Sentences with phrase «social capacity develops»

Not exact matches

Here we seek to develop a wider area of shared concerns, to draw upon a greater diversity of personal capacities, and to promote a freer interaction between social groups.

In light of this, the TRCCS curriculum is designed to develop the children's capacities for physical well - being, strength and coordination, for emotional and social depth and connectivity, and for creative, free, and clear thinking.

The findings point out that children with parents who were affectionate, sensitive and playful developed into happier and healthier adults with better mental health — feeling less depressed and anxious — and better social capacity.

In this way, they develop their physical, intellectual, social and emotional capacities.

What struck me is that you also talk about what kind of pedagogy develops students» social and emotional capacities to the fullest.

Develop the capacity of health and childcare workers, nutritionists, government officials, social workers, citizen groups and the community in general to understand breastfeeding and sound infant and young child nutrition needs.

Rio Tinto has received an award for its significant work in building social capacity in communities surrounding its developing Bunder diamond project in India.

Secretary Clinton emphasizes, «We want to help Muslim majority communities develop the capacity to meet economic, social, and ecological challenges through science, technology, and innovation.»

«Children who don't appropriately develop this capacity have trouble navigating educational and social settings,» he said.

Moreover, at least two lines of evidence suggested that tool use is part of the species» natural behavioural repertoire: juvenile crows developed functional tool use without training or social input; and proficient tool use was seen to be a species - wide capacity.

After two years working in Portland, I found my way to Bay Area, California where I taught 9th grade social studies for 3 years while I supported faculty in developing their capacity to hold space for critical conversations around diversity, inclusion, and equity, as well as supporting social justice curriculum reform within the network.

Jonathan Cohen affirms that an effective emotional and social education develops the ability for the resolution of conflicts «and implies the learning of abilities, knowledge and values that increase our capacity «to read» in ourselves and in the others with the purpose of using that information to solve problems with flexibility and creativity».

We will also develop and evaluate various strategies for promoting caring, courage, and other key moral and social capacities in both schools and homes.»

So while regular professional development can teach adults the nuts and bolts of integrating SEL into the school day, one more step is crucial to a successful program: Ensuring that adults develop their own social - emotional capacities.

If we really want to prepare our students for their futures and «build a strong platform for healthy development and effective learning... then we must pay as much attention to children's emotional wellbeing and social capacities as we do to their cognitive abilities and academic skills» (National Scientific Council on the Developing Child, p. 7).

Through social and emotional learning, we develop our capacity to manage our feelings, relate well to others, skillfully handle conflict and other life challenges, make good decisions, and take responsibility for improving our communities — from the classroom to the world.

Social and emotional learning (SEL) is the process by which we develop our capacity to understand and manage our feelings, relate well to others, skillfully handle conflict and other life challenges, make good decisions, and take responsibility for improving our communities — from the classroom to the world.

They simply leave out too much that matters, including other academic subjects, like social studies and science, electives, as well as an array of skills and capacities we expect students to be developing, such as critical thinking, problem solving, creativity, collaboration, communication.

Global education, given its relatively brief heritage as experiential curriculum that aims to develop student awareness of social problems, inquiry skills, and capacity and attitude for civic action (Gaudelli, 2003), would seem to be an ideal platform for the introduction of serious video games, since their educational aims are essentially the same.

Students build capacity to read, think, talk, and write about complex texts — while developing key social - emotional learning skills.

The Everyone Graduates Center at the Center for Social Organization of Schools at the School of Education at Johns Hopkins University seeks to identify the barriers to high school graduation, develop strategic solutions to overcoming these barriers and build local capacity to implement and sustain the solutions so that all students graduate prepared for adult success.

1) The «social» element of social - emotional learning in middle & high school classrooms — developing interventions that enhance teachers» and students» social perspective taking capacities (or increase their perceptions of what they have in common) as a means to improving teacher - student relationships and sense of belonging.

But as practitioners of social and emotional learning, we believe that people — including our students — have the capacity to develop skills like empathy.

The PEAR Institute has developed a comprehensive approach to building school or program capacity, support systems, and a common language around social - emotional development so students can learn, dream and thrive in school and afterschool settings.

Adolescents operate at a crucial stage in developing the social skills necessary to acquire a true capacity for compassion, empathy and understanding — the foundation for peaceful dialogue and cooperation that is the vision of Montessori.

Innovative strategies, such as Leaders for Today and Tomorrow (which develops and supports school, district, and community - based leaders with an emphasis on equity, social justice, and authentic family engagement) and the Youth Service Professionals Initiative (a comprehensive initiative to build staff skills and system capacity) demonstrate continued commitment to cross-boundary leadership.

Understanding the Market: In my business capacity (I founded BadRedhead Media last year), I help numerous authors develop their brand, marketing, book strategy, and social media.

At the same time, the world is awash in data far exceeding the processing capacity of human beings, and in an increasingly complex and sophisticated environment where communication tools such as social media are developing rapidly, people appear to be banding together into small, disparate groups of «island universe» and communities.

In particular, the paper assesses 18 selected approaches, methods and tools in terms of their data and information requirements, strengths, weaknesses, lessons learned, gaps at different levels and relevance for social and environmental impacts, as well as discussing capacity needs for applying risk assessment methods in developing countries.

An important key to success will be developing the capacity to incorporate climate change information into adaptation in the context of other important technological, social, economic and ecological trends.

Large companies have greater resources, and usually more incentives, to factor environmental and social considerations into their operations than small and medium enterprises (SMEs), but SMEs provide the bulk of employment and manufacturing capacity in many developing countries.

Identified and developed community leaders to promote and support building healthy, mixed - income residential communities; resulting in increased capacity for social change.

Belgrade, Serbia About Blog The Social Inclusion and Poverty Reduction Unit is mandated to strengthen Government capacities to develop and implement social inclusion policies based on good practices in ESocial Inclusion and Poverty Reduction Unit is mandated to strengthen Government capacities to develop and implement social inclusion policies based on good practices in Esocial inclusion policies based on good practices in Europe.

• Creative decision - maker and problem - solver focused on developing effective solutions and exceeding project goals while ensuring the continuous delivery of top quality services Core Competencies Health Care • Therapy • Operations Management • Administrative Management • Public Relations • Project & Program Leadership • Outreach & Development • Network Development • Project Management • Training Delivery • Team Leadership • Social Service • Resource Optimization • Strategic Planning • Education & Training • Research • Publications • Program Planning & Development • Counseling • Capacity Building

A number of NTRBs identified the role they could play in assisting traditional owner groups develop their capacity to build and achieve their goals for social and economic development.

The Pyramid Model builds capacity at the classroom, program, community, and state levels to provide the support young children need to develop their social - emotional competence.»

There is growing recognition amongst NTRBs that traditional owners need to develop their capacity so they can understand and manage their native title rights and also to achieve their economic and social goals.

to be able to develop an understanding of specific techniques to help the child reach key milestones and develop emotional, social, and intellectual capacities

Other respondents supported this approach, commenting that capacity development should assist groups to develop their social and economic development goals.

Human bonding begins before a child has developed the capacity to describe experiences verbally Although attachment continues to be an important factor in determining the nature of social and emotional wellbeing throughout childhood and adolescence, the most importantly phase of development is between the age of six and thirty - six months of life.

The policy goals of the Office of Indigenous Policy expressly apply to these negotiations and include co-ordinating Indigenous economic development policy; developing options to improve the social well being and living conditions of Indigenous Territorians; and the development of effective Indigenous governance and capacity building to develop sustainable communities.

NTRBs have an important role in assisting traditional owners to develop their capacity and achieve their economic and social development goals.

Infant - early childhood mental health, sometimes referred to as social and emotional health, is the developing capacity of the child from birth to 5 years of age to form close and secure adult and peer relationships; experience, manage, and express a full range of emotions; and explore the environment and learn — all in the context of family, community, and culture.

Children develop healthy bodies, minds, social and emotional capacities, thinking and learning abilities as they play.

Play helps children to develop healthy bodies, minds, social and emotional capacities, and thinking and learning abilities.

Home Visiting and the Biology of Toxic Stress: Opportunities to Address Early Childhood Adversity Garner (2013) Pediatrics, 132 (2) Offers a public health approach to building critical caregiver and community capacities to minimize the effects of childhood adversity with a focus on expanding collaboration between caregivers and communities to promote the safe, stable, and nurturing relationships that buffer toxic stress and strengthen the social - emotional, language, and cognitive skills needed to develop healthy, adaptive coping skills.

«In fact, investing in Aboriginal Community Controlled Health services to improve and developing their capacity must be recognised as a cost - effective multi-sector strategy that generates multiple benefits across sectors and communities — helping to meet targets in health, education, employment and social well - being.

Social competence is conceptualized as a multicomponent construct that allows the child access to desirable social relations, conditions, and situations, which promotes their capacity to be resilient, or to develop positive adaptation or «bounce back» when faced with difficulties and cope effectively.&Social competence is conceptualized as a multicomponent construct that allows the child access to desirable social relations, conditions, and situations, which promotes their capacity to be resilient, or to develop positive adaptation or «bounce back» when faced with difficulties and cope effectively.&social relations, conditions, and situations, which promotes their capacity to be resilient, or to develop positive adaptation or «bounce back» when faced with difficulties and cope effectively.»

According to Benard, «we are all born with innate resiliency, with the capacity to develop the traits commonly found in resilient survivors: social competence (responsiveness, cultural flexibility, empathy, caring, communication skills, and a sense of humor); problem - solving (planning, help - seeking, critical and creative thinking); autonomy (sense of identity, self - efficacy, self - awareness, task - mastery, and adaptive distancing from negative messages and conditions); and a sense of purpose and belief in a bright future (goal direction, educational aspirations, optimism, faith, and spiritual connectedness)» (Benard, 1991).

In addition to building expertise among leaders, districts must develop and implement a coordinated professional development program that addresses academic, social, and emotional learning capacity development for all staff at the individual, school, and district levels.