Trajectoires développementales atypiques et acquisition symbolique chez les enfants présentant le syndrome d’asperger. Cas des enfants de 04 a 08 ans du CAED-Cameroun

Abstract

This thesis proposes to explore atypical developmental trajectories and symbolic acquisitions in children with asperger‘s syndrome. Atypical developmental trajectories are a mode of functioning and structuring governed by attitudes, atypical lines of conduct, gestures or even unconscious reflex movements in clear deviation from the person‘s stage of development. In childhood, the awakening of thought and learning in asperger‘s syndrome involve a markedly different development. However, individual genetic differences, the effects of age, experience, and especially the emotional factor count for a lot in decision-making. In the family setting of an atypical child, as is the case for these children with asperger‘s syndrome, how do atypical developmental lines account for the capacities for child, as is the case for these children with asperger‘s syndrome, how do atypical developmental lines account for the capacities for symbolic acquisition in children with asperger‘s syndrome? This poses the problem of in-depth understanding of the meaning given by the atypical developmental trajectories of children with asperger‘s syndrome. Explore the conservative heredity from our homo-alalus ancestors, the different intra and inter-psychic ruptures, neurocognitive changes and deficits in information processing in children with asperger‘s syndrome. The data was collected from children with asperger‘s syndrome and their supervisors at the CAED. Analyzing using thematic content analysis, it appears that in ontogenetic development, neurocognitive determinants (progressive development, probabilistic epigenesis, and contextual dependence) account for symbolic acquisitions in children with the supervisors at the CAED. Analyzing using thematic content analysis, it appears that in ontogenetic development, neurocognitive determinants account for symbolic acquisitions in children with the syndrome to sprinkle. To understand these atypical developmental trajectories, Thomas and Baughman‘s (2014) neuroconstructism states that not all cognitive and language functions are damaged or maladaptive in Asperger‘s syndrome. Moreover, the taking into account of the interactive specialization of theories of cognition must be constrained by the experimental data. Thus, the developmental atypia of children with asperger‘s syndrome are driven by the desire to open up to the world, to solve problems at specific times, hence the symbolic acquisition in retrospect and systemic proactivity.