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\n \u00abacceptedAnswer\u00bb: {
\n \u00ab@type\u00bb: \u00abAnswer\u00bb,
\n \u00abtext\u00bb: \u00abUn refus n’est pas un \u00e9chec, c’est une information. On redescend d’abord \u00e0 une \u00e9tape sans aucun contact : regarder la carte, choisir un picto, faire une grimace, souffler une plume. On raccourcit \u00e0 deux ou trois minutes, on termine sur un moment agr\u00e9able et on remet au lendemain. On n\u00e9gocie la dur\u00e9e plut\u00f4t que le principe : \u00ab on regarde juste la carte et on s’arr\u00eate \u00bb. Si le refus concerne l’alimentation et s’aggrave, ou s’accompagne d’autres signes, ce n’est plus une question de motivation : il faut en parler \u00e0 l’orthophoniste, \u00e0 l’ergoth\u00e9rapeute ou au m\u00e9decin qui suit l’enfant.\u00bb
\n }
\n },
\n {
\n \u00ab@type\u00bb: \u00abQuestion\u00bb,
\n \u00abname\u00bb: \u00abCombien de temps par jour, et pendant combien de temps ?\u00bb,
\n \u00abacceptedAnswer\u00bb: {
\n \u00ab@type\u00bb: \u00abAnswer\u00bb,
\n \u00abtext\u00bb: \u00abQuelques minutes suffisent : deux \u00e0 dix minutes par jour, toujours mieux qu’une longue s\u00e9ance hebdomadaire. C’est la r\u00e9gularit\u00e9, pas la dur\u00e9e, qui installe la confiance et le progr\u00e8s. Certains jours, regarder la carte ensemble trente secondes est d\u00e9j\u00e0 une belle s\u00e9ance. Quant \u00e0 la dur\u00e9e globale de l’accompagnement, elle d\u00e9pend enti\u00e8rement de chaque enfant, de son histoire et de ses besoins : il n’existe aucun d\u00e9lai type, et se comparer \u00e0 un calendrier n’a pas de sens. L’orthophoniste ou l’ergoth\u00e9rapeute qui suit l’enfant vous aidera \u00e0 ajuster le rythme dans la dur\u00e9e.\u00bb
\n }
\n },
\n {
\n \u00ab@type\u00bb: \u00abQuestion\u00bb,
\n \u00abname\u00bb: \u00abPeut-on utiliser la carte en groupe ou en fratrie ?\u00bb,
\n \u00abacceptedAnswer\u00bb: {
\n \u00ab@type\u00bb: \u00abAnswer\u00bb,
\n \u00abtext\u00bb: \u00abOui, et c’est souvent tr\u00e8s aidant. Voir un fr\u00e8re, une s\u0153ur ou d’autres enfants jouer avec leur bouche \u2014 grimaces, bruits, souffles \u2014 d\u00e9dramatise \u00e9norm\u00e9ment et donne envie d’essayer par imitation. Trois formats fonctionnent bien : le parcours chacun son tour, le jeu du chef d’orchestre o\u00f9 l’enfant m\u00e8ne les autres, et la chasse aux bruits en \u00e9quipe. La seule r\u00e8gle d’or : aucune comparaison ni comp\u00e9tition. L’enfant concern\u00e9 doit rester libre de seulement regarder, choisir son \u00e9tape et s’arr\u00eater, sans jamais \u00eatre mis en difficult\u00e9 devant les autres.\u00bb
\n }
\n },
\n {
\n \u00ab@type\u00bb: \u00abQuestion\u00bb,
\n \u00abname\u00bb: \u00ab\u00c0 partir de quel \u00e2ge, et jusqu’\u00e0 quand ?\u00bb,
\n \u00abacceptedAnswer\u00bb: {
\n \u00ab@type\u00bb: \u00abAnswer\u00bb,
\n \u00abtext\u00bb: \u00abLa carte s’adapte largement selon l’enfant plut\u00f4t que selon un \u00e2ge pr\u00e9cis : on ajuste le vocabulaire, le rythme et la forme du jeu. Pour les plus petits, on privil\u00e9gie l’imitation, les peluches et les histoires ; pour les plus grands, on peut nommer davantage, raconter et mener soi-m\u00eame les jeux. Ce qui compte n’est pas l’\u00e2ge sur le papier mais le niveau de confort de l’enfant. Pour savoir si l’outil convient \u00e0 votre situation, et pour fixer les objectifs, appuyez-vous toujours sur l’orthophoniste, l’ergoth\u00e9rapeute ou le m\u00e9decin qui accompagne l’enfant : eux seuls peuvent poser un cadre adapt\u00e9.\u00bb
\n }
\n }
\n ]
\n }
\n ]
\n}<\/p>\n