, research on attachment representations among children with DS is sparse. Yet intellectual disabilities question the capacity to integrate attachment experiences into organized and elaborate internal working models. Providing parental support during early interactions may be helpful in assisting parents understand the specificities of their children's attachement signals and thereby promote the establishment of a safe haven. [ABSTRACT FROM AUTHOR]

Reading and psychological development It is tempting to attribute the most determining role in the language development to the genetlcal legacy. An analysis of human being's psychological evolution from his birth on shows that the neuro-maturaty process is not the only factor involved: every single step In the language mastering seems rather as resulting from the proceeding step In the psychological process. Several studies have underlined as important the interactions beetween mother and child. The author emphasizes more precisely the baby's reaction to the mother's speech to him: he is confronted with a dual language: one corresponds to the actual message, the other side to a fiction modulated by his mother's reveries and her contradictions, which are sequential to the message and contain prospectively organisational elements as valuable as the utilitarian formules. In catching up with the avatars of an absent object, the child, since the second year, tries to utter names and to tell something. In order to describe, he will use several terms, sketchklng a sentence. So comes the transition from the intimate language to the social-commune structured language that understand all those who belong to the same culture. It is the language of the telling that conveys Information and fiction -- two functions soon differentied by a normal child. The author is chairman of «A.C.C.E.S.». This Association alms to endow children whose parents are usual readers with the same benefits as those enjoyed by children familiarly bred up with books and tale manuals. ls it certain that those who have learned how to read will, thence, be usual readers ? Reading comes possibly a source of conflict between generations. The love of reading rhymes with a desire to plunge into a secret world where parents have no access. The text concludes about the origin and the growth of the reading enjoyment, its proteiform manifestations, the rejection of the text, which is the sign of the child exclusion, but also with an optimiste note about the reversibility of this behavior. [ABSTRACT FROM AUTHOR]

Abstract: We intend to show that “choosing” the teaching occupation can be understood by adopting a clinical analysis of the relative influence of parental images and images of teachers that the subject has encountered during his schooling. How does the subject articulate these images to make his professional choice? We postulate that this choice stems from the articulation of the “school romance” to paraphrase the Freudian “family romance” with oedipal rearrangements of the subject. [Copyright &y& Elsevier]

Copyright of Enfances, Familles, Generations is the property of Enfances, Familles, Generations and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract: More and more children have extremely violent behaviour which appears about the age of 15–16 months, when walking makes their hands free. This violence is individual, can appear suddenly at anytime, and is not accompanied by guilt. It is caused by early psychological and repeated traumas, whose importance is usually underestimated: unpredictable, violent parents, exposure to the spectacle of conjugal violence, distortion of the signals emitted by the toddler. These traumas bring about specific psychological structure. The prevention of these troubles exists but is impossible to realise in France. [Copyright &y& Elsevier]

Copyright of Revue Française de Sociologie is the property of Presses de Sciences Po and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract: Longitudinal research in developmental psychopathology has indicated that extreme child temperament is often a precursor of later difficulties, especially if combined with inappropriate parental response. Parental assessments of temperament reveal pertinent information on the nature of the parent–child relationship. Numerous studies have shown that maternal psychiatric symptoms are strongly associated with mothers’ evaluation of their child as being of difficult temperament during the primary school age. The objective of this study is to evaluate the influence of parental personality traits, psychiatric symptoms and family ecology on her representation of the child''s temperament. Sixty parental couples of children aged between 12 and 20 months living in the region of Toulouse, France filled out the ICQ temperament questionnaire, the Eysenck Personality Questionnaire and the Psychiatric Symptom Check-List Revised. Results indicate that maternal personality trait of “extraversion” and psychiatric symptoms of “obsession”, “depression”, “psychosis”, “anxiety” and “hostility” are significantly associated with mothers’ representation of their children as being of difficult temperament. Examination of fathers’ responses indicated that only three psychiatric symptoms were associated with their representation of their child as difficult: “depression”, “personal sensitivity” and “obsession”. Parental representations of children''s temperament are linked in part to actual characteristics of the child, but also to the personality profile and mental health of the evaluating parent. Parental perception of a difficult child temperament reveals risk of interactions problems between them. [Copyright &y& Elsevier]

Abstract: Contemporary family configurations oblige us to reconsider the ways in which the parental function is exercised and therefore what forms its specificities. At the same time, some of these new families constitute veritable laboratories and oblige us to revisit certain matrix moments in a child''s evolution. Here, we have developed the question of the primitive scene, of children''s figurability of their intra-uterine life and, lastly, of their narcissistic relationship with themselves. [Copyright &y& Elsevier]