Sentences with phrase «emotional development across»

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

One outstanding lesson that could easily be stretched as a double lesson (2 hours) consisting of; differentiated learning outcomes, starters, plenaries, key terms, exam technique and assessment question practice, based on the emotional development across life stages.

It is easier for children to learn when they are guided by similar principles and approaches to socio - emotional development across learning contexts.

Not exact matches

Secure attachment in infancy is associated with optimal later development across all domains including emotional, regulating behaviour, ability to develop relationships, ability to learn and succeed.

Social Emotional Development: Students will work on learning to take turns as they demonstrate steps across the floor, regulate their bodies as they engage in dance steps with their grown - up or a peer partner in class.

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.

The guide, created by developmental psychologist Stephanie Jones and her research team, acknowledges that for an SEL program to be effective, it must work to develop key skills across the many domains of childhood development, and — importantly — it must promote and support teachers» own social and emotional competencies as well.

In the Prevention Science and Practice (PSP) Program at the Harvard Graduate School of Education, you will explore the many risk and protective influences on child and adolescent development, and learn how to design strengths - based interventions that promote well - being across academic, social - emotional, and health domains.

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.

The smaller differences across student groups within schools than between schools could arise if students sort systematically into schools with similar students, or it could be due to the effects that schools might have on students» social emotional development.

A look at how Nashville implements social, emotional, and academic development across every grade level.

«There are so many ways to do this wrong,» said Camille A. Farrington, a researcher at the University of Chicago who is working with a network of schools across the country to measure the development of social - emotional skills.

One increasingly popular focus among theme - based schools is the Montessori Method, a child - centered education approach that prioritizes the growth of the «whole child» — including their physical, mental, social, and emotional development.81 There are currently more than 5,000 Montessori schools across the nation.

Its goal is to provide a safe and supportive school climate by creating consistency across a school and meeting the unique needs of students at varying levels of behavioral and social / emotional development.

Second, schools and districts across the country are already setting in motion strategies that integrate social, emotional and academic development into their work, and they are seeing results.

Benefits for the child appear across multiple domains in early childhood development, including literacy and language, social and emotional development, and cognition.

This study allows our region to identify student school readiness across multiple competencies in both academic and social - emotional development, as well as determine the demographic and experiential factors most correlated with readiness.

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

«Teachers across America understand that social and emotional learning (SEL) is critical to student success in school, work, and life,» according to the Missing Piece survey of educators, commissioned by the Collaborative for Academic, Social, and Emotional Learning: «Educators know these skills are teachable; want schools to give far more priority to integrating such development into the curriculum, instruction, and school culture; and believe state student learning standards should reflect this emotional learning (SEL) is critical to student success in school, work, and life,» according to the Missing Piece survey of educators, commissioned by the Collaborative for Academic, Social, and Emotional Learning: «Educators know these skills are teachable; want schools to give far more priority to integrating such development into the curriculum, instruction, and school culture; and believe state student learning standards should reflect this Emotional Learning: «Educators know these skills are teachable; want schools to give far more priority to integrating such development into the curriculum, instruction, and school culture; and believe state student learning standards should reflect this priority.

Restorative Practices is really gaining traction across the nation as a researched - based best practice for promoting socio - emotional development and positive school culture.

She supports three groups of teacher scholars: the teachers at Anna Yates Elementary in Emery Unified who are focusing on academic discussion across all grades and disciplines, TK - 8; a cross-district team of Berkeley Unified music teachers investigating how to support students of color in pursuing musical education beyond the elementary years; and a group of Early Childhood Education Teacher Leaders in Berkeley Unified who are leading their colleagues in Professional Learning Communities with a focus on Social and Emotional Development.

Tectonic social changes — including demographic shifts that have placed most women with school - age children in the labor force, research breakthroughs in the learning sciences and in socio - emotional and brain development, and daunting national achievement worries — have all converged to place a major new emphasis on the quality of a child's learning experiences throughout the typical school day, after school, weekends, and across the year, including summers.

In December 2014 the Independent Schools Inspectorate rated our Early Years department as outstanding across all areas commenting that «the education programmes provide interesting and challenging experiences, which are highly effective in promoting the children's language, communication, personal, social and emotional development».

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.

Jim also serves as Associate Director of Health and Technology at Education Development Center, Inc., where he leads design and implementation of a range of interactive online and in - person training and coaching programs across the United States and around the world on topics related to social and emotional health and well being.

Being somewhat limited in my freedom to be entertained as a kid, for many years of my life, gaming served as a diverse means of escape for me away from the trappings of a mostly mundane, repetitive life, at the end of the school day I would often think to myself «alright... so what are some of the good things that I have to look forward to when I get home...», one of the first things that I would do as soon as I got home after school was play FINAL FANTASY on PlayStation, I would eagerly walk home as quickly as I could just so that I could continue playing from the part where I had last left off the day before, as pathetic as this may come across, I can confidently say that many of the happiest moments that I have had in my life have been while being utterly enthralled by the developments in the games, I think that reminiscing about aspects of a video game with great fondness is a hallmark of an impactful form of entertainment, I would often be so «in the zone» while playing that anything aside from what was taking place on the screen would become completely null and void in my mind to the point where I forget that I was playing a video game, even though I did not live the events of the game, I can emphatise with them as if I had, that is the sort of impact that the emotional depth of the story, the characters, the music, the design and the overall world of the series have had on me, what appeals the most to me is that FINAL FANTASY allows us the luxury of divorcing ourselves of our current reality to assume that of a world of fantasy for a precious moment in time, which is a sentiment that makes me wish that our world as whole had a little more «FINAL FANTASY» within it so as to make us all want to wake up as soon as possible to enjoy another day

• First - hand experience in building a community of creative learning practices across the school for each after school program • Track record of facilitating the long term development of creative teaching and learning at a structural level • Well - versed in coordinating development and implementation of afterschool programs based on each student's individual needs • Deeply familiar with utilizing positive strategies to support the social and emotional development of all enrolled students • Exceptionally talented in creating and implementing activities that promote physical and intellectual development of students • Documented success in building and maintaining positive and genuine relationships with students and their families • Qualified to develop procedures and policies for smooth operations of after school programs • Ability to create and maintain records of students and correlating assessments • Especially talented in recruiting, hiring and training staff members to carry out the logistics of after school programs • Proficient in monitoring after school program environments to ensure that all health and safety policies are set in place • Adept at overseeing program staff, operations and services associated with after school programs • Competent in preparing a variety of documents and reports, including incident reports and daily program content • Skilled in facilitating partnerships with appropriate public and private agencies that provide services to both students and their families

Administrative Assistant — Duties & Responsibilities Provide administrative support across a variety of industries including education, accounting, and medicine Train new team members ensuring they understand the brand and adhere to company policies and procedures Oversee daily office administration resulting in efficient, effective, and on - budget operations Represent company brand with poise, integrity, and positivity Study internal literature to become an expert on products and services Manage travel arrangements, itineraries, and other logistics for company leadership and clients Develop and strengthen relationships with outside vendors, partners, customers, and community leaders Responsible for accounts receivable, accounts payable, payroll, and company budgets Oversee medical billing, confidential patient records, and medical team support Responsible for the development and implementation of emotional, physical, and developmental plans for patients Strictly adhere to all department budgets and project timelines Provide data entry, billing, and client account maintenance services Manage corporate correspondence and reception duties including telephone and in - person service Responsible for tracking and replenishing office supplies and products Craft employee handbooks, staff development programs, and recognition programs Provide exceptional in - person, telephone, and internet customer service resulting in client satisfaction Encourage high customer retention by maintaining friendly, supportive contact with existing clients

During her leadership of this project, Donna facilitated a state - level stakeholder committee which culminated in the development of the Texas Social - Emotional Wellness Model and implementation of the model in several school districts across Texas.

Mothers assessed antenatally as having psychosocial distress showed benefit from the MECSH programme across a number of areas, including child development, their experience of being a mother, and small effects in a number of domains of the quality of the environment from a child development perspective; emotional and verbal responsivity, organisation of the environment and provision of appropriate play materials.

A look at how Nashville implements social, emotional, and academic development across every grade level.

The Seattle Social Development Project — a program directed toward improving child social and emotional functioning across elementary school into early middle school — was found to have an effect on outcomes extending into young adulthood, covering areas of mental and emotional health, as well as reduced crime and substance use.

There are 7 modules designed to accommodate progressive development from simple to complex student welfare concepts with a focus on social and emotional learning across the primary years.

It posits the notion that repeated exposure to violence, chaos, and neglect in one's caregiving environment may impact a child's development across many domains of functioning, including emotional regulation, self - esteem, and cognition, and provides a framework for intervention.

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

Early Childhood Mental Health Consultation: Policies and Practices to Foster the Social - Emotional Development of Young Children, ZERO TO THREE, 2016 — This publication provides an overview of early childhood mental health consultation (ECMHC), a snapshot of current programs across the nation, and some of the challenges and innovations that are shaping the field.

«Teachers across America understand that social and emotional learning (SEL) is critical to student success in school, work, and life,» according to the Missing Piece survey of educators, commissioned by the Collaborative for Academic, Social, and Emotional Learning: «Educators know these skills are teachable; want schools to give far more priority to integrating such development into the curriculum, instruction, and school culture; and believe state student learning standards should reflect this emotional learning (SEL) is critical to student success in school, work, and life,» according to the Missing Piece survey of educators, commissioned by the Collaborative for Academic, Social, and Emotional Learning: «Educators know these skills are teachable; want schools to give far more priority to integrating such development into the curriculum, instruction, and school culture; and believe state student learning standards should reflect this Emotional Learning: «Educators know these skills are teachable; want schools to give far more priority to integrating such development into the curriculum, instruction, and school culture; and believe state student learning standards should reflect this priority.

The service projects, which include the delivery of at least 95 Be Strong Families Parent Cafes across the city in July and August, seek to reduce violence in communities by building the Strengthening Families ™ Protective Factors (Social Connections, Parental Resilience, Knowledge of Parenting and Child Development, Concrete Support in Times of Need, and Social and Emotional Competence of Children) in families» homes and communities and promoting vitality across Chicago - land.

Jim also serves as Associate Director of Health and Technology at Education Development Center, Inc., where he leads design and implementation of a range of interactive online and in - person training and coaching programs across the United States and around the world on topics related to social and emotional health and well being.

To help address this gap, the Head Start CARES demonstration evaluated the implementation and impacts of three interventions that included classroom - based social - emotional strategies, along with professional development (teacher training and coaching) and related supports for scaling up the program, in Head Start classrooms across the country.

The tribe is creating a cohesive and consistent understanding of the Touchpoints approach across the range of partners (Head Start, Early Head Start, MIECHV, health and mental health providers, social services, child welfare, etc.) working to support families in navigating children's social and emotional development.

CYC provides holistic programs that integrate academic, social, emotional, and physical development to support and challenge the whole child across all age groups.

«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).

In M. Barnett (Chair), Influences on social - emotional development in the context of parenting and socioeconomic adversity across early childhood.

Child development refers to children's growth and development across physical, mental, emotional and social domains.

Other measures of caregiver - or parent - reported young child development exist or are under development, including the Early Development Instrument and the Index of Early Human Capability, which incorporate items representing each of these domains and are being used across high -, middle -, and low - income countries.1 Important complements to this form of measure are those assessments that can capture development in specific areas over time (e.g. growth in language or emotiondevelopment exist or are under development, including the Early Development Instrument and the Index of Early Human Capability, which incorporate items representing each of these domains and are being used across high -, middle -, and low - income countries.1 Important complements to this form of measure are those assessments that can capture development in specific areas over time (e.g. growth in language or emotiondevelopment, including the Early Development Instrument and the Index of Early Human Capability, which incorporate items representing each of these domains and are being used across high -, middle -, and low - income countries.1 Important complements to this form of measure are those assessments that can capture development in specific areas over time (e.g. growth in language or emotionDevelopment Instrument and the Index of Early Human Capability, which incorporate items representing each of these domains and are being used across high -, middle -, and low - income countries.1 Important complements to this form of measure are those assessments that can capture development in specific areas over time (e.g. growth in language or emotiondevelopment in specific areas over time (e.g. growth in language or emotional skills).

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

Overall, the authors observed three patterns of unconditional growth across the eight measures of social — emotional development.