Not exact matches
Grantees implement programs which teach parents and early education providers about ways to strengthen families and
build protective factors (such as parenting skills and resilience in times
of stress;
building social connections and a support network; and
knowledge of child development) in an effort to prevent
child abuse and neglect before it begins.
By studying campers» experiences and camp's impact on the lives
of young people, ACA provides parents with the
knowledge to make good decisions, to thoughtfully guide their
children, and to offer opportunities for powerful lessons in community, character
building, skill
development, and healthy living.
Respectively based at the Université de Montréal and Université Laval (Quebec, Canada), these two organizations have
built over the years a solid network
of international experts who gather, synthesize and comment, in their respective domain
of expertise, the most up - to - date scientific
knowledge available on the
development of young
children, from conception to age five.
When we focus on
building protective factors in families, such as nurturing,
knowledge of child development and age - appropriate expectations, parental resilience and concrete family supports, we can reduce or eliminate the risk
of maltreatment.
The Scope
of this project is to: - Provide seed funding and support pilot implementation
of ideas resulting from the June 2014 design workshop on improving outcomes for babies in foster care; - Launch pilots
of co-designed strategies for working collaboratively with parents in creating daily, regularized family routines in four sites and evaluate executive function skills,
child development,
child literacy and parental stress levels
of participants pre -, during, and post-intervention; -
Build a core group
of leaders to help set the strategic direction for Frontiers
of Innovation (FOI) and take on leadership for parts
of the portfolio; - With Phil Fisher at the University
of Oregon and Holly Schindler at the University
of Washington develop a measurement and data collection framework and infrastructure in order to collect data from FOI - sponsored pilots and increase cross-site and cross-strategy learning; Organize
Building Adult Capabilities Working Group to identify, measure and develop strategies related to executive function and emotional regulation for adults facing high levels
of adversity and produce summary report in the fall
of 2014 that reviews the
knowledge base in this area and implications for intervention, including approaches that impact two generations.
The overall goal
of this extension
of our existing work in partnership with TFF and Achievement First Bridgeport Academy (AFBA) is to continue and expand our work in Bridgeport focusing in several keys areas: (1)
building knowledge about (a)
children's emerging skills and areas
of challenge in the social - emotional domain and why these skills are critical to school success, and (b) the ways in which adult stress and skills in the social - emotional domain can impede or foster
children's social - emotional skill
development; (2) identifying, deploying, and evaluating strategies to
build adult and
child skills in social - emotional learning with an emphasis on the Tauck Family Foundation's (TFF) five essential SEL skills; and (3) developing and testing a performance management system for SEL that (a) guides the identification
of strategies, (b) provides a mechanism for ongoing progress monitoring, feedback, and changes to practice, and (c) serves as an anchor point for ongoing coaching and support in using SEL strategies.
Category: Africa, Asia, Central America,
Child Health, Combat HIV / AIDS, End Poverty and Hunger, English, Environmental Sustainability, Europe, European Union, Gender Equality, global citizenship education, Global Partnership, Interviews, Maternal Health, Middle East, Millennium
Development Goals, NGO, North America, Oceania, Private Institution, Public Institution, South America, Transversal Studies, Universal Education, Voluntary Association, Your experiences, Your ideas · Tags: Brazil, democratize
knowledge, global citizenship, globalize compassion, India, Irina Bokova, Javier Collado Ruano, Kailash Satyarthy, Korea, Krishna, Krishnamurti, Nobel Peace Prize, peace, peace
building, Peace Nobel Award, Republic
of Korea, Technology, theosophist, UNESCO, universalize justice, violence, World Education Forum, World Education Forum 2015
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.
Under this umbrella, researchers are investigating
children's
development in the context
of their learning experiences and environments; equipping early educators with
knowledge, tactics, and networks to enhance their work; and
building a pipeline
of leaders ready to drive transformation in the field
of Early Education.
The Institute
of Medicine (IOM) and National Research Council's (NRC) 2015 report, Transforming the Workforce for
Children Birth to Eight, offers recommendations for building a high quality early childhood workforce with the knowledge, competencies, education, and support to promote children's development and l
Children Birth to Eight, offers recommendations for
building a high quality early childhood workforce with the
knowledge, competencies, education, and support to promote
children's development and l
children's
development and learning.
It brings together the
knowledge and opinions
of 40 contributors — scientists,
development workers, and experts in health, nutrition and
children's rights — in an attempt to
build up a clear picture
of what climate change means for the
children of today and tomorrow.
• Comprehensive
knowledge of childhood education, with special focus on providing physical and cognitive stimulation • Physically able to handle a high demanding job involving young
children, with intense motivation to provide them with education to nurture their individual personalities • Able to develop and implement age - appropriate activities, designed to help
children with school work • Adept at disciplining
children in accordance to the methods meted out specifically by parents • Skilled at preparing nutritionally beneficial food items for
children, according to their ages and specific nutritional needs • Functional ability to handle
children with special needs, with great insight into managing adverse situations and emergencies • Dynamic approach to managing
children of different ages, background and cultures, with special focus on developing their personalities for social integration • Able to assist in the mental and physical
development of children by teaching basic social and cognitive skills • Track record
of building a safe, caring, nurturing and stimulating environment for
children, designed to assist them in developing and thriving physically and emotionally
Within a group setting, parents participate in a facilitated learning process which enhances their
knowledge and understanding
of their
child's behaviour and
development,
builds upon their skills, and provides them with practical parenting information.
Specialist communication skills for
building strong relationships,
knowledge about parenting skills and
child development, as well as the needs
of victims
of abuse, and workplace health and safety requirements
Providing parenting information and support can enhance relationships,
build parent and carers» confidence and increase their
knowledge of child development.
Key site personnel participated in 3 annual training sessions, stressing
knowledge in
child development, parenting, and practical clinical strategies; emphasizing the importance
of relationships; promoting multidisciplinary team
building; and helping practices implement Healthy Steps.16 Each site also received program and training manuals and technical assistance through biweekly teleconferences.
Thrive will work in five key areas: helping to eliminate the opportunity gap with the state Early Learning Plan; deepening parent and caregiver
knowledge of child development and school readiness; developing a high - quality home visiting system to serve at - risk families; providing grants that advance our programmatic work and mission; and
building and mobilizing state, regional and local partnerships.
The service projects, which include the delivery
of at least 95 Be Strong Families Parent Cafes across the city in July and August, seek to reduce violence in communities by
building the Strengthening Families ™ Protective Factors (Social Connections, Parental Resilience,
Knowledge of Parenting and
Child Development, Concrete Support in Times
of Need, and Social and Emotional Competence
of Children) in families» homes and communities and promoting vitality across Chicago - land.
Moving forward, Thrive will work in five key areas: helping to eliminate the opportunity gap with the state Early Learning Plan; deepening parent and caregiver
knowledge of child development and school readiness; developing a high - quality home visiting system to serve at - risk families; providing grants that advance our programmatic work and mission; and
building and mobilizing state, regional and local partnerships.
McDonough is a data manager who has worked on several projects at MDRC: Supporting Healthy Marriage (SHM) is an evaluation
of marriage education programs targeting low - income, racially and ethnically diverse married couples; Head Start CARES (Classroom - based Approaches and Resources for Emotion and Social skill promotion) is a national evaluation
of three evidence - based strategies to improve the social and emotional
development of children in Head Start; the Mother and Infant Home Visiting Program Evaluation (MIHOPE) aims to
build knowledge about the effectiveness
of the new federally funded Maternal, Infant and Early Childhood Home - Visiting Program (MIECHV) in improving outcomes for at - risk
children and families.
This approach, which is being used in a number
of early childhood quality systems, helps
child welfare, early education and other programs work with families to
build the following protective factors: resilience, social connections, concrete support in times
of need,
knowledge of parenting and
child development, and social and emotional competence
of children.
Cross-sector professional
development (e.g., training mental health consultants and PCPs together) helps
build partnerships across systems as well as a common core
of knowledge among providers who work with young
children and their families.
Transforming the Workforce for
Children Birth Through Age 8 offers guidance on system changes to improve the quality
of professional practice, specific actions to improve professional learning systems and workforce
development, and research to continue to
build the
knowledge base in ways that will directly advance and inform future actions.
The parent coaching supports mothers in developing growth - producing relationships with their
children by increasing their
knowledge of child development and
of effective parenting practices, identifying and
building on parent,
child and family strengths, and focusing on parent -
child healthy interactions.
build parenting capacity and early childhood
development skills and
knowledge, specifically in understanding the importance
of relationships for
children