Sentences with phrase «cognitive development across»

«Family resources and parenting quality: Links to children's cognitive development across the first 3 years.»

Students in this strand pursue coursework related to theories of risk and resilience across contexts as well as social, emotional and cognitive development across the lifespan.

Wu has published «A Novel Theoretical Life Course Framework for Triggering Cognitive Development Across the Lifespan,» in the journal Human Development.

Not exact matches

Support the growth of the whole child across emotional, social, physical, and cognitive domains to ensure the development of strong, confident, life - long learners.

CHALK seeks to support the development of the whole child across emotional, social, physical, and cognitive domains.

«Improving early parenting and motor, cognitive, and behavioural development may also facilitate friendships and peer acceptance for children across the whole gestation spectrum.

Expertise across behavioral / cognitive scales and development of novel fit - for - purpose behavioral / cognitive batteries

As a psychologist trained in cognitive development, I believe that human beings continue to learn in similar ways across the generations — we don't sprout new brains or new minds.

Only one in 10 elementary classrooms across the country emphasizes the development of cognitive skills; other researchers have advocated for explicit instruction of metacognitive, cognitive, and other strategies to facilitate the process of learning as a way to engage and motivate middle and high school students.

Whole child development across multiple axes: social, emotional, cognitive development and well being, capacity for design and making

The relationships between the development of mathematical concepts and general cognitive abilities across the primary years

Using twin fixed effects models, we find that the effects of birth weight on cognitive development are essentially constant through the school career; that these effects are very similar across a wide range of family backgrounds; and that they are invariant to measures of school quality.

The underlying purpose of the Whole School, Whole Community, Whole Child (WSCC) model is to establish greater alignment, integration, and collaboration between health and education across the school setting to improve each child's cognitive, physical, social, and emotional development.

While the outcomes are not universal for all children, some are «catastrophically» effected with stagnation across all cognitive and non-cognitive development (Minuchin, 1992).

A staunch proponent of continual learning and self - development, Dionne has amassed an array of skills and subject matter expertise across Cognitive Behavioral Therapy, Active Parenting, Managing Conflict and Stress, Team Effectiveness, Improving Communication and Relationship Counseling to name a few.

Based on prior work on caregiving characteristics important in the development of self - regulatory processes,27 - 29, 35,36 factors reflective of supportive caregiving were categorized across 2 domains: engagement in mother - child activities and availability of educational / recreational toys as a measure of cognitive stimulation.

A substantial body of research shows that children with involved fathers fare better across nearly every measure of child wellbeing, from cognitive development and educational achievement to self - esteem and pro-social behavior.

As research across neuroscience, developmental psychology, and economics demonstrates, early social - emotional, physical, and cognitive skills beget later skill acquisition, setting the groundwork for success in school and the workplace.15 However, an analysis of nationally representative data shows that 65 percent of child care centers do not serve children age 1 or younger and that 44 percent do not serve children under age 3 at all.16 Consequently, child care centers only have the capacity to serve 10 percent of all children under age 1 and 25 percent of all children under age 3.17 High - quality child care during this critical period can support children's physical, cognitive, and social - emotional development.18 Attending a high - quality early childhood program such as preschool or Head Start is particularly important for children in poverty or from other disadvantaged backgrounds and can help reduce the large income - based disparities in achievement and development.19

Cognitive Abilities, Social Adaptation, and Externalizing Behavior Problems in Childhood and Adolescence: Specific Cascade Effects Across Development.

«Across the United States, Canada, and Western Europe there is the growing recognition that permanent plans for children are essential for their social, emotional, and cognitive development (Leathers, 2002).

Abstract: The current study investigated developmental trajectories of teacher - reported aggressive behavior and whether these trajectories are associated with social - cognitive development (i.e., aggressive problem - solving) across the first three elementary grades in a large sample from Switzerland (N = 1,146).

The current study investigated developmental trajectories of teacher - reported aggressive behavior and whether these trajectories are associated with social - cognitive development (i.e., aggressive problem - solving) across the first three elementary grades in a large sample from Switzerland (N = 1,146

Our findings support a family systems risk model14 that explains children's cognitive, social and emotional development using information about five kinds of family risk or protective factors: (1) Each family member's level of adaptation, self - perceptions, mental health and psychological distress; (2) The quality of both mother - child and father - child relationships; (3) The quality of the relationship between the parents, including communication styles, conflict resolution, problem - solving styles and emotion regulation; (4) Patterns of both couple and parent - child relationships transmitted across the generations; and (5) The balance between life stressors and social supports outside the immediate family.

Children's development of the cognitive and social skills needed for later success in school may be best supported by a parenting style known as responsive parenting.1 Responsiveness is an aspect of supportive parenting described across different theories and research frameworks (e.g. attachment, socio - cultural) as playing an important role in providing a strong foundation for children to develop optimally.2 - 4 Parenting that provides positive affection and high levels of warmth and is responsive in ways that are contingently linked to a young child's signals («contingent responsiveness») are the affective - emotional aspects of a responsive style.5 These aspects, in combination with behaviours that are cognitively responsive to the child's needs, including the provision of rich verbal input and maintaining and expanding on the child's interests, provide the range of support necessary for multiple aspects of a child's learning.6

Deficits in self - regulation across multiple domains of functioning, from the physiological to the cognitive, are associated with early behavior problems, and may place children at greater risk for the development of later antisocial behavior.

Consistently, while recent evidence suggests that secure base script knowledge by adolescence is generalized across relationships and continuously distributed (Waters et al. 2015), cognitive schemas related to attachment are thought to still be under development in middle childhood, benefiting from the influence of these new social experiences and novel attachment relationships (Bosmans and Kerns 2015).

Biological and environmental initial conditions shape the trajectories of cognitive and social — emotional development across the first years of life

Bowlby (1973) stated that individuals create their social environments in ways which confirm their cognitive working models and create the continuity of attachment patterns across their development.

We recommend that future research focus on the following three areas: (1) development of standardized measures of skill acquisition and utilization from a «common elements» perspective that can used across EBTs; (2) assessment of the predictors, correlates, and outcomes associated with skill acquisition and utilization; and (3) development of innovative interventions to enhance the acquisition and utilization of cognitive - behavioral and parent management skills.