Sentences with phrase «child progress over time»

This includes supporting children through transitions, sharing data, evaluating child progress over time, and building knowledge and skills in a community context across the range from birth to grade 12.

Not exact matches

The system records a child's movements, making it possible to track progress over time, and it's Internet - enabled, allowing new software to be downloaded easily.

The diary can also be used to keep track of your child's progress over a period of time, such as 6 months.

This activity encourages you to start a file for your child's writing to show progress over time.

The beginning stages of writing include drawing, and this activity encourages you to start a file for your child's writing to show progress over time.

We think of a very tiny child of ages birth through three as struggling through space over time to achieve being upright, then progressing to speech and from speech flowing into thought.

You can mark your child's progress on the smart dashboard and the app will automatically generate a heatmap that shows the diminishing of your child's night terrors over time.

«The disease has a wide spectrum in terms of age distribution so it can also affect children or young adults who can have more severe manifestation and long - term damage from disease as it progresses over time.»

With the digital revolution taking hold in classrooms and every child in the UK havingbeen taught computer programming since 2014, their exposure to digital and technological progress has become natural over time.

However, they did note a principle concern for parents was that «there is a lack of objective standards [in student reports] that parents can use to determine their children's attainment and rate of progress», suggesting a desire for more than grades, scores and marks to be able to monitor their child's growth in learning over time.

Further, the Educrats assert that the new policy of lower standards actually raises performance expectations for minority children because they will have to progress at a faster rate over the same span of time.

These data can be used to track children's progress over time and plan instruction tailored to students» strengths and needs.

This Multiplication Chart can be printed at a later time as an award for the student and do demonstrate to parents the progress made by their child over time.

Are those children continuing to excel and progress over time?

You can also measure your child's progress over time and work with their educators to help them navigate the path to college and career readiness.

In addition, this tool can be used to assess needs and gauge progress over time toward achieving safe and «child - proofed» housing practices.

As the classes progressed over time, the mothers and children became more engaged with the program and one another.

Targeted behaviors are tracked and graphed over time to highlight the progress being made by both parents and children.

This Child Progress Record was developed for use in conjunction with the AEPS ® for children birth to 3 years to monitor individual children's progress ovProgress Record was developed for use in conjunction with the AEPS ® for children birth to 3 years to monitor individual children's progress ovprogress over time.

This Child Progress Record was developed for use in conjunction with the AEPS ® for children 3 to 6 years to monitor individual children's progress ovProgress Record was developed for use in conjunction with the AEPS ® for children 3 to 6 years to monitor individual children's progress ovprogress over time.

«This report provides a valuable tool for looking at our state's progress over time and in comparison with the rest of the nation,» says Sarah Teel, research associate at Voices for Vermont's Children.

• to describe the lives of children in Ireland, in order to establish what is typical and normal as well as what is atypical and problematic; • to chart the development of children over time, in order to examine the progress and wellbeing of children at critical periods from birth to adulthood; • to identify the key factors that, independently of others, most help or hinder children's development; • to establish the effects of early childhood experiences on later life; • to map dimensions of variation in children's lives; • to identify the persistent adverse effects that lead to social disadvantage and exclusion, educational difficulties, ill health and deprivation; • to obtain children's views and opinions on their lives; • to provide a bank of data on the whole child; and to provide evidence for the creation of effective and responsive policies and services for children and families; • to provide evidence for the creation of effective and responsive policies and services for children and families.

For years, early childhood teachers have used observational assessment of students» activities, including play, to generate unique insights into children's development over time, evaluate progress, and plan individualized, intentional learning experiences.

These data can be used to track children's progress over time and plan instruction tailored to students» strengths and needs.

Challenging behavior in the early years of development, defined as «any repeated pattern of behavior or perception of behavior that interferes with or is at risk of interfering with optimal learning or engagement in pro-social interactions with peers and adults» (Systems of service delivery: A synthesis of evidence relevant to young children at risk of or who have challenging behavior, University of South Florida, Tampa, 2003), can have pervasive deleterious effects on the child's social emotional functioning, learning, and longitudinal outcomes over time (Behav Disord, 32:29 — 45, 2006; Preventing mental, emotional, and behavioral disorders among young people: Progress and possibilities.

From a theoretical perspective, Sameroff and Fiese's (2000) model describes development as a series of transactional relations between self - regulation and other - regulation over time, whereby a child progresses from relying on others to regulate their needs and emotions to being able to regulate themselves.