From a general knowledge of the principles of child - rearing parents need to fashion a method «tailor - made» for each particular
child at each particular stage of his development and suited to his particular environment.
Not exact matches
As the
Children's Schools and Families Bill 2009/2010 hurtles towards Royal Assent via the debating of committee
stage amendments, there is a great deal
at stake for home schoolers in
particular and liberty in general.
The services, which are provided by community organisations, target men
at a range of relationship
stages, including pre - and post-separation, and
at particular life and relationship transitions, such as following the birth of a first
child or the breakdown of a relationship.
It remains a constant piece of advice given
at any
stage of your
child's life and I for one am calling bullshit on this
particular wisdom.
But even given that there's a wide range of normal when it comes to the rate
at which kids blossom from tiny newborns to strapping teenagers, it's possible to predict with some degree of certainty where a
child will be
at a
particular age and
stage.
«This perception could be due to parental expectations of what they think their
child should know
at a
particular stage in their learning.
«
At this stage, most of the teachers in the school would be fairly comfortable with using a spreadsheet to look up how a child is going in a particular area, or look at their class.&raqu
At this
stage, most of the teachers in the school would be fairly comfortable with using a spreadsheet to look up how a
child is going in a
particular area, or look
at their class.&raqu
at their class.»
Bringing forward evidence to show that
at any one time a
child may be
at very different
stages for example, in number development and spatial / visual maturation, Howard Gardner has successfully undermined the idea that knowledge
at any one
particular developmental
stage hangs together in a structured whole.
Timing is also important:
at particular stages a
child may be developmentally more protected or developmentally more vulnerable to adversities.
But it's normal for
children to behave in challenging ways
at different
stages and in
particular situations.
This suggests therefore, that for many
children the
particular patterns of social, emotional and behavioural characteristics observed
at school entry are determined
at an earlier
stage in their lives.
Many adopted
children have experienced difficult and traumatic experiences before being placed with their forever family, which can prevent them from settling into their new home and can create difficulties
at particular stages such as adolescence.