Sentences with phrase «emotional development because»

This contributes to a child's overall social and emotional development because it can assist children to build positive relationships and self - confidence as well as the ability to deal with developmental changes and challenges.

Love is a very important part of your child's emotional development because he or she will become rather confused if they are not loved by their parents.

Not exact matches

The chapter explains how the book is divided up: building connections so that your child works with you because they want to; knowing yourself and your child by understanding temperament triggers, stress, and medical factors — all impacts behavior; and lastly emotional development.

On the contrary, we do all these practices and more because they are instrumental in guiding a child's healthy emotional development (not to mention, their physical and cognitive development as well).

It is important to understand the causes and symptoms of PTSD, because it can interfere with normal development and learning in a child, and can lead to Reactive Attachment Disorder and other emotional problems.

It's important to make sure that you know the importance of emotional development in children as a parent because you need to make sure that your child becomes emotionally stable as he or she gets older.

But nursing is also really good for baby's emotional development, both because of the close physical bond baby forms with Mom, but also because it offers baby a healthy «home base» to return to when he is tired, fussy, or begins adventuring past Mom's arms, getting boo - boos, etc..

Because this condition is still largely under - researched and misunderstood by practitioners who work with mothers during the perinatal period, women who experience breastfeeding problems due to insufficient glandular development also struggle to find support, both clinical and emotional, in dealing with them.

It's important for everyone involved in the care of a child to maintain a strong bridge of understanding and communication because of the influence they have on children's cognitive, physical, and emotional development and well being.

Because it is less invasive than other methods, it is especially useful when studying the emotional responses of young people for whom emotional well - being is critical to healthy development.

«These results are important because variability in mood and emotional dysregulation can interfere with social, school, and behavioral functioning, and may contribute to the development of more severe psychopathology,» said senior author, Dean Beebe, PhD, professor of pediatrics at Cincinnati Children's Hospital Medical Center and University of Cincinnati College of Medicine.

Avoiding eye contact is a problem because it is a crucial source of «subtle cues that are critical for normal social and emotional development,» Dalton says.

It's because the original guy, Rudolph Steiner who envisioned neurological, emotional, psychosocial development of kids decided that school administrations were generally evil.

Infants being fed soy formula are at increased risk for developing behavioral problems because soy contains phytates, which block the absorption of essential minerals such as calcium, magnesium, iron and zinc, all which are crucial to the proper brain and emotional development of infants.

If viewers don't feel connected to a character because of a lack of development, it's difficult to have a response to emotional beats in their story arc.

But because children's social and emotional development is a key part of the elementary curriculum and because much of the teasing, name - calling, and bullying is identity - based, it's helpful for the classroom climate to set aside a time every week for an explicit lesson on this topic.

Delors Report (UNESCO 1998) says that the emotional education is an essential complement in the cognitive development and a good tool of prevention, because many problems have their origin in the emotional scope.

Because many schools need help navigating in the sea of programs designed to promote these capacities — including youth development, character education, SEL, bullying and conflict resolution programs — the first phase of the work is devoted to developing a clear and cogent catalog of practices that have promise in 1) promoting caring school cultures, 2) developing specific emotional and ethical capacities in students such as self - regulation, and 3) responding to challenges such as sexual harassment and bullying.

As educators of young children, it is important to understand those internal processes because they (a) affect your ability to connect with children and families; (b) affect your ability to work in a learning community that supports the emotional and physical development of the children in your class; and (c) affect your ability to identify challenging behaviors and work through them without losing site of the childs needs.

If this sounds quite compatible with social - emotional and character development, it should, because it is!

«Teachers are leaving largely because of a lack of administrative support — poor professional development, insufficient emotional backing, and scant feedback on performance.»

Because emotional and physical health are critical to the development of the whole child, ASCD believes that health should be fully embedded into the educational environment for all students.

«Self regulation and social and emotional development are the most important (skills) because those are the foundations for learning,» said Maria Sujo, kindergarten readiness program manager for Oakland Unified School District.

Because young children's learning — for example, the acquisition of new vocabulary and the meanings behind those words — occurs in the context of reciprocal relationships with adults and caregivers, it is difficult to tease apart children's cognitive, social, and emotional development during these years.

Because of that structure, critique groups are often better with writing craft issues on a smaller scale (clarifying sentences or paragraphs, scene goals, immediate motivations, dialogue passages, etc.) than on a story - sized scale (character development, plot flow, story goals and motivations, themes, emotional arcs, etc.).

The most challenging aspect of developing this game is that because ONE PIECE has numerous existing fans that hold a wide range of emotional attachments to the series, it is very challenging to satisfy everyone, but we approached the development of this game with the intention of providing a fun experience for as many fans as possible while treasuring the appeals of the original series.

I spoke to an original backer of Star Citizen who has gone through all the emotional phases one can when becoming excited about a project, and he had some interesting and very valuable things to say, especially because he's also a veteran of software development of a different kind, and knows the difficulties involved.

I started with this statement because it is typical of so many made by those who are opposed to wind farm developments; emotional, aimed at having a big impact on the people who hear it, and quite without factual basis.

Under section 1 (2)(g) of the CYFEA, «a child is in need of intervention if there are reasonable and probable grounds to believe that the survival, security or development of a child is endangered because the guardian of the child is unable or unwilling to protect the child from emotional injury.»

Like other writers, she notes that complex trauma in childhood is particularly disruptive of later relationships because of its negative effects on emotional, cognitive, and psychological development.

The parent may criticize their children because of his or her jealous feelings, and the negative messages have a damaging effect on the children's emotional development, making the children feel they are «not good enough» to deserve love.

Children who experience secure attachments are likely more socialized and therefore have a better chance of contributing positively to society as adults, because secure attachments encourage their cognitive, emotional, social, and psychological development (Dannerbeck, 2005; Page, 1999).

Because emotional intelligence appears to be such a strong predictor of success, researchers have looked at how caregivers can encourage its development.

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.

Able to focus in the classroom because their social, emotional and cognitive development is on track

This focus is critical because research tells us that brain development in the first nine months of life lays groundwork for social - emotional development, problem - solving and literacy.

«The district court concluded for purposes of the statutory modification requirement, that MA - E's «emotional development is impaired in the environment of [Adler's] sole legal and physical custody because [Adler] will not permit the child to have a normal relationship with [Espinosa], and [Adler] will cause [MA - E] distress by systematically undermining [Espinosa's] involvement with the child.»

Most programs with the goal of healthy child development and well - being, school readiness or preventing child abuse and neglect include promoting nurturing parenting among their goals, because «Young children experience their world as an environment of relationships, and these relationships affect virtually all aspects of their development — intellectual, social, emotional, physical, behavioral, and moral» (National Scientific Council on the Developing Child, 2004).

Because she advocated early on that children needed caring touch for healthy emotional and psychological growth and development — a fact that modern research now reveals as true (www6.miami.edu/touch-research).

This is important because legislative powers and policy development in the areas of early years services, child health and education - areas key to supporting children with social, emotional and behavioural difficulties - are devolved.

The first year of life is a period of rapid development critical to infants» health, emotional well - being and developmental trajectories.1, 2 The first signs of mental health problems are often exhibited during infancy; however, the symptoms may be overlooked by parents and healthcare providers because they can be less intrusive when a child is young.3 — 8 Early onset of emotional or behavioural problems increases the risk of numerous adverse outcomes that persist into adolescence and adulthood, such as delinquency, violence, substance abuse, mental health problems, teen pregnancies, school dropout and long - term unemployment.1, 2, 4, 9 — 14

Because early adolescence is not only a period of major physical change for girls, but also a time in which peer relationships become increasingly significant, a key question linking these two aspects of development is whether signs of pubertal maturation are related to one's social reputation among peers and, furthermore, whether such reputational factors might help us understand why early maturing girls display emotional adjustment problems.

Males tend to make greater gains because early childhood development focuses on building social and emotional skills and executive functioning — skills that tend to come more naturally to females.

Because it affects children's emotional and physical development (Davis et al. 2010; Howard and McInnes 2012; Laevers 2000).

We included these childhood exposures because they can have a detrimental effect on a child's emotional and social development and behavior, 20,21 are common,19,22 - 24 frequently co-occur, 19 and represent health or social problems of national importance.

Most of the existing literature on parent co-regulation and emotion regulation in children with ASD has focused on toddlers or young children (i.e., under 8 years of age), and because parents» role in children's emotional development is known to change as a child transitions from young childhood to adolescence (Reaven 2010), there is a need to investigate parent co-regulation in school - age children to determine possible changes over development.

Broadening our approach to understanding adaptive coping and management of emotional challenges may be of particular relevance to the development of psychological support for this patient group because of the uncertain outcome (i.e. whether resolution will ever be achieved through parenthood) and given the evidence that some couples manage to find positive outcomes in a traditionally negative infertility experience.

Johnson (2008) emphasizes this aspect because «the quality of the connection to loved ones and early emotional deprivation is key to the development of personality and to an individual's habitual way of connecting with others.»

Maternal support at times of distress is particularly important in facilitating emotional regulation and with the development of a secure child - mother attachment (McElwain and Booth - LaForce 2006; Bigelow et al. 2010) because it allows the infant to develop a sense of security that their needs will be met and provides a model on which they can learn to self - soothe.