Sentences with phrase «emotional outcomes for young children»

TPOT ™ results show which practices are being implemented successfully — and what teachers need to focus on to ensure positive social - emotional outcomes for young children.

http://www.challengingbehavior.org/ TACSEI takes the research that shows which practices improve the social - emotional outcomes for young children with, or at risk for, delays or disabilities and creates free products and resources to help decision - makers, caregivers, and service providers apply these best practices in the work they do every day.

The Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) promotes evidence based practices that improve the social - emotional outcomes for young children with additional needs and develops free resources to support ECEC services, schools, families, community services and policy makers apply these best practices in the work that they do.

Not exact matches

It outlines the key elements of «What good looks like» in terms of improving outcomes locally for the emotional wellbeing of all children and young people and children and young people with a specific mental health need.

is to improve mental health outcomes for children and young people by improving the emotional health of the family.

Although the existing research suggests diverse outcomes, scholars have documented that young children exposed to trauma (for example, maltreatment and other forms of violence) are more likely than children who have not been exposed to trauma to experience physiologic changes at the neurotransmitter and hormonal levels (and perhaps even at the level of brain structure) that render them susceptible to heightened arousal and an incapacity to adapt emotions to an appropriate level.21 This emotional state increases their sensitivity to subsequent experiences of trauma and impairs their capacity to focus, remember, learn, and engage in self - control.22

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).

Evidence suggests that improving young children's emotional and behavioral adjustment is both an important outcome in its own right and can be a pathway to improved academic achievement for low - and high - risk children alike.

Samantha most recently worked as the Director of Youth Mentoring at Children's Friend and Family Services, a division of Justice Research Institute (JRI) where she collaborated with young people, families, and volunteers to support productive youth adult relationships, positive community engagement, and healthy social emotional outcomes for young people throughout Essex County.

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).

The Center on the Social and Emotional Foundations for Early Learning is a national center focused on strengthening the capacity of child care and Head Start programs to improve the social and emotional outcomes of young Emotional Foundations for Early Learning is a national center focused on strengthening the capacity of child care and Head Start programs to improve the social and emotional outcomes of young emotional outcomes of young children.

The ECN sought to achieve the following goals: (1) establish a comprehensive, sustainable SOC with a reliable infrastructure for young children ages 0 - 5 and their families; (2) reduce stigma and increase community awareness about early childhood mental health needs and the importance of responding to their needs early and effectively; (3) improve outcomes for young children 0 - 5 who have significant behavioral or relational symptoms related to trauma, parent / child interaction difficulties or impaired social emotional development; (4) provide statewide training and local coaching for providers, families, and community members regarding evidence - based practices for effectively treating early childhood mental health and social emotional needs; and (5) develop a seamless early childhood SOC using a public health model for replication in other areas of the state.

Although scores of parenting programs for young children have been and are currently being used in communities throughout North America, in only a relatively few cases has their long - term efficacy been tested using comparison groups, much less with a randomized control trial (RCT).17, 18 Thus, drawing firm conclusions about their effectiveness in improving young children's social and emotional outcomes is limited to a few investigators who have used more rigorous methods.

The goals and activities of the Center were designed to strengthen the capacity of childcare agencies and Head Start to improve outcomes for young children and their families through: a) a focus on promoting the social emotional development of children as a means for preventing challenging behaviors, b) a comprehensive, culturally sensitive approach that is inclusive of and responsive to the needs of programs, families, other professionals, and communities, c) the dissemination of evidence - based practices: d) the ongoing identification of the training needs and preferred delivery formats of local programs and training and technical assistance providers, and e) collaboration with existing training and technical assistance providers for the purpose of ensuring the implementation and sustainability of practices at the local level.

The National Center for Pyramid Model Innovations (NCPMI) assists states and programs in their implementation of sustainable systems for the implementation of the Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children (Pyramid Model) within early intervention and early education programs to support social, emotional, and behavioral Emotional Competence in Infants and Young Children (Pyramid Model) within early intervention and early education programs to support social, emotional, and behavioral emotional, and behavioral outcomes.

The findings add to the literature by demonstrating the importance of behavioral regulation for early learning and social - emotional outcomes of young Chinese children.