Sentences with phrase «as socioemotional»

Adaptive behavior is in fact multidimensional and can be predictive of certain aspects of future performances such as socioemotional functioning and integration into the community.

Thus, the causes and consequences of disparities in students» non-cognitive outcomes (known variously as socioemotional skills, character skills, social skills, and 21st - century skills), remains under - studied.

Not exact matches

LEVINE: I think we need socioemotional learning in every classroom - Chicago's doing a good job of integrating it - which means that, not as a separate course, but as part of how everything is taught.

They found that moms who reported being more supportive also rated their children as more socially skilled, but teachers said these kids had fewer socioemotional skills and more problem behaviors.

«I definitely use my qualitative and quantitative skills from HGSE, as well as the constructivist, contextualized approach to understanding neurological, socioemotional, and psychological dimensions of learning.»

Teachers and socioemotional learning specialists at Anchorage School District and Cleveland Metropolitan School District have years of experience implementing social and emotional learning curriculum, and Cleveland educators highly recommend the Pre-Referral Intervention Manual (McCarney & Wunderlich, 2006) as an ongoing invaluable resource.

The poor track record of GED recipients reflects weaknesses in socioemotional skills such as motivation and persistence, skills that high school graduates demonstrate by completing course requirements.

Students» mathematics and reading skills, socioemotional development, and executive functions such as working memory, attention, and impulse control will be assessed.

In bivariate and multivariate logistic regression models, 8 social risk factors were tested as independent predictors of 4 parent - reported child health outcomes: global health status, dental health, socioemotional health, and overweight.

However, as a consequence of young mothers being required to work, infants may be placed in child care at a very early age, and mothers often require a patchwork of solutions, some of which may be substandard.40 Quality child care and early childhood education are extremely important for the promotion of cognitive and socioemotional development of infants and toddlers.41 Yet, child care may cost as much as housing in most areas of the United States, 25 % of the budget of a family with 2 children, and infant care can cost as much as college.42 Many working families benefit from the dependent care tax credit for the cost of child care, allowing those families to place their children in a certified or higher - quality environment.43 However, working families who do not have sufficient income to pay taxes are not able to realize this support for their children, because the credit is not refundable or paid to families before taxation.44 Therefore, some of the most at - risk children who might benefit from high - quality early childhood education are not eligible for financial support.

This study examined a cumulative model of risk / protective factors at the individual level (child's sense of coherence; attachment with father) and family level as manifested by fathers» emotional resources (fathers» negative / positive affect; attachment avoidance / anxiety), to explain socioemotional adjustment among children age 8 — 12 years with or without learning disabilities (LD).

Child physical and socioemotional development (as measured through, for example, the Bayley Scales of Infant and Toddler Development, third edition (Bayley - III)(Bayley 2005), Strengths and Difficulties Questionnaire (SDQ)(Goodman 1997)-RRB-; child behaviour (as measured by, for example, the Child Behaviour Assessment Instrument (CBAI)(Samarakkody 2010)-RRB-.

Researchers interested in children's development have explored parenting attitudes, cognitions, and the resulting emotions (such as anger or happiness), because of their influence on parenting behaviour and on the subsequent impact of that parenting behaviour on children's socioemotional and cognitive development.

According to socioemotional selectivity theory, as people age and perceive time as more limited, they become more invested in attaining emotion - focused goals which emphasize the importance of maintaining emotionally close and meaningful relationships (Carstensen, Isaacowitz, & Charles, 1999).

Specifically, studies of closeness and tension between parents and adult children has been shown to be shaped substantially more by socioemotional factors, such as value similarity, than by structural factors such as marital, parental, and employment status (Suitor, Sechrist, Gilligan, & Pillemer, 2011).

Salivary cortisol as a predictor of socioemotional adjustment during kindergarten: a prospective study.