Sentences with phrase «child verbal interaction»

Twice weekly home visits are designed to stimulate the parent - child verbal interaction, reading, and educational play critical to early childhood brain development.

PCHP's proven parenting and school - readiness program encourages, supports, and sustains parent - child verbal interaction and learning at home.

Infant television and video exposure associated with limited parent - child verbal interactions in low socioeconomic status households.

Parental Verbal Responsivity assesses caregiver - child verbal interactions, such as talking while feeding and making sounds together (range, 0 - 11).

Not exact matches

As outlined in our new blog, numerous internationally respected studies make clear the importance of secure father - child attachment — including, for example, work by Dr Paul Ramchandani of Imperial College London which shows that «disengaged and remote father - child interactions as early as the third month of life» predict behaviour problems in children when they are older [1] and US research showing that «verbal exchanges between fathers and their infants and between mothers and their infants each, independently and uniquely, predict pre-schoolers» social competence and lower aggression» [2].

He questions the validity of the premise that parenting styles that differ from the model in which children learn through verbal interaction and instruction from their parents are inherently inferior.

Mothers with higher education may already follow child - rearing practices that stimulate cognitive development of their infants through more frequent verbal interactions and reading.

Consistent, planned interaction with the same group of people on a regular basis can help your child to increase their comfort as a foundation for beginning verbal interaction.

Though genetically distinct, all three children displayed stereotypical ASD behaviors, such as lack of verbal skills or social interaction.

[4] Comparison with the six other publications in the literature that focus on estimating the frequency of verbal interactions with young children in different cultures.

Parents receive practical guidance (e.g., website, newsletter, parent bulletin board, email, phone call, notes) to maintain regular and supportive verbal interaction with their children.

Autism, as defined by IDEA, refers to «a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident (but not required) before age three, that adversely affects a child's educational performance.»

Briefly, children with ASD show deficits in social interaction, verbal and nonverbal communication, unusual sensory experiences and repetitive behaviors.

One could assume that this is because these children are not getting the language exposure through verbal interaction with their caregivers.

Sessions are facilitated by a child development specialist (CDS) who meets 1 - on - 1 with families, providing an individualized, relationship - based intervention.13, 14 The CDS delivers a curriculum focused on supporting verbal interactions in the context of pretend play, shared reading, and daily routines.

Verbal interactions between parents and children in the context of play and shared reading are critical for school readiness but less frequent in families with low socioeconomic status (SES).5, 6

With regards to parental modelling, there have been a number of studies demonstrating that parent anxiety can be transmitted through modelling and verbal transmission of threat and avoidant information.17, 18 In one experimental study, young infants showed increased fearfulness and avoidance of a stranger following exposure to a socially - anxious mother - stranger interaction.19 In this study, the effect was stronger for children with an inhibited temperament.

In addition, your child can learn to recognize and verbalize emotions, which can help your child slow down troublesome interactions and refrain from lashing out with physical or verbal aggression.

That's why most children receive early autism intervention after their parents notice that their social interactions or verbal skills are delayed during childhood.

Teach parent how to organize activities by preparing in advance, establish routines, explain expectations to a child and follow through, use good verbal and physical interactions, and transition between activities

The children of mothers participating in PALS showed greater gains in their verbal responses and verbal initiative related to the book and interaction with their mothers in sharing interest in the book.

[9] Levenstein P, Levenstein S, Shiminski J A, Stolzberg JE, «Long - term impact of a verbal interaction program for at - risk toddlers: An exploratory study of high - school outcomes in a replication of the Mother - Child Home Program,» Journal of Applied Developmental Psychology.

Lack of quality verbal and non-verbal interaction between parent and child, lack of developmentally appropriate parental expectations, and lack of parental involvement

From a socio - cultural viewpoint, cognitively responsive behaviours (e.g. maintaining versus redirecting interests, rich verbal input) are thought to facilitate higher levels of learning because they provide a structure or scaffold for the young child's immature skills, such as developing attentional and cognitive capacities.9 Responsive behaviours in this framework promote joint engagement and reciprocity in the parent - child interaction and help a child learn to assume a more active and ultimately independent role in the learning process.10 Responsive support for the child to become actively engaged in solving problems is often referred to as parental scaffolding, and is also thought to be key for facilitating children's development of self - regulation and executive function skills, behaviours that allow the child to ultimately assume responsibility for their well - being.11, 12

For example, compared to older mothers, teen mothers display lower levels of verbal stimulation and involvement, higher levels of intrusiveness, and maternal speech that is less varied and complex.47, 48 Mothers with fewer years of education read to their children less frequently25, 49 and demonstrate less sophisticated language and literacy skills themselves, 50 which affects the quantity and quality of their verbal interactions with their children.2 Parental education, in turn, relates to household income: poverty and persistent poverty are strongly associated with less stimulating home environments, 51 and parents living in poverty have children who are at risk for cognitive, academic, and social - emotional difficulties.52, 53 Finally, Hispanic and African American mothers are, on average, less likely to read to their children than White, non-Hispanic mothers; 54 and Spanish - speaking Hispanic families have fewer children's books available in the home as compared to their non-Hispanic counterparts.25 These racial and ethnic findings are likely explained by differences in family resources across groups, as minority status is often associated with various social - demographic risks.

During the negative mood condition, mothers issued fewer positive statements toward their children and engaged in less general verbal interaction.

At the level of parent - child interactions, cognitive aspects of parent - child interactions such as parental verbal scaffolding during problem - solving tasks in early childhood show both concurrent and longitudinal associations with EF in early childhood (Hughes and Ensor, 2009; Bernier et al., 2010; Hammond et al., 2012).