Regarde-moi, il faut qu’on se parle! Développement socio-cognitif du bébé sourd via l’attention conjointe (notice n° 607151)
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| fixed length control field | 03116cam a2200289 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250121160535.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Aubineau, Louise-Hélèna |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Regarde-moi, il faut qu’on se parle! Développement socio-cognitif du bébé sourd via l’attention conjointe |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2017.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 69 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Faire face à l’annonce de la surdité d’un bébé n’est pas une chose aisée, surtout si l’on est parent entendant d’enfant sourd. Cet article est une revue de question sur les tout premiers échanges avec les bébés sourds afin de développer au mieux l’attention conjointe, cette capacité à partager un même objet d’intérêt, à coordonner les regards puis les actions. L’attention conjointe est une compétence sociale de communication qui est prédictive du langage. Quelle place pend-elle chez l’enfant sourd ? Nous détaillerons les quatre difficultés que le bébé sourd va rencontrer pour développer cette compétence d’attention conjointe et nous évoquerons les stratégies qu’il met en place pour contourner ces difficultés. Au final, l’appareillage précoce couplé à l’introduction d’une langue codée ou signée apparaît comme un point fort pour aider l’enfant sourd de parents entendants à développer ses compétences de communication, et pour offrir au parent entendant plus de plaisir à échanger avec son enfant sourd. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Look at me, we have to talk! Socio-cognitive development of deaf babies via joint attentionDealing with the news that a child is deaf is not easy, especially when the parents of a deaf child are not deaf. This article is a review of the very first exchanges that one must make with a deaf child in order to develop the ability of joint attention at its best; such is the concept of sharing the same object of interest through the use of looks and of coordinating looks and actions. Joint attention is a social communication skill that predicts language skills. How can this concept develop for a deaf child ? In this article, we will detail the four difficulties that deaf children will encounter in developing joint attention and we will discuss the strategies capable of circumventing these challenges. Finally, we conclude that an early introduction of hearing devices coupled with sign language or cued speech appears to be a powerful combination in order to help deaf children of hearing parents to develop communication skills while simultaneously offering hearing parents greater communication enjoyment with their deaf children. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | attention conjointe |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | intentionnalitÉ |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | bÉbÉs sourds |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | cognition sociale |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | joint attention |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | deaf babies |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | intentionality |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | social cognition |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Vandromme, Luc |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Le Driant, Barbara |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Enfance | 2 | 2 | 2017-06-01 | p. 171-197 | 0013-7545 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-enfance2-2017-2-page-171?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-enfance2-2017-2-page-171?lang=fr&redirect-ssocas=7080</a> |
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