Sentences with phrase «communication abilities of children»

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Differences in communication abilities, restrictions in the types of play that are preferred, and exclusion from social play by other kids are all reasons why play, and especially social play, can be difficult for children with autism.

Adults tend to manage this kind of «noisy channel» communication fairly easily, but new findings suggest 4 - and 5 - year - old children show the same adaptive ability.

According to the parents» and teachers» reports, improvement was noted regarding behavior and cognitive functions in 9 of 17 patients, particularly in the fields of concentration, learning ability, and communication skills with other children.

«I found Dr. Chen's book on Dual language learners engaging and supportive of educators who face the large responsibility of motivating students effectively through respect and understanding of each child's diverse background and communication abilities.

The following are common characteristics of gifted children, although not all will necessarily apply to every gifted child: • Has an extensive and detailed memory, particularly in a specific area of interest • Has advanced vocabulary for his or her age; uses precocious language • Has communication skills advanced for his or her age and is able to express ideas and feelings • Asks intelligent and complex questions • Is able to identify the important characteristics of new concepts and problems • Learns information quickly • Uses logic in arriving at common sense answers • Has a broad base of knowledge; a large quantity of information • Understands abstract ideas and complex concepts • Uses analogical thinking, problem solving, or reasoning • Observes relationships and sees connections • Finds and solves difficult and unusual problems • Understands principles, forms generalizations, and uses them in new situations • Wants to learn and is curious • Works conscientiously and has a high degree of concentration in areas of interest • Understands and uses various symbol systems • Is reflective about learning • Is enraptured by a specific subject • Has reading comprehension skills advanced for his or her age • Has advanced writing abilities for his or her age • Has strong artistic or musical abilities • Concentrates intensely for long periods of time, particularly in a specific area of interest • Is more aware, stimulated, and affected by surroundings • Experiences extreme positive or negative feelings • Experiences a strong physical reaction to emotion • Has a strong affective memory, re-living or re-feeling things long after the triggering event

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An elementary - school teacher with many years of success in teaching classes and developing children's learning ability / agility, known for her superior communication skills with children, parents and staff.

Families select those candidates who highlight in their resumes qualifications like child care expertise, patience, the physical ability to take care of children, organization, time management, and good communication skills.

Seeking an entry - level post as a teacher in your esteemed institute where I can use my skills of verbal communication, life skills and presentation ability to create interest in the minds of the children regarding the subjects I teach

Those skills would be: patient with children, ability to be calm and gentle, ability to handle problems of the patient, excellent communication skills, knowledge of medical terminology and knowledge of relevant laws, administer vaccinations to children.

• Track record of instructing students about basic sketching and contouring techniques • Well versed in evaluating students» work, charting their progress, grading assignments and guiding them regarding their weaknesses appropriately • Hands - on experience in curriculum development, lesson planning and implementation with aid of modern and effective AV aids and instructional strategies • Expert in instructing students about working in various modes including pastels, oil colors, water colors, fabric paints, charcoal and pencil • Adept at creating and maintaining a highly stimulating, inspiring and multicultural classroom environment • Proven ability to introduce novel forms of art and inculcate the same in the curriculum effectively • Demonstrated ability to enhance creativity among students by encouraging innovation, novelty and originality in their pieces of art • Familiar with various kinds of pixel sheets, sketching paper and art material, fully capable of determining age specific art material and techniques, suitable for assigned level and grades of children • Known for initiating, designing and implementing various art contests at the school to encourage a general appreciation for art among students • Competent at identifying course goals and fulfilling the same in collaboration with students, teachers and parents • Proven skills in lesson planning, curriculum implementation, technique instruction, practice facilitation and assignment communication • Profound knowledge of various advanced level 3D effect art techniques • Strong classroom management, organization and discipline control skills • Profound ability to devise innovative learning and instructional techniques to facilitate effective transfer of skill and knowledge • Proficient in use of computer to aid art work, familiar with various graphic designing and drawing enhancement software

The educator should have strong interpersonal and communication skills and willingness to provide opportunities for students to develop to their fullest potential as well as the ability to fulfill the requirements for the No Child Left Behind Act of 2002.

• Demonstrated ability to provide care and encourage learning and developmental activities and specialized programs • In depth knowledge of creating age - appropriate curriculum and lesson plans to meet the individual needs of students • Communication: Experience communicating with preschoolers by coming down to their intellectual level • Instruction: Ability to create instruction plans aimed at physical, cognitive and social development of children • Management: Knowledge of handling behavior problems and commanding respect in a classroom enviability to provide care and encourage learning and developmental activities and specialized programs • In depth knowledge of creating age - appropriate curriculum and lesson plans to meet the individual needs of students • Communication: Experience communicating with preschoolers by coming down to their intellectual level • Instruction: Ability to create instruction plans aimed at physical, cognitive and social development of children • Management: Knowledge of handling behavior problems and commanding respect in a classroom enviAbility to create instruction plans aimed at physical, cognitive and social development of children • Management: Knowledge of handling behavior problems and commanding respect in a classroom environment

• Track record of providing instructional support within special and general education classrooms as required to meet the students» needs • Skilled in student evaluation and need assessment • Substantial knowledge of and ability to cater for students» age related developmental cognitive, social and psychological needs • Proficient in facilitating the teacher in conducting classroom related activities • Expert in developing and maintaining cooperative working relationships with students and colleague teachers • Effective in devising interactive supportive learning activities to reinforce the lesson being taught • Well versed in filing in for the lead teacher in case of leave or absence and implementing the devised lesson plan effectively • Particularly effective in supervising the children during lunch and playtime, ensuring ample and healthy social interaction among peers • Competent at lesson planning, classroom control, assignment marking, lesson reinforcement and activity facilitation • Profound ability to develop need based individualized educational plans and implement the same in light of pre-determined long term learning objectives for each pupil individually • Proven skills in record keeping, developing individual student progress charts and portfolios along with demonstrated ability to maintain open communication channels with the students» parents and teachers to discuss progress • Track record of providing excellent teacher support in all classroom and lesson planning related activities • Committed to delivery of highest standards of classroom support, maintenance of an interactive atmosphere and provision of specially designed AV aids for special needs students

HIGHLIGHTS OF QUALIFICATIONS • Assisted in creating an educational setting that incorporates individual as well as collaborative learning experience for children • Highly proficient in working with staff of other departments to perform job duties during special events and functions • Exhibits exceptional communication skills with children, parents and other staff members • Special talent for encouraging children's positive self - image; supporting individuality, creative expression and independence • Demonstrated ability to maintain and promote a hygienic and safe classroom environmeOF QUALIFICATIONS • Assisted in creating an educational setting that incorporates individual as well as collaborative learning experience for children • Highly proficient in working with staff of other departments to perform job duties during special events and functions • Exhibits exceptional communication skills with children, parents and other staff members • Special talent for encouraging children's positive self - image; supporting individuality, creative expression and independence • Demonstrated ability to maintain and promote a hygienic and safe classroom environmeof other departments to perform job duties during special events and functions • Exhibits exceptional communication skills with children, parents and other staff members • Special talent for encouraging children's positive self - image; supporting individuality, creative expression and independence • Demonstrated ability to maintain and promote a hygienic and safe classroom environment

Our client is requiring a children's Social Worker for the Looked After Children Team, to work in Care Planning of 0 - 18 years old with the following skills: Care planning Court work skills Giving evidence in court Completing statements and care plans Ability to work independently Good recording and communicchildren's Social Worker for the Looked After Children Team, to work in Care Planning of 0 - 18 years old with the following skills: Care planning Court work skills Giving evidence in court Completing statements and care plans Ability to work independently Good recording and communicChildren Team, to work in Care Planning of 0 - 18 years old with the following skills: Care planning Court work skills Giving evidence in court Completing statements and care plans Ability to work independently Good recording and communication...

The Imago communication dialog allows both of your inner children to meet in a more formal setting thus facilitating the ability to see, recognize and validate where your partners issues and healing reside.

But death is an inescapable part of life, and healthy communication around the topic can make a big difference in a child's ability to cope when faced with the reality of it.

Your child's developmental level, communication abilities, and social, emotional and behavioural problems: a good understanding of these things will help you work out what's making your child feel anxious.

Most parents have joint legal custody of their children, however, that does require that the parents are able to have some communication and the ability to consult and confer with each other regarding the children.

The factors that identify families where alienation is less likely are: abundant positive contact between both parents and the children; sibling groups who all have good relations with both parents, good relations of the children with family and friends of both parents: free communication to the child by others of the good qualities of both parents: lack of defensiveness on the part of each parent as to the emotions, statements and criticisms of the other: ability of each parent to discuss schedules and parenting concerns with the other parent: ability of each parent to accommodate the schedules and desires of the other.

Parenting programmes are recommended by the National Institute for Health and Care Excellence (NICE) as evidence - based interventions for several child psychological problems including for parents of children with ASD8 and children with intellectual disability.9 Group - based parent programmes can be effective in reducing behavioural problems in children with ASD, 10 improving dysfunctional parenting styles, 10 increasing parents» ability to facilitate their children's development of communication skills11, 12 and increasing children's vocabulary.11 Group parent programmes also have the added benefit of providing social support for the parents.13 This is especially important given that parents of children with ASD are more likely to experience depression and stress, particularly parents of young children and of children with high levels of behavioural problems.4 — 6 Therefore, group interventions show promise as a valuable resource to help parents.

Problems with communication, specifically non-verbal cognitive ability, are a strong predictor of externalising behaviour problems.3 Children with ASD exhibit more severe internalising and externalising behaviours than non-ASD children, as well as a high prevalence of aggressive behaviour.3 These behavioural challenges can often cause caregivers more distress and mental health problems than the core ASD symptoms.4, 5 Increased child behaviour problems and parental (especially maternal) psychological distress compared with children without autism is established early in life — by the time that children are aged 5 years.6 These co-occurring, behaviour problems are of concern in early childhood because of the importance of these early years for longer term child developmental ouChildren with ASD exhibit more severe internalising and externalising behaviours than non-ASD children, as well as a high prevalence of aggressive behaviour.3 These behavioural challenges can often cause caregivers more distress and mental health problems than the core ASD symptoms.4, 5 Increased child behaviour problems and parental (especially maternal) psychological distress compared with children without autism is established early in life — by the time that children are aged 5 years.6 These co-occurring, behaviour problems are of concern in early childhood because of the importance of these early years for longer term child developmental ouchildren, as well as a high prevalence of aggressive behaviour.3 These behavioural challenges can often cause caregivers more distress and mental health problems than the core ASD symptoms.4, 5 Increased child behaviour problems and parental (especially maternal) psychological distress compared with children without autism is established early in life — by the time that children are aged 5 years.6 These co-occurring, behaviour problems are of concern in early childhood because of the importance of these early years for longer term child developmental ouchildren without autism is established early in life — by the time that children are aged 5 years.6 These co-occurring, behaviour problems are of concern in early childhood because of the importance of these early years for longer term child developmental ouchildren are aged 5 years.6 These co-occurring, behaviour problems are of concern in early childhood because of the importance of these early years for longer term child developmental outcomes.7

Highlights basic foster care skills such the ability to assess oneself and a family's fitness for fostering, establish and maintain open communication with birth family, agency staff and school officials, manage challenging behaviors, and cope with sense of loss after a child's reunification with birth family.

Their work focuses on supporting children and young people who struggle to communicate because they have speech, language and communication needs (SLCN) as well as supporting all children and young people to communicate to the best of their ability.

In a nutshell, the report found that the legal professionals who utilize it have an overwhelmingly positive view of its ability to reduce parental conflict, move cases more quickly through the court, help children, assist in the time - sharing process, improve joint decision - making, and increase parental communication.

The goal is to build a narrative framework that unites and excites a field of practitioners around early child science communications and demonstrates the ability to shift and expand the public conversation around early child development in Australia.

Studies that examine children's development over time have shown that higher quality child care is a predictor of improvement in children's ability to understand spoken language, communication skills, verbal IQ skills, cognitive skills, behavioral skills, and attainment of higher math and language scores — all of which impact later school success.

A few key training points that the CASA program utilizes include education surrounding communication with children who have experienced trauma, proper documentation of interventions and situations, ability to recommend local services for the child and family, and efficiently gathering and presenting information for the court to aid in making final decisions regarding the child.

Summary: (To include comparison groups, outcomes, measures, notable limitations) This study evaluated the effectiveness of The Parent Project, among parents of at - risk youth in the areas of general child management, family involvement, negative parent — child affective quality, substance use rules communication, and parental self - efficacy (PSE) in the ability to affect adolescent substance use.

A comprehensive, multidisciplinary approach to assessing and planning interventions to enhance the communication and social - emotional abilities of preschool and elementary school children with autism spectrum disorders

CFTSI seeks to reduce these risks in two ways: (1) by increasing communication between the affected child and his caregivers about feelings, symptoms, and behaviors, with the aim of increasing the caregivers» support of the child; and (2) by teaching specific behavioral skills to both the caregiver and the child to enhance their ability to cope with traumatic stress reactions.

Physical aggression tends to increase in frequency until 30 to 42 months of age and then declines when children develop the ability to regulate their attention and emotions, control their impulses and use verbal communication to resolve conflicts and express needs.

Given the difficulties in social communication and neurocognitive functioning, the demands of the social environment are often higher than the coping abilities of children with ASD.

Children's level of communication, daily living skills, socialisation, and motor skills were assessed to determine age equivalent adaptive abilities and combined into a total adaptation score.

Some prime examples of these types of problems are poor communication skills, inadequate conflict management ability, the tendency to blame others for our own faults, poor parenting skills, personality flaws, the tendency to overly criticize or try to control those around us, and historical emotional predispositions that plague us in our current life and make us prone to such things as infidelity, failed marriages, poor parent - child relationships, etc..