Sentences with phrase «development of the whole child at»

ASCD's 2015 Legislative Agenda (PDF) calls on the federal government to reauthorize education policies in a way that addresses and supports the needs of today's students and educators, bolstering the development of the whole child at every level of the education system.

Not exact matches

Prevention at the grass roots includes the whole range of activities in the program of a local church, which contribute to the development of wholeness in persons and the vitalizing of families so that they satisfy the basic interpersonal hungers of children, youth, and adults.

So I think I'd maybe be looking at this from a whole family point of view, not just a child development point of view.

Sharing our vision of a «whole child» approach to early childhood education, in which play and social / emotional development are fully integrated into academic programming, Santa Barbara County preschools achieved national accreditation at eight times the California average as of January 2015.

Using whole genome sequencing technology, researchers from The Netherlands have now succeeded in determining that at least 6.5 % of de novo mutations occur during the development of the child (post-zygotic) rather than from the germline of a parent.

The results of a ten - year longitudinal study conducted at the University of Tampere highlight the importance of the whole family system in children's emotional development in addition to the early mother - child relationship.

Even though experts recommend that children of all ages should spend at least one hour out of doors every, single day and depending on their age and development stage, up to three may be ideal, the fact is that many children are spending far less time out of doors for a whole variety of reasons.

At the same time, the Foundation will support the Center in developing play as a new area of focus that will center on the impact of play, whole child development and skills that are important for lifelong learning.

The development of new curricula aimed at educating «the whole child» has led to fractured schooldays, with more information being taught in less time.

Presenters: Sean Slade, director of Whole Child Programs, ASCD; Lee Yee Cheong - Lim, deputy director of the Health Promotion Board under the Singapore Ministry of Health, Singapore; Louise Rowling, associate professor for health promotion in the faculty of education and social work at the University of Sydney, Australia; and Jo Mason, acting national business manager and national professional product development manager for the Principals Australia Institute and MindMatters, Australia

It must evolve into a seamless system that begins at birth, delivers suitable content at every stage of development in an appropriate environment, and most importantly, takes the complexity of the whole child into consideration.

Fourier was extraordinarily interested in the nature and development of children and in formulating an appropriate pedagogical system designed to take advantage of their innate inclinations and at the same time foster the well - being of the phalanstery as a whole.

Existing SNHV trials show relatively modest effects (effect sizes of 0.2 — 0.4 SDs) for outcomes such as child mental health and behaviour, and cognitive and language development, from infancy to mid - childhood.19 While effect sizes of 0.25 — 0.3 SDs can be meaningful and impactful at the whole of population level, 59 targeted public health interventions such as SNHV include a cost and intensity such that larger effects in the short - to - medium term might be necessary to justify implementation at a population level.

In Denver, low - resource families who received home visiting showed modest benefits in children's language and cognitive development.102 In Elmira, only the intervention children whose mothers smoked cigarettes before the experiment experienced cognitive benefits.103 In Memphis, children of mothers with low psychological resources104 in the intervention group had higher grades and achievement test scores at age nine than their counterparts in the control group.105 Early Head Start also identified small, positive effects on children's cognitive abilities, though the change was for the program as a whole and not specific to home - visited families.106 Similarly, IHDP identified large cognitive effects at twenty - four and thirty - six months, but not at twelve months, so the effects can not be attributed solely to home - visiting services.107

Louise: Yes, we've always had a social and emotional sort of lense when we look at the child's development, we look at the whole child but in particular their social and emotional health because we know that if you not feeling okay in the situation or if you're feeling anxious that's going to affect your ability to attend or children's ability to learn.

The Fred Rogers Center is partnering with the Technology in Early Childhood (TEC) Center at the Erikson Institute in Chicago, under the leadership of Dr. Chip Donohue, to extend the messages of the NAEYC - Fred Rogers Center position statement with an upcoming report exploring the key issues, latest research, and best practices for using technology and interactive media to support whole - child development, and especially children's social - emotional skills.

• to describe the lives of children in Ireland, in order to establish what is typical and normal as well as what is atypical and problematic; • to chart the development of children over time, in order to examine the progress and wellbeing of children at critical periods from birth to adulthood; • to identify the key factors that, independently of others, most help or hinder children's development; • to establish the effects of early childhood experiences on later life; • to map dimensions of variation in children's lives; • to identify the persistent adverse effects that lead to social disadvantage and exclusion, educational difficulties, ill health and deprivation; • to obtain children's views and opinions on their lives; • to provide a bank of data on the whole child; and to provide evidence for the creation of effective and responsive policies and services for children and families; • to provide evidence for the creation of effective and responsive policies and services for children and families.

We support creating a shared vision of whole child education and development at the state level.