Sentences with phrase «communicate with school aged children»

OBJECTIVE: Seeking the position of teacher assistant in XYZ School where my exceptional ability to communicate with school aged children, proficiency in preparation of instructional materials and vast knowledge of child growth and development will be well utilized.

Not exact matches

Tips from teachers on the best way to communicate with them about your elementary school - age child.

Key recommendations for government in the report that won API support were: for play to be embedded within a Whole Child Strategy under the aegis of a Cabinet Minister for Children responsible for cross ‑ departmental roll out and co-ordination; for government to require local authorities to prepare children and young people's plans including strategies to address overweight and obesity with its physical, mental and emotional consequences; for funding for play to be ring - fenced within local authority budgets; to address barriers to outdoor play for children of all ages and abilities; to extend the Sport England Primary Spaces and Sport Premium programmes to all schools with a broader scope to incorporate a wide variety of physical literacy activities including play; to communicate through public information campaigns to parents and families the value of active outdoor play, including risk or benefit assessment; and to improve public sector procurement practice for public play prChildren responsible for cross ‑ departmental roll out and co-ordination; for government to require local authorities to prepare children and young people's plans including strategies to address overweight and obesity with its physical, mental and emotional consequences; for funding for play to be ring - fenced within local authority budgets; to address barriers to outdoor play for children of all ages and abilities; to extend the Sport England Primary Spaces and Sport Premium programmes to all schools with a broader scope to incorporate a wide variety of physical literacy activities including play; to communicate through public information campaigns to parents and families the value of active outdoor play, including risk or benefit assessment; and to improve public sector procurement practice for public play prchildren and young people's plans including strategies to address overweight and obesity with its physical, mental and emotional consequences; for funding for play to be ring - fenced within local authority budgets; to address barriers to outdoor play for children of all ages and abilities; to extend the Sport England Primary Spaces and Sport Premium programmes to all schools with a broader scope to incorporate a wide variety of physical literacy activities including play; to communicate through public information campaigns to parents and families the value of active outdoor play, including risk or benefit assessment; and to improve public sector procurement practice for public play prchildren of all ages and abilities; to extend the Sport England Primary Spaces and Sport Premium programmes to all schools with a broader scope to incorporate a wide variety of physical literacy activities including play; to communicate through public information campaigns to parents and families the value of active outdoor play, including risk or benefit assessment; and to improve public sector procurement practice for public play provision.

EW: Communication with the parents of students is very important, but you make a point about the importance of communicating with members of the community who don't have school - age children.

For Parents: A web page section dedicated parents facilitates the sharing of tips for communicating with teachers, links to a homework portal where student assignments are posted, parenting tips, calendars of important events, information about child development that is relevant to the age of student in the school and a recorded message from the teacher or principal.

Children with hearing loss may require special education when they reach school age or technology to help them communicate.

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Child Care Provider — Jungle Jim Daycare, San Francisco, CA — 6/2013 -7 / 2015 • Cared for group of 15 children five days a week in busy downtown daycare • Led activities and arts and crafts projects to keep children engaged • Helped children with mealtimes and prepared daily snacks • Supervised children during recreation periodsAfter - School Program Leader — Kitsap County Parks and Recreation, Silverdale, WA — 11 / 2010 - Present • Lead after school program at local elementary school with about 35 students • Communicate with parents and facilitate child pick - ups in the evenings • Organize sports activities depending on interest, age, and skill level • Choreograph and rehearse annual after - school program reChild Care Provider — Jungle Jim Daycare, San Francisco, CA — 6/2013 -7 / 2015 • Cared for group of 15 children five days a week in busy downtown daycare • Led activities and arts and crafts projects to keep children engaged • Helped children with mealtimes and prepared daily snacks • Supervised children during recreation periodsAfter - School Program Leader — Kitsap County Parks and Recreation, Silverdale, WA — 11 / 2010 - Present • Lead after school program at local elementary school with about 35 students • Communicate with parents and facilitate child pick - ups in the evenings • Organize sports activities depending on interest, age, and skill level • Choreograph and rehearse annual after - school program rSchool Program Leader — Kitsap County Parks and Recreation, Silverdale, WA — 11 / 2010 - Present • Lead after school program at local elementary school with about 35 students • Communicate with parents and facilitate child pick - ups in the evenings • Organize sports activities depending on interest, age, and skill level • Choreograph and rehearse annual after - school program rschool program at local elementary school with about 35 students • Communicate with parents and facilitate child pick - ups in the evenings • Organize sports activities depending on interest, age, and skill level • Choreograph and rehearse annual after - school program rschool with about 35 students • Communicate with parents and facilitate child pick - ups in the evenings • Organize sports activities depending on interest, age, and skill level • Choreograph and rehearse annual after - school program rechild pick - ups in the evenings • Organize sports activities depending on interest, age, and skill level • Choreograph and rehearse annual after - school program rschool program recital

The court is guided by the best interests of the child, and considers: the relationship of the child with each parent and the ability and disposition of each parent to provide the child with love, affection and guidance, the ability and disposition of each parent to assure that the child receives adequate food, clothing, medical care, other material needs and a safe environment, the ability and disposition of each parent to meet the child's present and future developmental needs, the quality of the child's adjustment to the child's present housing, school and community and the potential effect of any change, the ability and disposition of each parent to foster a positive relationship and frequent and continuing contact with the other parent, including physical contact, except where contact will result in harm to the child or to a parent, the quality of the child's relationship with the primary care provider, if appropriate given the child's age and development, the relationship of the child with any other person who may significantly affect the child, the ability and disposition of the parents to communicate, cooperate with each other and make joint decisions concerning the children where parental rights and responsibilities are to be shared or divided, and any evidence of abuse.

The main results can be summarized as follows: (1) Synchrony during early mother - child interactions has neurophysiological correlates [85] as evidenced though the study of vagal tone [78], cortisol levels [80], and skin conductance [79]; (2) Synchrony impacts infant's cognitive processing [64], school adjustment [86], learning of word - object relations [87], naming of object wholes more than object parts [88]; and IQ [67], [89]; (3) Synchrony is correlated with and / or predicts better adaptation overall (e.g., the capacity for empathy in adolescence [89]; symbolic play and internal state speech [77]; the relation between mind - related comments and attachment security [90], [91]; and mutual initiation and mutual compliance [74], [92]-RRB-; (3) Lack of synchrony is related to at risk individuals and / or temperamental difficulties such as home observation in identifying problem dyads [93], as well as mother - reported internalizing behaviors [94]; (4) Synchrony has been observable within several behavioral or sensorial modalities: smile strength and eye constriction [52]; tonal and temporal analysis of vocal interactions [95](although, the association between vocal interactions and synchrony differs between immigrant (lower synchrony) and non-immigrant groups [84]-RRB-; mutual gaze [96]; and coordinated movements [37]; (5) Each partner (including the infant) appears to play a role in restoring synchrony during interactions: children have coping behaviors for repairing interactive mismatches [97]; and infants are able to communicate intent and to respond to the intent expressed by the mother at the age of 2 months [98].