Sentences with phrase «environment on cognitive development»

Effects of marital intelligence, marital status, income and home environment on cognitive development of low birthweight infants.

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On a cognitive level, growing up in a chaotic and unstable environment — and experiencing the chronic elevated stress that such an environment produces — disrupts the development of a set of skills, controlled by the prefrontal cortex, known as executive functions: higher - order mental abilities that some researchers compare to a team of air - traffic controllers overseeing the working of the brain.

Authors John Gottman and Julie Schwartz Gottman teach couples the skills needed to maintain healthy marriages, so partners can avoid the pitfalls of parenthood by: • Focusing on intimacy and romance • Replacing an atmosphere of criticism and irritability with one of appreciation • Preventing postpartum depression • Creating a home environment that nurtures physical, emotional, and mental health, as well as cognitive and behavioral development for your baby Complete with exercises that separate the «master» from the «disaster» couples, this book helps new parents positively manage the strain that comes along with their bundle of joy.

Findings from the National Early Head Start Research and Evaluation project, a rigorous Congressionally - mandated study, indicate that the program had modest but positive impacts on EHS children at age three in cognitive, language, and social - emotional development, compared to a control group.xxiii In addition, their parents scored higher than control group parents on such aspects of the home environment as parenting behavior and knowledge of infant - toddler development.

, 1968 Zick Rubin, «The Social Psychology of Romantic Love», 1969 Elliot Aronson, «Some Antecedents of Interpersonal Attraction», 1970 David C. Glass and Jerome E. Singer, «The Urban Condition: Its Stresses and Adaptations — Experimental Studies of Behavioral Consequences of Exposure to Aversive Events», 1971 Norman H. Anderson, «Information Integration Theory: A Brief Survey», 1972 Lenora Greenbaum, «Socio - Cultural Influences on Decision Making: An Illustrative Investigation of Possession - Trance in Sub-Saharan Africa», 1973 William E. McAuliffe and Robert A. Gordon, «A Test of Lindesmith's Theory of Addiction: The Frequency of Euphoria Among Long - Term Addicts», 1974 R. B. Zajonc and Gregory B. Markus, «Intellectual Environment and Intelligence», 1975 Johnathan Kelley and Herbert S. Klein, «Revolution and the Rebirth of Inequality: The Bolivian National Revolution», 1977 Murray Melbin, «Night as Frontier», 1978 Ronald S. Wilson, «Synchronies in Mental Development: An Epigenetic Perspective», 1979 Bibb Latane, Stephen G. Harkins, and Kipling D. Williams, «Many Hands Make Light the Work: The Causes and Consequences of Social Loafing», 1980 Gary Wayne Strong, «Information, Pattern, and Behavior: The Cognitive Biases of Four Japanese Groups», 1981 Richard A. Shweder and Edmund J. Bourne, «Does the Concept of the Person Vary Cross Culturally?»

Many of these models are based on new findings in brain research and cognitive development, and they embrace a variety of approaches: using the arts as a learning tool (for example, musical notes to teach fractions); incorporating arts into other core classes (writing and performing a play about, say, slavery); creating a school environment rich in arts and culture (Mozart in the hallways every day) and hands - on arts instruction.

This new work — led by Harvard and MIT Ph.D. student Rachel Romeo, with coauthors at both of those institutions and the University of Pennsylvania — builds on what researchers have long known about the connections between «home language environment» and children's cognitive development, literacy and language growth, and verbal ability.

«Research has shown that community violence has large, short - term impacts on children's attention and impulse control, both of which are central to students» ability to learn in school,» says Dana Charles McCoy, assistant professor of education at Harvard University's Graduate School of Education, who has studied the impact of neighborhood environments on the development of children's cognitive and socioemotional skills...

The article discusses the impact of student - teacher relationships and school environment on children's cognitive development, according to the 2013 article «Preschool Classroom Processes as Predictors of Children's Cognitive Self - Regulation Skills Development» in the «School Psychology Quarterlcognitive development, according to the 2013 article «Preschool Classroom Processes as Predictors of Children's Cognitive Self - Regulation Skills Development» in the «School Psychology Quartedevelopment, according to the 2013 article «Preschool Classroom Processes as Predictors of Children's Cognitive Self - Regulation Skills Development» in the «School Psychology QuarterlCognitive Self - Regulation Skills Development» in the «School Psychology QuarteDevelopment» in the «School Psychology Quarterly.»

Recent findings point to the importance of building on prior knowledge, constructing learning environments that promote cognitive development, reflection, and deep conceptual understanding.

• Comprehensive knowledge of childhood education, with special focus on providing physical and cognitive stimulation • Physically able to handle a high demanding job involving young children, with intense motivation to provide them with education to nurture their individual personalities • Able to develop and implement age - appropriate activities, designed to help children with school work • Adept at disciplining children in accordance to the methods meted out specifically by parents • Skilled at preparing nutritionally beneficial food items for children, according to their ages and specific nutritional needs • Functional ability to handle children with special needs, with great insight into managing adverse situations and emergencies • Dynamic approach to managing children of different ages, background and cultures, with special focus on developing their personalities for social integration • Able to assist in the mental and physical development of children by teaching basic social and cognitive skills • Track record of building a safe, caring, nurturing and stimulating environment for children, designed to assist them in developing and thriving physically and emotionally

Ms. Senft's background in the family environment includes domestic mediation, separation and divorce, marital property and tax liability, domestic violence, high conflict, gay and lesbian partnerships, bankruptcy, religious annulment, parental rights, grandparents» rights, adoption, cognitive - psychological - social child development, parenting plans, religious faith and doctrine on marriage, adultery, adult grief and traumatic incident reduction, loss of child, abortion, guardianship, addiction, alcoholism, estates and trusts, real estate and personal property asset division, estate planning, end of life issues, elder care decision - making, and closely held family business, shareholder disputes and every variety of partnership conflict.

From a community health and public policy perspective, about half of the effect of family income on children's cognitive ability is the home environment.46 Thus, interventions to improve cognitive development in low - income children must focus on the parents» mental health and their ability to provide the children with adequate learning opportunities.

We contend that childhood temperament shapes the manner in which individuals perceive their surroundings, which influences their social interactions in a reciprocal manner and eventual social and mental health outcomes.17 This dynamic is particularly evident in early adolescence during which the emergence of the peer group as a more salient influence on development coincides with sharp increases in psychopathology, 16 particularly SAD.6, 15,18 Temperament also shapes vital cognitive processes, such as attention and certain executive processes which provide the foundation from which children perceive and respond to social cues in the environment.

In And Baby Makes Three, Love Labâ «cents experts John Gottman and Julie Schwartz Gottman teach couples the skills needed to maintain healthy marriages, so partners can avoid the pitfalls of parenthood by: â $ cents Focusing on intimacy and romance â $ cents Replacing an atmosphere of criticism and irritability with one of appreciation â $ cents Preventing postpartum depression â $ cents Creating a home environment that nurtures physical, emotional, and mental health, as well as cognitive and behavioral development for your baby Complete with exercises that separate the â $ masterâ $ from the â $ disasterâ $ couples, And Baby Makes Three helps new parents positively manage the strain that comes along with their bundle of joy.

ECD programmes can take many forms, including promotion of good health and nutrition, support for safe and stimulating environments, protection from risks such as violence or abandonment, parenting support and early learning experiences, media, preschools and community groups.4 Poverty is the key underlying cause of poor child development; children living in poverty are exposed to many negative influences, including poor physical environments, inadequate nutrition, parental stress and insufficient cognitive stimulation.5 Undernutrition can influence brain development directly by affecting brain structure and function, or indirectly via poor physical or motor development, in addition to other pathways.6 — 8 Exposure to multiple co-occurring risks most likely contributes to greater disparities in developmental trajectories among children with differential exposure.9 — 12 This paper focuses on associations between specific aspects of children's physical environments — access to improved water and sanitation (W&S)-- and childhood development as measured by performance on a test of receptive language.

In the long term, those participating children are more likely to be employed and less likely to be dependent on government assistance.9 The positive effects are larger, and more likely to be sustained, when programs are high quality.10 In addition, the impact is greatest for children from low - income families.11 Differences in children's cognitive abilities by income are evident at only nine months old and significantly widen by the time children are two years old.12 Children living in poverty are more likely to be subject to stressful home environments — which can have lifelong impacts on learning, cognition, and self - regulation — while parents living in poverty have limited resources to provide for their families and high barriers to accessing affordable, high - quality child care.13 High - quality early learning programs staffed by warm and responsive adults can help mitigate these effects, offering a safe and predictable learning environment that fosters children's development.14

Based on the surveys, the research team (including both MPR and MDRC staff) estimated the BSF programs» effects on parents» earnings and use of public assistance; on mother - father relationships; on family structure and functioning; on fathers» involvement in child rearing; on parent - child relationships and the home environment; and on children's well - being and cognitive and social development.

Analyses of findings from an earlier intensive child development program for low birth weight children and their parents (the Infant Health and Development Program) suggest that the cognitive effects for the children were mediated through the effects on parents, and the effects on parents accounted for between 20 and 50 % of the child effects.10 A recent analysis of the Chicago Child Parent Centers, an early education program with a parent support component, examined the factors responsible for the program's significant long - term effects on increasing rates of school completion and decreasing rates of juvenile arrest.11 The authors conducted analyses to test alternative hypotheses about the pathways from the short - term significant effects on children's educational achievement at the end of preschool to these long - term effects, including (a) that the cognitive and language stimulation children experienced in the centres led to a sustained cognitive advantage that produced the long - term effects on the students» behaviour; or (b) that the enhanced parenting practices, attitudes, expectations and involvement in children's education that occurred early in the program led to sustained changes in the home environments that made them more supportive of school achievement and behavioural norms, which in turn produced the long - term effects on the students»development program for low birth weight children and their parents (the Infant Health and Development Program) suggest that the cognitive effects for the children were mediated through the effects on parents, and the effects on parents accounted for between 20 and 50 % of the child effects.10 A recent analysis of the Chicago Child Parent Centers, an early education program with a parent support component, examined the factors responsible for the program's significant long - term effects on increasing rates of school completion and decreasing rates of juvenile arrest.11 The authors conducted analyses to test alternative hypotheses about the pathways from the short - term significant effects on children's educational achievement at the end of preschool to these long - term effects, including (a) that the cognitive and language stimulation children experienced in the centres led to a sustained cognitive advantage that produced the long - term effects on the students» behaviour; or (b) that the enhanced parenting practices, attitudes, expectations and involvement in children's education that occurred early in the program led to sustained changes in the home environments that made them more supportive of school achievement and behavioural norms, which in turn produced the long - term effects on the students»Development Program) suggest that the cognitive effects for the children were mediated through the effects on parents, and the effects on parents accounted for between 20 and 50 % of the child effects.10 A recent analysis of the Chicago Child Parent Centers, an early education program with a parent support component, examined the factors responsible for the program's significant long - term effects on increasing rates of school completion and decreasing rates of juvenile arrest.11 The authors conducted analyses to test alternative hypotheses about the pathways from the short - term significant effects on children's educational achievement at the end of preschool to these long - term effects, including (a) that the cognitive and language stimulation children experienced in the centres led to a sustained cognitive advantage that produced the long - term effects on the students» behaviour; or (b) that the enhanced parenting practices, attitudes, expectations and involvement in children's education that occurred early in the program led to sustained changes in the home environments that made them more supportive of school achievement and behavioural norms, which in turn produced the long - term effects on the students» behaviour.

Program influences on family environment (e.g., quality of home, social support), maternal competencies (e.g., maternal self - efficacy, empathy, parenting style), and child development (e.g., cognitive and motor development) were assessed from mothers» program intake in pregnancy to children's second birthday based on self - reports in regular interviews and developmental tests.