Tadpoles» digital communications tools were created to help childcare programs involve parents and simplify operations, improving the quality of care and
developmental outcomes for young children.
Based on a review of the literature on mother - infant musical interaction and emotional communication, Creighton (2011) concluded that, «The reciprocity of [musical] interactions develops mother - infant attachment which is linked with neurological, emotional and social
developmental outcomes for young children» (p. 50).
Home visiting programs (HVPs) aim to help low - income parents enhance their parenting skills and improve a host of early health and
developmental outcomes for young children.
Home visiting programs aim to help low - income parents enhance their parenting skills and improve a host of early health and
developmental outcomes for young children.
Not exact matches
National Research Council, Committee on
Developmental Outcomes and Assessments
for Young Children, Catherine E. Snow and Susan B. Van Hemel (Washington, DC: The National Academies Press, 2008).
This then established the relationship between neighbourhood socioeconomic status (SES) and a number of
children's health and
developmental outcomes.9 Longitudinal research suggested structural characteristics such as poverty and demography were mediated through community - level social processes that influenced the functioning of families and
children.10, 11 Today, however, there is still limited understanding of the modifiable community - level factors likely to benefit
outcomes for young children despite socioecological frameworks suggesting there are multiple levels of influence (individual, family, community) on early
child development (ECD).12, 13 Investigating these influences is thought best undertaken through a combination of quantitative and qualitative methods that can test these multiple influences on ECD.14, 15
Halford — Couples, Parenting & the Well - being of
Children Hayes — Longitudinal Insights into the Power of Parenting: From Early Childhood to the Middle Years & Beyond Kohl — Improving Quality of Care Through Implementation of Evidence - based Interventions in Real World Settings Calam — Enhancing Impact and Reach with Vulnerable Families Love — Enhancing Impact & Reach with Vulnerable Families Sanders — Triple P & Complex Cases: Enhancing
Outcomes with Vulnerable Families Sanders — Past, Present and Future Directions
for Evidence - based Parenting Interventions Tonge — Mental Health of
Young People with
Developmental Disabilities
Healthy
child development is the foundation
for human capital and the basis for future community and economic development.1 A significant body of convergent research emphasises the importance of the prenatal and early years for health and developmental outcomes throughout the life course.2 For a growing number of children, suboptimal developmental trajectories are well established by the time they start school, and become increasingly difficult and costly to modify with the passage of time.3 Thus, investing in young children is important for the prevention of disease later in life and contributes to their full participation in society as healthy and productive adults.4
for human capital and the basis
for future community and economic development.1 A significant body of convergent research emphasises the importance of the prenatal and early years for health and developmental outcomes throughout the life course.2 For a growing number of children, suboptimal developmental trajectories are well established by the time they start school, and become increasingly difficult and costly to modify with the passage of time.3 Thus, investing in young children is important for the prevention of disease later in life and contributes to their full participation in society as healthy and productive adults.4
for future community and economic development.1 A significant body of convergent research emphasises the importance of the prenatal and early years
for health and developmental outcomes throughout the life course.2 For a growing number of children, suboptimal developmental trajectories are well established by the time they start school, and become increasingly difficult and costly to modify with the passage of time.3 Thus, investing in young children is important for the prevention of disease later in life and contributes to their full participation in society as healthy and productive adults.4
for health and
developmental outcomes throughout the life course.2
For a growing number of children, suboptimal developmental trajectories are well established by the time they start school, and become increasingly difficult and costly to modify with the passage of time.3 Thus, investing in young children is important for the prevention of disease later in life and contributes to their full participation in society as healthy and productive adults.4
For a growing number of
children, suboptimal
developmental trajectories are well established by the time they start school, and become increasingly difficult and costly to modify with the passage of time.3 Thus, investing in
young children is important
for the prevention of disease later in life and contributes to their full participation in society as healthy and productive adults.4
for the prevention of disease later in life and contributes to their full participation in society as healthy and productive adults.4, 5
This volume is organized around England's Every
Child Matters Agenda (2005)
for Foster Carers and Scotland's Getting It Right For Every Child (or Young Person) in Foster and Kinship Care Agenda (2007), thereby highlighting a comparative social policy dimension to this volume and it's focus on enhanced developmental outcomes for looked after children and young peop
for Foster Carers and Scotland's Getting It Right
For Every Child (or Young Person) in Foster and Kinship Care Agenda (2007), thereby highlighting a comparative social policy dimension to this volume and it's focus on enhanced developmental outcomes for looked after children and young peop
For Every
Child (or
Young Person) in Foster and Kinship Care Agenda (2007), thereby highlighting a comparative social policy dimension to this volume and it's focus on enhanced developmental outcomes for looked after children and young pe
Young Person) in Foster and Kinship Care Agenda (2007), thereby highlighting a comparative social policy dimension to this volume and it's focus on enhanced
developmental outcomes for looked after children and young peop
for looked after
children and
young pe
young people.
Home - based behavioral interventions
for young children with autism / pervasive
developmental disorder: a preliminary evaluation of
outcome in relation to
child age and intensity of service delivery
CONTEXT: Early intensive behavioral and
developmental interventions
for young children with autism spectrum disorders (ASDs) may enhance
developmental outcomes.
All of us have a role to play and the more we are «us» unified and working together, the more successful we will all be in supporting
developmental outcomes for looked after
children and
young people.
Improving
developmental outcomes and school readiness
for young children involved with
child welfare is a strong component of improving well - being, a priority in the
child welfare field.
Such placements are more often used
for adolescents and
children with serious mental or physical health difficulties.51 Overall, the evidence suggests that group home placement is deleterious to children.52 Children in group care in the NSCAW study had poorer developmental outcomes than their counterparts in family environments, but they also had more intense needs at placement entry.53 In a study comparing young children reared in foster family homes to those in group homes, children in group care exhibited more compromised mental development and adaptive skills but similar levels of behavioral pro
children with serious mental or physical health difficulties.51 Overall, the evidence suggests that group home placement is deleterious to
children.52 Children in group care in the NSCAW study had poorer developmental outcomes than their counterparts in family environments, but they also had more intense needs at placement entry.53 In a study comparing young children reared in foster family homes to those in group homes, children in group care exhibited more compromised mental development and adaptive skills but similar levels of behavioral pro
children.52
Children in group care in the NSCAW study had poorer developmental outcomes than their counterparts in family environments, but they also had more intense needs at placement entry.53 In a study comparing young children reared in foster family homes to those in group homes, children in group care exhibited more compromised mental development and adaptive skills but similar levels of behavioral pro
Children in group care in the NSCAW study had poorer
developmental outcomes than their counterparts in family environments, but they also had more intense needs at placement entry.53 In a study comparing
young children reared in foster family homes to those in group homes, children in group care exhibited more compromised mental development and adaptive skills but similar levels of behavioral pro
children reared in foster family homes to those in group homes,
children in group care exhibited more compromised mental development and adaptive skills but similar levels of behavioral pro
children in group care exhibited more compromised mental development and adaptive skills but similar levels of behavioral problems.54
This special interest division has put together the DEC Recommended Practices to provide guidance to practitioners and families about the most effective ways to improve the learning
outcomes and promote the development of
young children, birth through five years of age, who have or are at - risk
for developmental delays or disabilities.
In addition, the new programme is designed
for use as initial support following diagnosis, with
young children, and targets the parent —
child relationship and broad
developmental outcomes including communication, social and other adaptive skills, as well as behavioural problems.22 The programme manual and accredited training addresses how the principles of the programme can be used to support
children with ASD across the
developmental spectrum.
Because pediatricians have nearly universal, relatively frequent and recurring contact with
young children and their families, they are uniquely well positioned to have an impact on developmental outcomes through anticipatory guidance at well - child visits, early developmental screening, practice - based developmental interventions, community linkage and referral programs, and advocacy for broader social change to support child development.40 — 44 This study reinforces the potential benefits of practice - based programs that support parenting and the home learning environment, such as «Reach Out and Read» and «Healthy Steps for Young Children,» 16,45,46 as well as community - based programs that help guide families through systems of care for developmental support, like Help Me Grow.47 Efforts to connect pediatric practices with home visitor and early care and education providers may provide referral opportunities for promoting early brain development.48 &mdas
young children and their families, they are uniquely well positioned to have an impact on developmental outcomes through anticipatory guidance at well - child visits, early developmental screening, practice - based developmental interventions, community linkage and referral programs, and advocacy for broader social change to support child development.40 — 44 This study reinforces the potential benefits of practice - based programs that support parenting and the home learning environment, such as «Reach Out and Read» and «Healthy Steps for Young Children,» 16,45,46 as well as community - based programs that help guide families through systems of care for developmental support, like Help Me Grow.47 Efforts to connect pediatric practices with home visitor and early care and education providers may provide referral opportunities for promoting early brain development.48 &m
children and their families, they are uniquely well positioned to have an impact on
developmental outcomes through anticipatory guidance at well -
child visits, early
developmental screening, practice - based
developmental interventions, community linkage and referral programs, and advocacy
for broader social change to support
child development.40 — 44 This study reinforces the potential benefits of practice - based programs that support parenting and the home learning environment, such as «Reach Out and Read» and «Healthy Steps
for Young Children,» 16,45,46 as well as community - based programs that help guide families through systems of care for developmental support, like Help Me Grow.47 Efforts to connect pediatric practices with home visitor and early care and education providers may provide referral opportunities for promoting early brain development.48 &mdas
Young Children,» 16,45,46 as well as community - based programs that help guide families through systems of care for developmental support, like Help Me Grow.47 Efforts to connect pediatric practices with home visitor and early care and education providers may provide referral opportunities for promoting early brain development.48 &m
Children,» 16,45,46 as well as community - based programs that help guide families through systems of care
for developmental support, like Help Me Grow.47 Efforts to connect pediatric practices with home visitor and early care and education providers may provide referral opportunities
for promoting early brain development.48 — 52
Summary: (To include comparison groups,
outcomes, measures, notable limitations) The purpose of this study is to examine the effectiveness the Parenting
Young Children Program (PYC) program [now called the Early Pathways Program (EPP)-RSB-
for toddlers with behavior problems and
developmental delays.
For young children experiencing toxic stress from recurrent
child abuse or neglect, severe maternal depression, parental substance abuse, or family violence, interventions that provide intensive services matched to the problems they are designed to address can prevent the disruption of brain architecture and promote better
developmental outcomes.
Smart Start strives to improve
outcomes for children by increasing
young children's access to healthcare and by working with providers, health departments, families, and communities to improve the health and safety
for young children, prevent childhood obesity, and ensure that more
children are screened
for developmental delays and referred to services
for help before they start school.
HV CoIIN is the first national learning collaborative dedicated to improving home visiting services and
outcomes for low - income families with
young children in four topic areas:
child developmental surveillance and screening, maternal depression, breastfeeding extension and family engagement.
Summary: (To include comparison groups,
outcomes, measures, notable limitations) The purpose of the present study was to examine the effectiveness of the Parenting
Young Children Program (PYC)[now called the Early Pathways Program (EPP)-RSB- for very young children with behavior problems, most of whom also had significant developmental delays and were living in pove
Young Children Program (PYC)[now called the Early Pathways Program (EPP)-RSB- for very young children with behavior problems, most of whom also had significant developmental delays and were living in p
Children Program (PYC)[now called the Early Pathways Program (EPP)-RSB-
for very
young children with behavior problems, most of whom also had significant developmental delays and were living in pove
young children with behavior problems, most of whom also had significant developmental delays and were living in p
children with behavior problems, most of whom also had significant
developmental delays and were living in poverty..
It may be regressive, that is may provide an opportunity
for the
child to revisit
younger developmental experiences with more successful and positive
outcomes.
These assessments should encompass the whole
child — academic, social - emotional, and physical — and should be part of a coherent system of educational, medical, and family support services.Catherine E. Snow and Susan B. Van Hemel and the Committee on
Developmental Outcomes and Assessments
for Young Children, Early Childhood Assessment: Why, What, and How (Washington, DC: The National Academies Press, 2008).
Challenges
for the
young pre-schooler about to enter kindergarten have been well documented.3, 4,5 What makes this an especially important
developmental transition period is the consistent evidence
for a «trajectory hypothesis» in both middle - class and low - income samples: how
children fare academically and socially in early elementary school is a strong predictor of their academic, social, and mental health
outcomes throughout high school.6, 7,8 These findings imply that interventions to improve the
child's relative standing at school entrance could have long - term payoff.
As a member of the National Research Council's Committee on
Developmental Outcomes and Assessment
for Young Children, Hebbeler was a contributing author to the 2008 report, «Early Childhood Assessment: Why, What and How?»
In general, parenting programs
for young children have varied based on the theoretical orientation of the intervention model (e.g. social learning, 6 attachment7), the
developmental status of the
child (e.g. prenatal, infancy, preschool - age), and the breadth of
child behaviours targeted
for intervention (e.g. externalizing problems, social and cognitive
outcomes).