Sentences with phrase «children in the developing world do»

Not exact matches

I have several notebooks full of ideas on things churches could be doing to share Jesus more effectively with the world, to do a better job in making disciples, to help children grow up and «stick» with Christianity, to make the services more meaningful, to help people connect with God, to develop real and genuine friendships within the church, and on and on.

I still don't see these huge dangers that formula presents for most children in the developed world.

It can help children's brains develop, help them do better in school, and help them become more interested in the world and other cultures.

Utterly crazy how women are in such a rush to bring their children in the world that they will rely on Google found remedies to induce themselves... Let God do His work... The baby will come when its ready... Theres nothing wrong with a few added ounces of baby fat and developed lungs that u cant wait... Smh: /

Young children explore their world by putting things in their mouths, but children under three years of age do not have a well - developed coughing reflex and will choke easily on small items.

Compared with children in developed countries, children in the developing world show a poorer response to oral vaccines (such as oral polio vaccine), whereas their response to vaccines that are administered systemically by injection (such as measles vaccine) doesn't appear to be much different.

Hot chocolate is very popular with children of high school and further education age, and Aimia's range of hot chocolates from Milfresh — which is of course school compliant — has Fairtrade options available, so schools can do their bit for growers and communities in the developing world.

I will leave you with one last thought: if we develop patience, tolerance, compassion, a sense of oneness, and other spiritual qualities in children and help them nurture these qualities as they grow to adulthood, what might this do to our world?

In most cases in the developing world we assume that children are not clear or don't know what they want and so we have to make decisions for theIn most cases in the developing world we assume that children are not clear or don't know what they want and so we have to make decisions for thein the developing world we assume that children are not clear or don't know what they want and so we have to make decisions for them.

«We are one of the few — perhaps the only — industrialized, developed nations in the world that do not include a second or third language as part of the curriculum for all school - aged children.

As I read, I kept feeling grateful to Paul Tough for having done this work — gathering the stories of kids like Keitha Jones, the traumatized Southside Chicago teen who reminded me so much of a handful of kids I've taught; connecting Keitha's experience to research on neurochemistry and infant psychology, and situating these elements in both a socio - economic context and in the landscape of an education world focused on developing children's cognitive (and testable) skills.

Basic computer skills were picked up rapidly with the aid of some mathematics and spelling games, and it didn't take long for the students to find that innate spark of curiousity that children in the developed world seem to have when it comes to technology.

They just didn't help my students grasp key concepts like fraction operations or develop number sense, and they didn't instill in the children a deep understanding of the meaning behind math or how to apply content knowledge to real - world problems.

In many parts of the developing world, families do not have any choice when it comes to educating their children.

We do our children a great disservice when we allow them to believe they are receiving a strong education at a high standard when, in truth, we are sending them into the world ill - prepared to develop into the strong, critical, passionate community leaders that we need in cities such as Baltimore.

For example, World Vision, which assists children living in poverty in developing countries, did well in the governance category, receiving a score of 10.6 out of 10 (we give one bonus point to organizations that disclose the CEO's exact salary).

Research shows children are more likely to develop coping skills if they: trust that the world is safe and caring people will help them; believe in their ability to do things for themselves; feel valued for who they are; feel optimistic; and can manage their feelings, thoughts and behaviours.

The program did not include an eligible target population (pregnant women and families with children from birth to age 5 served in a developed world context).

Young children under chronic stress, especially maltreated children and those exposed to trauma within the context of their caregiving relationships or in the context of unavailable caregiving relationships, have often failed to develop a secure attachment to their caregivers and do not have a sense of basic security or trust in the world (Cohen & Walthall, 2003; Osofsky, 1995).

I will be talking about the available guidelines and what they do and don't provide in terms of useful help for educators along with what we actually know about how to help children develop healthy happy lives in a digitally drenched world.

Did you know that women and children spend 140 million hours a day collecting water, or that parasite diseases remain the major killer of children between the ages of 0 and 5 in the developing world?