Sentences with phrase «between other children in the school»

This option not only allows for children to add more exercise into their day but it also encourages social interaction between other children in the school.

Not exact matches

Stay in charge of communication between households Inform the other parent of school functions, important details, extracurricular activities and special events whenever possible for your child's benefit.

Similarly, I've gotten so fed up with strangers feeding my children in their school classrooms that I recently pounded out a «manifesto» in protest, whereas when Le Billon sets up a table at her child's school to honor local agriculture, replete with fresh strawberries, crème frâiche, and homemade bread and jam, the other parents actually snap at her for daring to feed their children between meals.

Michigan: Custody is awarded based on the best interests of the child, based on the following factors: moral character and prudence of the parents; physical, emotional, mental, religious and social needs of the child; capability and desire of each parent to meet the child's emotional, educational, and other needs; preference of the child, if the child is of sufficient age and maturity; the love and affection and other emotional ties existing between the child and each parent; the length of time the child has lived in a stable, satisfactory environment and the desirability of maintaining continuity; the desire and ability of each parent to allow an open and loving frequent relationship between the child and other parent; the child's adjustment to his / her home, school, and community; the mental and physical health of all parties; permanence of the family unit of the proposed custodial home; any evidence of domestic violence; and other factors.

States that want to help parents become more savvy education consumers should consider contracting with third - party validators who can provide parents better information about their children's schools, and also about other resources that are available to families through organizations like Communities in Schools, which works to develop partnerships between schools and other student service providers in the locaschools, and also about other resources that are available to families through organizations like Communities in Schools, which works to develop partnerships between schools and other student service providers in the locaSchools, which works to develop partnerships between schools and other student service providers in the locaschools and other student service providers in the local area.

A. Education will play a much more substantial role in the lives of children but there will be less distinction between schooling and other forms of learning.

At the other end of the scale, children with Chinese as their first language perform well, averaging between a B and a C at GCSE in Attainment 8 — despite having also entered secondary school in Year 9.

Between midday on 4th and 14th December, all donations online can be doubled, which means in the future twice as many teachers could be learning about child rights and gender - based violence, twice as many communities learning about the importance of girls» education, twice as many school - boards understanding and enforcing national policies aimed at supporting girls, and hopefully twice as many girls could be making that crucial transition from primary to secondary school, become shining beacons for hundreds of other women and girls who dream of a better future but wonder if it's possible.

In other countries it has become a battleground between children and schools — with schools banning mobile devices and children seeing this as a provocation.

Children and young people should: keep themselves fit through regular physical activity; have a positive self - image; talk about the benefits to their health through participation in physical outdoor activities; adopt a healthy lifestyle, including healthy eating appropriate to the demands of their activities; understand the risks to fitness and health posed by smoking, alcohol and drugs, and set an example in their own lifestyle; walk or cycle where this is a realistic and safe option, or take other regular exercise; want to continue their interest in outdoor activities beyond school and into adult life; independently participate in follow up courses where these are available; understand how much exercise is required to remain healthy; and are aware of the links between physical and emotional well - being.

But will it erase the huge gaps in early vocabulary development, non-cognitive skill - building, and other essential school readiness tasks between these disadvantaged children and their more advantaged peers?

«The term «racial imbalance» refers to a ratio between nonwhite and other students in public schools which is sharply out of balance with the racial composition of the society in which nonwhite children study, serve and work.

Examining data on more than 15,000 children born between 1955 and 1985, it found that poor children whose schools were estimated to receive and maintain a 10 percent increase in per - pupil spending (adjusted for inflation) before they began their 12 years of public school were 10 percentage points more likely to complete high school than other poor children.

Deep understanding of this topic is a new phenomenon, steeped in recent neuroscience research and a young body of evidence on effective school - based practices and high - impact partnerships between schools and other child - serving professionals and institutions.

Superficially, it says, grammar schools appear to do well in closing the attainment gaps between poor children and others studying in them

The fact that the AFT affiliate, like its counterparts in other districts, have the advantage of bodies on the ground — and in the case of race between Zimmer and Anderson, used it to their advantage — is another reminder that the school reform movement must do a better job of building grassroots support, especially among the 11.7 million single - parent families for whose children the failures of big - city districts such as L.A. Unified prove to weigh most - heavily.

For more than a decade, the debate over public school reform has created friction between teachers unions, administrators, school boards, parents, policymakers, and other stakeholders in public education and has fueled disagreements over how to improve the quality of teaching and learning for children.

At the elementary level, DCPS and many other schools have groups of children rotating between stations in a single classroom, with each group spending a third of their time working at computers loaded with software geared to their needs.

The E. M. Kauffman funded Philliber Research Associates evaluation of the CDF Freedom Schools program in Kansas City conducted between 2005 - 2007 indicates children who attend CDF Freedom Schools programs score significantly higher on standardized reading achievement tests than children who attend other summer enrichment programs; African American middle schools boys made the greatest gains Schools program in Kansas City conducted between 2005 - 2007 indicates children who attend CDF Freedom Schools programs score significantly higher on standardized reading achievement tests than children who attend other summer enrichment programs; African American middle schools boys made the greatest gains Schools programs score significantly higher on standardized reading achievement tests than children who attend other summer enrichment programs; African American middle schools boys made the greatest gains schools boys made the greatest gains of all.

One teacher submitted data on 54 fourth - graders (fifth year of school), demonstrating no difference at all in the median alphabet - printing rates between children who had been formally identified as reading below grade level, and the other students.5

The research also failed to find a «significant positive impact» on social mobility, and in fact found that the gap between the proportion of children on free school meals attaining five A * to C GCSEs including English and maths and all other children was actually wider in selective areas (34.1 per cent) than in non-selective areas (27.8 per cent).

The plans focuses on schools ranked among the very lowest performers on state tests, now called Priority Schools, or those with the widest gaps in achievement between different racial groups and other groups of children, labeled as Focus Sschools ranked among the very lowest performers on state tests, now called Priority Schools, or those with the widest gaps in achievement between different racial groups and other groups of children, labeled as Focus SSchools, or those with the widest gaps in achievement between different racial groups and other groups of children, labeled as Focus SchoolsSchools.

It clearly sets out that the gap between children on free school meals and all other children is actually wider in wholly - selective areas than in nonselective.

To be honest, the spats between Delta and American were amusing to start off with (fights over Haneda, fights over interline agreements and numerous attempts at adding capacity to each other's routes) but now they're beginning to look like a couple of school children who simply can't get on in the playground.

(1) the temperament and developmental needs of the child; (2) the capacity and the disposition of the parents to understand and meet the needs of the child; (3) the preferences of each child; (4) the wishes of the parents as to custody; (5) the past and current interaction and relationship of the child with each parent, the child's siblings, and any other person, including a grandparent, who may significantly affect the best interest of the child; (6) the actions of each parent to encourage the continuing parent child relationship between the child and the other parent, as is appropriate, including compliance with court orders; (7) the manipulation by or coercive behavior of the parents in an effort to involve the child in the parents» dispute; (8) any effort by one parent to disparage the other parent in front of the child; (9) the ability of each parent to be actively involved in the life of the child; (10) the child's adjustment to his or her home, school, and community environments; (11) the stability of the child's existing and proposed residences; (12) the mental and physical health of all individuals involved, except that a disability of a proposed custodial parent or other party, in and of itself, must not be determinative of custody unless the proposed custodial arrangement is not in the best interest of the child; (13) the child's cultural and spiritual background; (14) whether the child or a sibling of the child has been abused or neglected; (15) whether one parent has perpetrated domestic violence or child abuse or the effect on the child of the actions of an abuser if any domestic violence has occurred between the parents or between a parent and another individual or between the parent and the child; (16) whether one parent has relocated more than one hundred miles from the child's primary residence in the past year, unless the parent relocated for safety reasons; and (17) other factors as the court considers necessary.

[13] He considered (1) the existing shared parenting arrangement and the relationship between the children and Ms. G; (2) the existing shared parenting arrangement and the relationship between the children and Mr. S; (3) the desirability of maximizing contact between the children and both parents; (4) the views of the children, which had not been canvassed; (5) Ms. G's reason for moving; (6) the disruption to the children of a change in custody; (7) the disruption to the children consequent on removal from family, schools, and community; and (8) various other factors, such as Mr. S's economic stability, the importance of the paternal grandparents, the location of the proposed residence at Moyie Lake on a leased lot at an RV park, the girls» relationship with Mr. G and his children, and Ms. G's inflexibility.

This differs from previous studies that use this cohort, where exposure in pregnancy had a significantly greater effect on other types of adverse child outcomes.23 28 These findings may indicate that the relationship between school attendance and maternal alcohol use disorders is not primarily driven by the neurobehavioural effects of alcohol during pregnancy, but rather a complex family and social environment in which school attendance is not a priority or not well monitored.

Again and again, Brunton shows, the Report fails to distinguish between forcible removal, sending away of children with consent of their parents, total removal and partial (eg, returning to family at weekends) removal, detention imposed for repeated delinquency preceding any removal, spells in hospitals and schools, and the saving of children from physical and sexual abuse within their own family and by others.

Indeed, a longitudinal Swedish study reports that «high achievers» used television as a complement to school learning, whereas «low achievers» used television as a substitute for it.16 Similarly, a study of 326 young children found that parental education is negatively related to hours watched overall.13 Other studies have found effect modification of the effects of television viewing on educational outcomes by the SES of the parents.14, 21 As a result, television viewing in a general population may serve to exacerbate disparities in cognitive outcomes between high - SES and low - SES households.

In its application in a given case, the best interest of the child means what a judge says it means, but a number of best interest factors come into play, such as the child's age, gender, mental and physical health, the health of parents, the lifestyle and other social considerations of parents, the love and emotional ties between parent and child, the parents» ability to provide food, shelter, clothing and medical care, the quality of schools of the child, the child's preference if the child is over 12, the ability and willingness of the parent to foster a healthy relationship between child and other parent, and the stability of the environmenIn its application in a given case, the best interest of the child means what a judge says it means, but a number of best interest factors come into play, such as the child's age, gender, mental and physical health, the health of parents, the lifestyle and other social considerations of parents, the love and emotional ties between parent and child, the parents» ability to provide food, shelter, clothing and medical care, the quality of schools of the child, the child's preference if the child is over 12, the ability and willingness of the parent to foster a healthy relationship between child and other parent, and the stability of the environmenin a given case, the best interest of the child means what a judge says it means, but a number of best interest factors come into play, such as the child's age, gender, mental and physical health, the health of parents, the lifestyle and other social considerations of parents, the love and emotional ties between parent and child, the parents» ability to provide food, shelter, clothing and medical care, the quality of schools of the child, the child's preference if the child is over 12, the ability and willingness of the parent to foster a healthy relationship between child and other parent, and the stability of the environment.

A Parenting Plan can be drafted which addresses issues such as the residence of your children; holiday, birthday, and other special occasion schedules; access to school records, medical records, and other important records for your children; communication between you and your spouse as it relates to the children; communication between you and your children when they are with your spouse; decision - making; methods for resolving disagreements that may arise between you and your spouse in the future about the children, etc..

Productive collaborations between family and school, therefore, will demand that parents and teachers recognize the critical importance of each other's participation in the life of the child.

And so there's a natural overlap between engagement in learning and positive mental health, which of course is the other reason why schools are so interested in being actively supporters of positive mental health development in children.

Another option is a deferred sale, that is, maintaining the children in the home until the children graduate high school or some other date or event occurs, with the home then being listed for sale and sold and the net proceeds (after payoff of the mortgage and payment of the costs of sale) being divided between the parties (not necessarily equally but rather as was agreed in the settlement agreement).

She reviews the characteristics of today's «school - home hybrid» and asks, do children have the same space to play and explore at home that they do in emergent learning environments (in between lessons and birthday parties and other weekend responsibilities)?»

The first, early childhood education, linked two goals: the need (regarded by many as the most urgent) for a strong collaborative effort between schools and social service organizations in establishing an early childhood program which, among other items, sets «specific benchmarks for all... students to reach proficiency by grade three»; and to closely monitor child development from birth to three years.

To make your children's transitions between you and the other parent as easy as possible, you may wish to consider scheduling vacations and holidays around natural breaks in the year, especially the school year.

In general, there is a decrease in difficult behaviour between pre-school and entry to primary school but this is not the case for all children; some children experience no change in behaviour and others experience an increase in difficultieIn general, there is a decrease in difficult behaviour between pre-school and entry to primary school but this is not the case for all children; some children experience no change in behaviour and others experience an increase in difficultiein difficult behaviour between pre-school and entry to primary school but this is not the case for all children; some children experience no change in behaviour and others experience an increase in difficultiein behaviour and others experience an increase in difficultiein difficulties.

Target Population: School - age children between ages 6 - 12 and adolescents who have experienced traumatic events, have a breakdown in emotionally supportive relationships, and show symptoms of traumatic stress / Complex Trauma including high risk behaviors and developmental delays; can also be used alongside other programs to engage / sustain engagement of children and caregivers with Complex Trauma, intellectual deficits and developmental delays

The ramifications of the relationship between pupil and teacher are not just confined to the school context; the relationship itself is considered an actual context of development (Hamilton & Howes, 1992; Kauffmann, Pullen, & Akers, 1986; Pianta, 1999), in which the teacher becomes for the child a «significant other» and, as such, can modify the operative models based on the attachment bond established with the mother, promoting new models of emotional and behavioral regulation (Cassidy, 1994; Pianta, 1999).

(1) the temperament and developmental needs of the child; (2) the capacity and the disposition of the parents to understand and meet the needs of the child; (3) the preferences of each child; (4) the wishes of the parents as to custody; (5) the past and current interaction and relationship of the child with each parent, the child's siblings, and any other person, including a grandparent, who may significantly affect the best interest of the child; (6) the actions of each parent to encourage the continuing parent child relationship between the child and the other parent, as is appropriate, including compliance with court orders; (7) the manipulation by or coercive behavior of the parents in an effort to involve the child in the parents» dispute; (8) any effort by one parent to disparage the other parent in front of the child; (9) the ability of each parent to be actively involved in the life of the child; (10) the child's adjustment to his or her home, school, and community environments; (11) the stability of the child's existing and proposed residences; (12) the mental and physical health of all individuals involved, except that a disability of a proposed custodial parent or other party, in and of itself, must not be determinative of custody unless the proposed custodial arrangement is not in the best interest of the child; (13) the child's cultural and spiritual background; (14) whether the child or a sibling of the child has been abused or neglected; (15) whether one parent has perpetrated domestic violence or child abuse or the effect on the child of the actions of an abuser if any domestic violence has occurred between the parents or between a parent and another individual or between the parent and the child; (16) whether one parent has relocated more than one hundred miles from the child's primary residence in the past year, unless the parent relocated for safety reasons; and (17) other factors as the court considers necessary

Parental separation may also expose children to loss of social, economic and human capital.4, 14 Other explanatory factors may derive from characteristics typical of separating parents such as lower relationship satisfaction and higher conflict levels also before the separation.4 The rising numbers of children with JPC have concerned child clinicians as well as researchers on the subject.20, 21 Child experts have worried about children's potential feelings of alienation from living in two separate worlds, 20 — 22 increased exposure to parental conflict12, 22 and other stressors that JPC may impose on a child.22 Such daily stressors may be long distances to school, friends and leisure activities, lack of stability in parenting and home environment and a need to adjust to the demands of two different family lives.12, 22 The logistics of travelling between their homes and keeping in contact with friends has been stated as a drawback of JPC in interview studies with children.23 — 25 Older adolescents, in particular, indicated that they preferred to be in one plaOther explanatory factors may derive from characteristics typical of separating parents such as lower relationship satisfaction and higher conflict levels also before the separation.4 The rising numbers of children with JPC have concerned child clinicians as well as researchers on the subject.20, 21 Child experts have worried about children's potential feelings of alienation from living in two separate worlds, 20 — 22 increased exposure to parental conflict12, 22 and other stressors that JPC may impose on a child.22 Such daily stressors may be long distances to school, friends and leisure activities, lack of stability in parenting and home environment and a need to adjust to the demands of two different family lives.12, 22 The logistics of travelling between their homes and keeping in contact with friends has been stated as a drawback of JPC in interview studies with children.23 — 25 Older adolescents, in particular, indicated that they preferred to be in one plachild clinicians as well as researchers on the subject.20, 21 Child experts have worried about children's potential feelings of alienation from living in two separate worlds, 20 — 22 increased exposure to parental conflict12, 22 and other stressors that JPC may impose on a child.22 Such daily stressors may be long distances to school, friends and leisure activities, lack of stability in parenting and home environment and a need to adjust to the demands of two different family lives.12, 22 The logistics of travelling between their homes and keeping in contact with friends has been stated as a drawback of JPC in interview studies with children.23 — 25 Older adolescents, in particular, indicated that they preferred to be in one plaChild experts have worried about children's potential feelings of alienation from living in two separate worlds, 20 — 22 increased exposure to parental conflict12, 22 and other stressors that JPC may impose on a child.22 Such daily stressors may be long distances to school, friends and leisure activities, lack of stability in parenting and home environment and a need to adjust to the demands of two different family lives.12, 22 The logistics of travelling between their homes and keeping in contact with friends has been stated as a drawback of JPC in interview studies with children.23 — 25 Older adolescents, in particular, indicated that they preferred to be in one plaother stressors that JPC may impose on a child.22 Such daily stressors may be long distances to school, friends and leisure activities, lack of stability in parenting and home environment and a need to adjust to the demands of two different family lives.12, 22 The logistics of travelling between their homes and keeping in contact with friends has been stated as a drawback of JPC in interview studies with children.23 — 25 Older adolescents, in particular, indicated that they preferred to be in one plachild.22 Such daily stressors may be long distances to school, friends and leisure activities, lack of stability in parenting and home environment and a need to adjust to the demands of two different family lives.12, 22 The logistics of travelling between their homes and keeping in contact with friends has been stated as a drawback of JPC in interview studies with children.23 — 25 Older adolescents, in particular, indicated that they preferred to be in one place.23

In the parents of children with ASD group the inclusion criteria for the primary caregivers were as follows: (a) their child had a medical diagnosis of Asperger syndrome or childhood autism according to ICD - 10 [55] criteria; (b) their child had no intellectual disability; c) their child lived at home with them; (d) their child was between 5 and 17 years old; (e) their child attended a mainstream or inclusive school; (f) no concomitant conditions in children with ASD; (g) no developmental disorders or serious health problems in other children in the family; (h) the parents were partners and living together; (i) both of them completed the questionnaires; (j) both of them were biological parents of the chilIn the parents of children with ASD group the inclusion criteria for the primary caregivers were as follows: (a) their child had a medical diagnosis of Asperger syndrome or childhood autism according to ICD - 10 [55] criteria; (b) their child had no intellectual disability; c) their child lived at home with them; (d) their child was between 5 and 17 years old; (e) their child attended a mainstream or inclusive school; (f) no concomitant conditions in children with ASD; (g) no developmental disorders or serious health problems in other children in the family; (h) the parents were partners and living together; (i) both of them completed the questionnaires; (j) both of them were biological parents of the chilin children with ASD; (g) no developmental disorders or serious health problems in other children in the family; (h) the parents were partners and living together; (i) both of them completed the questionnaires; (j) both of them were biological parents of the chilin other children in the family; (h) the parents were partners and living together; (i) both of them completed the questionnaires; (j) both of them were biological parents of the chilin the family; (h) the parents were partners and living together; (i) both of them completed the questionnaires; (j) both of them were biological parents of the child.