Sentences with phrase «assessment of young children»

The laboratory assessment of young children's cortisol reactivity is a major obstacle in psychoneuroendocrine research.

This measure and curricula provides intervention personnel with a system for the comprehensive assessment of young children with results that link directly to curricular content and subsequent evaluation of child progress.

His scholarly writing addresses early childhood care and education programs, school readiness and developmental assessment of young children.

Measuring Child Outcomes in the Early Years provides information to inform decision - making regarding the assessment of young children's learning, development, and wellbeing (LDWB) for state and national assessments designed to influence early childhood education (ECE) policy and practice.

The Phonological Awareness Literacy Screening (PALS) provides a comprehensive assessment of young children's knowledge of the important literacy fundamentals that are predictive of future reading success.

She teaches courses in child development, infant mental health and development, and assessment of young children.

Not exact matches

In her 24 years of clinical work with children, adolescents, and young adults, she has emphasized the critical importance of integrating neuropsychological assessment findings to the application of accommodations to the classroom and home environments in a «user - friendly» manner.

The United States performed poorly on almost all indicators set by the World Breastfeeding Trends Initiative (WBTi), an international tracking, assessment and monitoring system for national implementation of the Global Strategy on Infant and Young Child Feeding.

The World Breastfeeding Trends Initiative (WBTi) assessment looks at the state of national policy, programmes and planning around infant and young child feeding (IYCF) in each country.

In 2016, Healthy Children Project, Inc. (HCP) convened an Expert Panel to complete the World Breastfeeding Trends Initiative (WBTi) an international tracking, assessment and monitoring system for national implementation of the Global Strategy on Infant and Young Child Feeding.

A rapid evidence assessment Does marketing of commercially available complementary foods affect infant and young child feeding?

Stakeholders are reminded to take the needs of infants and young children, their caregivers and pregnant and lactating women into account during needs assessments.

Global capacity building workshop & symposium Conflicts of interest and the infant and young child feeding arena An assessment from a corporate accountability perspective, Organized by IBFAN Asia along with IBFAN - Gifa and Baby Milk Action, December 7 - 9, 2015, RCPCH, London

Low family income during the early childhood has been linked to comparatively less secure attachment, 4 higher levels of negative moods and inattention, 5 as well as lower levels of prosocial behaviour in children.2 The link between low family income and young children's problem behaviour has been replicated across several datasets with different outcome measures, including parental reports of externalizing and internalizing behaviours,1 - 3, 7 -9,11-12 teacher reports of preschool behavioural problems, 10 and assessments of children based on clinical diagnostic interviews.7

(2004) Using formative research to adapt global recommendations on HIV and infant feeding to the local context Breastfeeding and replacement feeding practices in the context of mother - to - child transmission of HIV (2001) An assessment tool for research The Infant and Young Child Nutrition (IYCN) Project maintained a collection of useful resources on maternal, infant, and young child nutrichild transmission of HIV (2001) An assessment tool for research The Infant and Young Child Nutrition (IYCN) Project maintained a collection of useful resources on maternal, infant, and young child nutriYoung Child Nutrition (IYCN) Project maintained a collection of useful resources on maternal, infant, and young child nutriChild Nutrition (IYCN) Project maintained a collection of useful resources on maternal, infant, and young child nutriyoung child nutrichild nutrition.

She has authored or co-authored over 70 peer reviewed articles, and chapters in both national and international books on assessment and treatment of young children, and is currently an Associate editor of the Infant Mental Health Journal.

She has authored or co-authored numerous peer - reviewed articles on assessment and treatment of young children and on child mental health services.

Although all new fathers, regardless of their youngest child's age, experienced a significant reduction in AM and / or PM T compared with nonfathers (Fig. 2 and Tables S5 and S6), fathers with newborns (1 mo old or less) at the time of follow - up hormone assessment showed significantly greater declines in AM (P = 0.023) and PM (P = 0.003) T compared with fathers whose youngest child was older than 1 y of age, which was not accounted for by reports of psychosocial stress, sleep quality, or involvement in caregiving (Tables S7 and S8).

While the position statement mentions that the current training curriculum for general paediatricians «requires trainees to understand the importance of breastfeeding and lactation physiology, be able to recognise common breastfeeding problems», the WBTi assessment found significant gaps in comparison to the WHO Education Checklist for infant and young child feeding topics.

She has served as team leader on a number of health program evaluations and lead trainer for «training of trainer» workshops in Africa and Asia and has published extensively in the fields of breastfeeding and infant and young child feeding, cross-cultural health, health systems research, and health assessment.

Given the relatively young ages of children at follow - up assessment, longer term evaluations of these cohorts will be important to see if these findings remain as children enter the more behaviourally challenging late middle childhood and adolescent years when emotional and behavioural problems often become more pronounced.

She worked extensively with WHO and UNICEF to develop the assessment strategy and tools for the WHO / UNICEF Baby Friendly Hospital Initiative (BFHI), a course for hospital administrators working to become baby - friendly, an assessment tool to accompany WHO's Global Strategy for Infant and Young Child Feeding, and a revised version of the BFHI assessment tools.

«In the Romanian context, SNE advocates for a comprehensive and objective impact assessment of the proposed restrictions, taking into account the impact that these measures would have on breastfeeding rates, and the nutritional status of infants and young children.

Activities have been directed by three objectives; namely, generate new data on the distribution and determinants of healthy growth; communication and advocacy on the link between poor complementary feeding and growth, and supporting countries to set and implement stunting reduction agendas; and assisting countries to roll out the WHO Child Growth Standards while promoting best practices for growth assessment and infant and young child feeChild Growth Standards while promoting best practices for growth assessment and infant and young child feechild feeding.

Donations of infant formula and other powdered milk products are often made, whilst experience with past emergencies has shown that without proper assessment of needs, an excessive quantity of milk products for feeding infants and young children are often provided, to the detriment of their well - being.

The UK government's assessment of the 2012 Summer Olympics in London focused on intangibles such as «inspiring a generation of children and young people,» community engagement, and enthusiasm for volunteering.

«We need to think of assessment as a way to improve child outcomes,» Snow said, pointing out that assessments can monitor children's progress, improve instruction, and screen for development risks at a young age.

Key recommendations for government in the report that won API support were: for play to be embedded within a Whole Child Strategy under the aegis of a Cabinet Minister for Children responsible for cross ‑ departmental roll out and co-ordination; for government to require local authorities to prepare children and young people's plans including strategies to address overweight and obesity with its physical, mental and emotional consequences; for funding for play to be ring - fenced within local authority budgets; to address barriers to outdoor play for children of all ages and abilities; to extend the Sport England Primary Spaces and Sport Premium programmes to all schools with a broader scope to incorporate a wide variety of physical literacy activities including play; to communicate through public information campaigns to parents and families the value of active outdoor play, including risk or benefit assessment; and to improve public sector procurement practice for public play prChildren responsible for cross ‑ departmental roll out and co-ordination; for government to require local authorities to prepare children and young people's plans including strategies to address overweight and obesity with its physical, mental and emotional consequences; for funding for play to be ring - fenced within local authority budgets; to address barriers to outdoor play for children of all ages and abilities; to extend the Sport England Primary Spaces and Sport Premium programmes to all schools with a broader scope to incorporate a wide variety of physical literacy activities including play; to communicate through public information campaigns to parents and families the value of active outdoor play, including risk or benefit assessment; and to improve public sector procurement practice for public play prchildren and young people's plans including strategies to address overweight and obesity with its physical, mental and emotional consequences; for funding for play to be ring - fenced within local authority budgets; to address barriers to outdoor play for children of all ages and abilities; to extend the Sport England Primary Spaces and Sport Premium programmes to all schools with a broader scope to incorporate a wide variety of physical literacy activities including play; to communicate through public information campaigns to parents and families the value of active outdoor play, including risk or benefit assessment; and to improve public sector procurement practice for public play prchildren of all ages and abilities; to extend the Sport England Primary Spaces and Sport Premium programmes to all schools with a broader scope to incorporate a wide variety of physical literacy activities including play; to communicate through public information campaigns to parents and families the value of active outdoor play, including risk or benefit assessment; and to improve public sector procurement practice for public play provision.

But for young children (ages 3 — 5), testing boundaries and acting out is a typical, even positive part of development — so don't stress too much on the nice - or - naughty assessments.

Key Measures Special educational needs key measures include a single assessment process (0 - 25) which is more streamlined, better involves children, young people and families and is completed quickly; An Education Health and Care Plan (replacing the statement) which brings services together and is focused on improving outcomes; An offer of a personal budget for families with an Education, Health and Care Plan; A requirement for local authorities and health services to jointly plan and commission services that children, young people and their families need; A requirement on local authorities to publish a local offer indicating the support available to those with special educational needs and disabilities and their families, and; The introduction of mediation opportunities for disputes and a trial giving children the right to appeal if they are unhappy with their support.

Clear guidance will need to be given on the processes that will need to be in place so that schools can implement the legislative changes, especially in regard to the move to a single assessment process (removal of school action and school action plus) that ensures that all children and young people continue to get the support they need.

Concerned that a state testing program subjects young children to undue stress, the Arizona legislature has passed a bill that would limit mandatory 1st - grade testing to a sample of students while the state develops alternative assessment measures.

The guide, which has recently been revised, shows how schools can use an approach to risk assessment that balances the benefits of an activity with any inherent risk, fully taking into account and encouraging the benefits to children and young people of challenging play experiences.

by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University ofchildren's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University ofChildren's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of London.

Within the new Children and Families Act 2014 are changes to statutory assessment and a replacement of SEN statements with new education, health and care (EHC) plans, introducing a more person - centred approach to assessing need and planning for better outcomes for children and young people aged 0 — 2Children and Families Act 2014 are changes to statutory assessment and a replacement of SEN statements with new education, health and care (EHC) plans, introducing a more person - centred approach to assessing need and planning for better outcomes for children and young people aged 0 — 2children and young people aged 0 — 25 years.

The co ‑ ordinated assessment and planning process puts the child and their parents or the young person at the centre of the decision - making.

The Draft SEN Code of Practice outlines that a core goal of this co-ordinated and personalised overall approach should be that «children, young people and families should experience well - co-ordinated assessment and planning leading to timely, well - informed decisions.»

While nasen is broadly supportive of the review and its recommendations, we recognise the challenge in developing an inclusive approach to assessment through one system that works for all children and young people.

The resource contains approximately nine hours of learning which will be available 24 hours a day, with modules covering: high quality practice and what this means for SEND; identifying needs and the role of assessment; the process for arriving at meaningful outcomes; participation and engagement, both of children and young people, and of their parents and families.

The curriculum includes common core standards, child development and learning, building family and community relations, cultural diversity, assessment to support young children and families, strong content knowledge to build developmentally appropriate and meaningful curriculum and experiences, and professionalism and ethics of educators.

For instance, I directed a national Head Start Quality Research Center; created a program, Dialogic Reading (which is a widely used and effective intervention for enhancing the language development and book knowledge of young children from low - income families); and authored an assessment tool, the Get Ready to Read Screen, that has become a staple of early intervention program evaluation.

Malcolm Trobe, interim leader of the ASCL head teachers» union, said: «It was too narrow a way of assessing the ability of young children and having different assessment methods in different schools was muddled.»

Korean version of multiple intelligences developmental assessment scales for kids - My young child.

Knowledge of how children and young people develop and learn, the principles of effective pedagogy both within their own subject area and more generally, the implications of cognitive science for classroom practice, and the features of good assessment also form part of a Chartered Teacher's core knowledge base.

But Nick Brook of the school leaders» union NAHT said the baseline assessments at reception were «absolutely the right thing to do» and, if designed properly, would provide useful information for schools while avoiding «unnecessary burdens on teachers or anxiety for young children».

We're concerned about the consequences of running such a high stakes assessment with young children, and when Dr Bradbury and Dr Roberts - Holmes presented their initial findings, we were shocked.

Federal Grant Prospect Reignites Kindergarten - Assessment Debate A federal grant program in the works to help states jump - start kindergarten - entry assessments is renewing debate among early - childhood educators about the benefits and pitfalls of evaluating young children.

Early childhood experts have questioned the competition's emphasis on assessment, fearing it could lead to high - stakes testing of young children, make unfair employment decisions for early educators based on test results, and detract from the importance of play and exploratory learning.

The present study focuses on parents» reactions to the implementation of a curriculum - embedded performance assessment with young children ---- the Work Sampling System (or WSS; Meisels, Jablon, Marsden, Dichtelmiller, & Dorfman, 1994).

Kindergarten Entry Assessments: Helping Teachers and State Policy Leaders Improve Learning Opportunities and Outcomes for Young Children discusses opportunities and implementation challenges in states and features presentations from Arizona, Iowa, Missouri, and Nevada on the implementation of KEA in each state.