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This study used a pluralistic model to examine the procedures used by two preschoolers to achieve written productions using invented orthographies. The model allows children's procedural variations to be taken into consideration by understanding the hierarchy of different processing modes available to children in completing the task and incorporates children's procedural variations at the origin of the auto-organizational dynamic of development. (KB)

Shows how, among the cultures of the indigenous peoples of tropical South America, the human body offers a language and mechanism central to the process of production, elaboration, and transmission, of knowledge, skills, and emotions. Discusses recent anthropological debates and describes a new discipline known as "anthropology of the child." Contains 36 references. (VWC)

Discusses the importance of genetic and epigenetic factors in the development of the nervous system and the performances it conditions. From the perspective of rules, play, and relaxation of rules, learning and education are not considered as a kind of conditioning but as providing a content in which the cumulative expression of potential can take place. (AS)

Demonstrates how different educational climates (i.e., authoritarian, permissive, and democratic) are rooted in the attitudes of the adult toward the growth process. Analyzes the impact of these climates on a child's development. Concludes that an educational model should reintroduce the authoritarian support essential for children's growth. (DMM)

Describes the evolution of preschool education in Czechoslovakia. Discusses the role which Czechoslovakian educators, especially Comenius, have played in general and preschool education throughout the world. (RJC)

Access to parenthood is not always easy, and various difficulties can sometimes emerge. Often underdiagnosed, these peri- and post-partum disorders have a major impact on the quality of early interactions. Prevention and fast care are fundamental. In Nancy, France, a mobile perinatal psychiatry team (EMPPer) was created in September 2021 with the aim of "reaching out" to these vulnerable populations with care access difficulties. A clinical case combining precariousness, migration, maternal psychopathological disorders, baby's psycho-affective and psychomotor development trouble is exposed. This article aims to present the multidisciplinary network intervention of EMPPer. [ABSTRACT FROM AUTHOR]

The specificities of the current clinical practice demand a constant reflection regarding the symbolizing and containing potential of our therapeutic settings as a means to support families whose backgrounds are often marked by traumatic migratory experiences. Clinicians need to modify traditional therapeutic settings in order to culturally, socially and intrapsychically permit injured families to adhere to the proposed clinical interventions. As a way of better responding to the demands of those families, both in terms of time and content, we have set up a parent/child space. This multi-disciplinary observation place enables us to elaborate about the child's care, but it also constitutes a first therapeutic space that supports the institutional transfer which is often weakened by the traumatic impact of the history of the families we receive at the CMP. Inspired by Françoise Dolto's Maison Verte, this space encourages the parents' involvement in their child's development, by enhancing their investment in the institution and in their child. The aim is to provide a more individualized support so that children can regain a subjective position, and their parents can be heard and supported in their suffering while dealing with their child's disorders and disorganization. [ABSTRACT FROM AUTHOR]

Copyright of Revue de Psychoéducation is the property of La revue canadienne de psycho-education 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.)

Our current era is characterized by successive and rapid developments in various fields of human knowledge, and the credit for many of these developments is due to the interest in educational and pedagogical aspects since early childhood, to the extent that interest in early childhood has become a necessary entrance, and a basic beginning for the launch of human development, and the goal is no longer education or upbringing. Preparing children to enroll in school and follow up on the various stages of education, but there is a belief in the necessity of preparing children to be able to face an environment characterized by rapid change and development. Skills, characteristics and abilities in general, and creative abilities in particular. Children are one of the most recipients of creativity and a source of it whenever they have the opportunity to think, especially creative thinking. The child in particular is considered the wealth of the future and the real investment of society, and therefore he must be seen as the focus of the educational process and the focus of operations Education in its various media, and the photograph is one of the sources Or educational stimuli for the child to meditate and unleash his thinking, especially in the early stages of his life, for the photograph has a role, importance and strong impact, as it is said that it sings about a thousand words, as sight is one of the most important and most widely used human senses in acquiring information, as the image addresses all human beings. The image differs from the spoken or written word because it is associated with something concrete, tangible and specific, and the word is linked to something abstract, intangible, and the image differs from the written word in ease of receiving, as the text requires the dismantling of existing relationships Between words, effort, concentration and slowness, while the picture gives the message at once easily. The picture is a powerful educational tool that must be invested. Therefore, there was a need to conduct the current research to reveal the design considerations of photographs to develop the creative thinking skills of a pre-school child and its role in developing thinking skills. child's creativity.

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Copyright of Environnement, Risques & Santé is the property of John Libbey Eurotext Ltd. 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.)

The article presents the discussion on raising concerns about the potential detrimental effects on child development. Topics include extensive evidence pointing to various negative outcomes, encompassing overweight, obesity, cognitive development, and language skills; and containing noise exposure, screen time, and endocrine disruptors.

Copyright of Canadian Journal of Occupational Therapy is the property of Sage Publications Inc. 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.)

The aim of this article is to highlight the significance of actively involving young children in their own healthcare and paediatric healthcare planning. Based on a study conducted in a hospital setting, which revealed a lack of personalized care and inadequate understanding among younger children, this article discusses the potential benefits of empowering young patients. The theoretical framework explores various dimensions, including child-centred care, communication strategies, child development, and the impact of involving children in decision-making processes. By fostering children’s participation and creating a safe environment, healthcare professionals can enhance the overall quality of care and promote positive health outcomes for young patients.

Abstract: In this paper, I propose extending Tateo’s systemic cogenetic approach in relation with the dimensions of absence and invisibility. I illustrate my proposition in relation to the phenomenon of school-family-community interaction. I further develop my own theoretical work on how the interaction between school and family is constructed amidst tensions between presence versus absence, as well as visibility versus invisibility. This enables integrating the following dimensions in the systemic cogenetic approach: first, the process of making absence visible, invisible and present; and second, the process of rendering invisible the very process of constructing absence. I also delve into the constructive aspect of absence. I propose extending the systemic cogenetic approach in relation with the following aspects: (a) active absence (Goethe) as a way to make the invisible visible on the edge of the phenomenon; (b) the role of boundary in making visible the invisible; (c) boundary case (Non-Non-A) as a flexible designation (considering a phenomenon as A or non-A); and (d) circular and intransitive movement rendering visible the whole range of phenomena in irreversible time. I use the analysis of parents’ and teachers’ discourse as illustration of these theoretical propositions.

To increase the quality of pain assessment in children, it seems necessary to consider simultaneously the complexity of the pain phenomenon and the complexity of children's psychological development. Pain is now a wellknown multidimensional phenomenon involving biological, individual, and contextual factors, and pain assessment is a complex, dynamic task that requires wide professional training. Because expressing pain is not a problem-solving task for the child, we cannot focus on the child's cognitive development level only. To understand the child, we need to take into account genetic factors, gender, culture, the child's medical experiences and the model provided by adults to cope with pain. A transactional model of child development could help us to keep in mind the reciprocal influences of all the factors involved. [ABSTRACT FROM AUTHOR]

Today, there is a lot of interest in benevolence, in the political and ethical fields (with the ethics of care in particular) and in the educational field, with official texts that make it an aim of the school, various research studies and publications for the general public having a lot of echo. This emergence is not accidental: it is at the crossroads of various developments: children's rights, liberation of victims' speech, certain specificities of school suffering taken into account, in particular. Of course, corporal retribution is forbidden and humiliating or mind-numbing punishments are no longer acceptable. However, an invisible violence (in a grey zone) can remain at school, which can be either a stigmatization of the child (because of his behavior or difficulties), especially from a verbal perspective, or an ostracization. The concern for benevolence should therefore be taken seriously, as an attempt to remedy this background of violence. But it must also be examined with caution, insofar as it may obscure the essential stake of the school, which is that of a linking with knowledge, and the development of abilities. "Good relationships" cannot save a missed opportunity to meet this challenge. Hence the importance of re-examining the requirements of a overall pedagogy, a political pedagogy, which fully articulates the respect of the child and the stimulation of his power of action. [ABSTRACT FROM AUTHOR]

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.)

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education 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.)

Copyright of Revue Universitaire des Sciences Humaines et Sociales is the property of University of Kasdi Merbah Ouargla 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.)

Résumé: Des études épidémiologiques longitudinales menées dans différents pays ont évalué les associations entre l'exposition actuelle à des polluants qui sont, ou ont été, très présents dans l'environnement comme le plomb, les polychlorobiphényles (PCB), les dioxines, la pollution atmosphérique, et le neurodéveloppement de l'enfant. Ces études de cohorte mère-enfant ou d'enfants décrivent des associations de l'exposition prénatale ou la première année de vie avec des perturbations du développement mental et psychomoteur chez le jeune enfant, ainsi que des déficits cognitifs ou des altérations comportementales chez l'enfant plus âgé. L'impact de ces expositions sur le risque de troubles du neurodéveloppement (TND), tels que le trouble déficit de l'attention/hyperactivité (TDAH) ou les troubles du spectre autistique (TSA), est également suggéré en particulier avec l'exposition prénatale au plomb pour le TDAH et à la pollution atmosphérique (particules fines) pour le TSA. Les études expérimentales montrent divers modes d'action de ces polluants et leurs mécanismes au niveau moléculaire et cellulaire : stress oxydant, perturbations neuroendocrines et des neurotransmissions, neuro-inflammation, ainsi que des modifications épigénétiques qui peuvent altérer le développement cérébral pendant la période embryonnaire et fœtale et l'acquisition des compétences cognitives et comportementales pendant l'enfance. Longitudinal epidemiological studies in various countries have evaluated the relations to neurodevelopment in childhood of exposure to pollutants currently or previously ubiquitous in the environment, such as lead, PCBs, dioxins and air pollution. These mother-child or child cohort studies describe associations between exposure during the prenatal period or the first year of life and disruptions of mental and psychomotor development in young children and cognitive deficits or behavioral problems in older children. An impact of these exposures is also suspected of affecting the risk of neurodevelopmental disorders (NDD), such as attention deficit/hyperactivity disorder (ADHD) or autism spectrum disorders (ASD), and in particular, prenatal exposure to lead for ADHD and to particulate matter (PM) for ASD. Experimental studies show that these pollutants have various modes of action and mechanisms at the molecular and cellular level: oxidative stress, neuroendocrine and neurotransmission disturbances, neuroinflammation, as well as epigenetic modifications that can impair brain development during the embryonic and fetal periods as well as the acquisition of cognitive and behavioral skills during childhood. [ABSTRACT FROM AUTHOR]

Copyright of Études Inuit Studies is the property of Centre interuniversitaire d'etudes et de recherches autochtones (CIERA) 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.)

The paper looks at the results of the research conducted with the aim of determining preschool teachers’ implicit beliefs on children’s nature and the opportunities for fostering children’s development at preschool level in order to shed more light on the “internal model”that preschool teachers are guided by in their everyday work. The research was conducted on a convenience sample of preschool teachers (N = 38). The gender structure of the sample was homogenous, given that it consisted only of female preschool teachers. The authors designed a Questionnaire on Preschool Teachers’ Beliefs which was used as the research instrument. The obtained results were analysed using both quantitative and qualitative procedures. The quantitative analysis involved determining the frequency of some categories of responses. The qualitative analysis was conducted in the coding of the responses to open-ended questions according to their meaning into broader categories, as well as in the more detailed analysis of two respondents’ answers to all the questions in the Questionnaire. The questionnaires for the detailed analysis were selected according to the predominating adherence to either incremental or entity theoretical orientation, i.e., the responses given by the two respondents were closest to the poles of the entity-incremental orientation. The research results indicate that the preschool teachers who participated in the survey hold different implicit beliefs on children’s nature and the opportunities for influencing their development and that these beliefs, more or less, match their incremental or entity beliefs. More specifically, the teachers’ implicit beliefs are distributed on a continuum of entity-incremental orientation, with a simultaneous representation of conflicting beliefs in some respondents. The absence of complete coherence of implicit beliefs was registered in the qualitative analysis of the answers within one questionnaire.