Sentences with phrase «from a child care environment»

Life does not end after the child graduates from a child care environment, it is only the beginning.

Not exact matches

«Institutions directed to caring for and providing services for children, including religious institutions, must provide an environment where children are safe from sexual abuse.

Regardless of the quality of non-parental child care, children from low - quality home environments had more behavioral problems and children from high - quality homes had fewer behavioral problems.

High - quality child care — whether it comes from Mom or other caregivers — and a rich, stable environment could have important downstream consequences for individuals and for society.

When parents learn about the possible dangers from chemical estrogens in the environment, such as those found in some plastics, pesticides, and personal care products, one of the first questions I'm asked is, «What to do if your child was already exposed?»

Any parent can attest to how demanding it is to care for a young child — from the basic tasks of feeding, clothing, showering, and schooling arrangements to the more delicate tasks of providing a nurturing environment and emotional support.

Children have the right to a caring, protective environment and to nutritious food and basic health care to protect them from illness and promote growth and development.

«There is concern that in relocating from a modern, suburban, caring atmosphere to an older, urban facility that there will be security issues that will require creation of a very restrictive environment for the children,» said Bonnie L. Glazer, executive director of Child & Adolescent Treatment Services.

«Creating a Safe and Caring Home» from NSCC includes guidelines for parents to help children feel safe and create positive environments for children.

Most voters want government to spend more money of the care and education of young children, for the good of families and everything that flows from stable homes and supportive environments for children and adults.

Children are not motivated to achieve well on a standardized academic test when they have social and emotional needs, such as where the next meal will come from, will they have a safe environment when they leave school, or does someone love and care for them.

Rainbow operates more than 140 + child care centers in 16 states, each committed to providing every child with a stimulating and nurturing «home away from home» experience, and every parent with the confidence of knowing that their child is secure, comfortable, and happy in an environment that will inspire a lifelong passion for learning.

How many poor children were removed from homes of drug addicted parents and placed in a happier foster care environment?

From targeted tax cuts to new spending promises, political leaders have focused on education, child care, defence, the environment and more.

SELECTED ACHIEVEMENTS • Successfully observed signs of abuse in a child and let the authorities know, with the result that the child was moved from a harmful home environment to a safe, happy one • Introduced project based learning which increased student interest and hence response by 40 % • Designed a new curriculum for the children based on new, advanced theories of child care • Effectively observed a child and understood her to be a special needs child, with the result that she was given the care that she needed

Child care centers are students» home away from their homes — and this is precisely why we in charge should contribute to an environment that is conducive to their learning and development.

Skill Highlights Child Care Early Childhood Development Activity Planning Child Safety Learning Through Play Relationship Building Mentorship and Guidance Behavior Management Professional Experience 8/1/2013 — Present Babysitter The Preloger Family — Salt Lake City, UT Supervise three children ranging from 3 to 10 years of age in private home setting and create and maintain safe living and play environment.

They may come from a leadership role in child care environments (i.e., daycare, nanny, etc.), educational (i.e., teacher, preschool, etc.)...

The transition from home or an early care setting to kindergarten is an opportunity to create continuity in a child's educational environment while reaching out to involve parents.

Aside from the personal rewards that are inherent to caring for a child or young person, there are some very specific rewards that come from providing a healing environment and building a trusting relationship with a child or young person recovering from trauma and separation.

Whether the child is already showing signs of a developing problem — such as showing aggression at home or daycare, or having excessive difficulty separating from primary caregivers — or the child is simply at risk for developing a disorder because of certain risk factors in the child's individual, family or child care environment, the services at Encompass Mental Health can help!

And when children need to be removed from their homes, an integrated system of care must continue until the home environment is stable and safe or the child is placed in a more permanent safe, healthy environment.

The intervention comprises 25 home visits from pregnancy to 2 years, focusing on parent care of the child, responsivity to the child and providing a good quality home learning environment.

However, as a consequence of young mothers being required to work, infants may be placed in child care at a very early age, and mothers often require a patchwork of solutions, some of which may be substandard.40 Quality child care and early childhood education are extremely important for the promotion of cognitive and socioemotional development of infants and toddlers.41 Yet, child care may cost as much as housing in most areas of the United States, 25 % of the budget of a family with 2 children, and infant care can cost as much as college.42 Many working families benefit from the dependent care tax credit for the cost of child care, allowing those families to place their children in a certified or higher - quality environment.43 However, working families who do not have sufficient income to pay taxes are not able to realize this support for their children, because the credit is not refundable or paid to families before taxation.44 Therefore, some of the most at - risk children who might benefit from high - quality early childhood education are not eligible for financial support.

These programs include the Nurse Family Partnership, 16,17 Healthy Families America, 18,19 Healthy Start, 20,21 Early Head Start, 22,23 the Comprehensive Child Development Program, 24 — 26 and Early Start.27, 28 All of these programs have been evaluated by using randomized control designs but findings from these trials have been mixed, with some programs showing benefits and others failing to show benefits.29, 30 In a recent review, Howard and Brooks - Gunn30 found that home - visiting programs had reported benefits for a number of outcomes, including child abuse, child health care, quality of home environment, parenting, parental depression, and childhood cognitive skChild Development Program, 24 — 26 and Early Start.27, 28 All of these programs have been evaluated by using randomized control designs but findings from these trials have been mixed, with some programs showing benefits and others failing to show benefits.29, 30 In a recent review, Howard and Brooks - Gunn30 found that home - visiting programs had reported benefits for a number of outcomes, including child abuse, child health care, quality of home environment, parenting, parental depression, and childhood cognitive skchild abuse, child health care, quality of home environment, parenting, parental depression, and childhood cognitive skchild health care, quality of home environment, parenting, parental depression, and childhood cognitive skills.

Lack of responsive, contingent, and sensitive care is one of the most prominent deviations from the expected environment for institutionalized children, and foster care placement in BEIP is associated with dramatic improvements in caregiving quality and attachment security (41, 42), both of which might contribute to the intervention effects on stress response system functioning.

During the divorce or custody trial, the parent with temporary custody can attempt to show how well the children are doing in her care and argue that there's no reason to remove them from that environment.

If this shift is to continue, Child and Youth Care workers will need support in moving from program to the family environment.

Early adolescents in care / Early treatment goals / ECD principles / Ecological perspective (1) / Ecological perspective (2) / Ecological systems theory / Ecology of a caring environment / The excluded as not addressable individuals / The experience of the children / A Changing Vision of Education / Educating / Educating street children / Education / Education and autonomy / Education and therapy / Educational diagnosis / Educational environments in care / Effective communication / Effective intervention / Effective residential group care / Effective teamwork / Effects of intervention / Effects of maltreatment / Effects of residential care / Effects of residential group care / Effects of residential schooling / Ego breakdown / Ego control / Ego disorganization (1) / Ego disorganisation (2) / Elusive family (1) / Elusive family (2) / Emotional abuse / Emotions / Emotions and adolescence / Empathising / Empathy / Empowerment (1) / Empowerment (2) / Empowerment (3) / Encouragement / Engaging / Enjoyment / Environment at Summerhill School / Environments of respect / Equality / Escape from Freedom / Establishing a relationship / Establishing the relationship / Eternal umbilicus / Ethical decision making / Ethical development / Ethical practice / Ethics / Ethics and legislation / Ethics in practice / Ethics of treatment / European historical view / Evaluating outcome / Evaluating treatment / Evaluation (1) / Evaluation (2) / Evaluation (3) / Everyday events / Everyday life events (1) / Everyday life events (2) / Excerpt / Excluding parents / Exclusion (1) / Exclusion (2) / Experience of a foster child / Experience of group care / Experiences of adoption / Externalizing behavior problems / Extractsenvironment / The excluded as not addressable individuals / The experience of the children / A Changing Vision of Education / Educating / Educating street children / Education / Education and autonomy / Education and therapy / Educational diagnosis / Educational environments in care / Effective communication / Effective intervention / Effective residential group care / Effective teamwork / Effects of intervention / Effects of maltreatment / Effects of residential care / Effects of residential group care / Effects of residential schooling / Ego breakdown / Ego control / Ego disorganization (1) / Ego disorganisation (2) / Elusive family (1) / Elusive family (2) / Emotional abuse / Emotions / Emotions and adolescence / Empathising / Empathy / Empowerment (1) / Empowerment (2) / Empowerment (3) / Encouragement / Engaging / Enjoyment / Environment at Summerhill School / Environments of respect / Equality / Escape from Freedom / Establishing a relationship / Establishing the relationship / Eternal umbilicus / Ethical decision making / Ethical development / Ethical practice / Ethics / Ethics and legislation / Ethics in practice / Ethics of treatment / European historical view / Evaluating outcome / Evaluating treatment / Evaluation (1) / Evaluation (2) / Evaluation (3) / Everyday events / Everyday life events (1) / Everyday life events (2) / Excerpt / Excluding parents / Exclusion (1) / Exclusion (2) / Experience of a foster child / Experience of group care / Experiences of adoption / Externalizing behavior problems / Extractenvironments in care / Effective communication / Effective intervention / Effective residential group care / Effective teamwork / Effects of intervention / Effects of maltreatment / Effects of residential care / Effects of residential group care / Effects of residential schooling / Ego breakdown / Ego control / Ego disorganization (1) / Ego disorganisation (2) / Elusive family (1) / Elusive family (2) / Emotional abuse / Emotions / Emotions and adolescence / Empathising / Empathy / Empowerment (1) / Empowerment (2) / Empowerment (3) / Encouragement / Engaging / Enjoyment / Environment at Summerhill School / Environments of respect / Equality / Escape from Freedom / Establishing a relationship / Establishing the relationship / Eternal umbilicus / Ethical decision making / Ethical development / Ethical practice / Ethics / Ethics and legislation / Ethics in practice / Ethics of treatment / European historical view / Evaluating outcome / Evaluating treatment / Evaluation (1) / Evaluation (2) / Evaluation (3) / Everyday events / Everyday life events (1) / Everyday life events (2) / Excerpt / Excluding parents / Exclusion (1) / Exclusion (2) / Experience of a foster child / Experience of group care / Experiences of adoption / Externalizing behavior problems / ExtractsEnvironment at Summerhill School / Environments of respect / Equality / Escape from Freedom / Establishing a relationship / Establishing the relationship / Eternal umbilicus / Ethical decision making / Ethical development / Ethical practice / Ethics / Ethics and legislation / Ethics in practice / Ethics of treatment / European historical view / Evaluating outcome / Evaluating treatment / Evaluation (1) / Evaluation (2) / Evaluation (3) / Everyday events / Everyday life events (1) / Everyday life events (2) / Excerpt / Excluding parents / Exclusion (1) / Exclusion (2) / Experience of a foster child / Experience of group care / Experiences of adoption / Externalizing behavior problems / ExtractEnvironments of respect / Equality / Escape from Freedom / Establishing a relationship / Establishing the relationship / Eternal umbilicus / Ethical decision making / Ethical development / Ethical practice / Ethics / Ethics and legislation / Ethics in practice / Ethics of treatment / European historical view / Evaluating outcome / Evaluating treatment / Evaluation (1) / Evaluation (2) / Evaluation (3) / Everyday events / Everyday life events (1) / Everyday life events (2) / Excerpt / Excluding parents / Exclusion (1) / Exclusion (2) / Experience of a foster child / Experience of group care / Experiences of adoption / Externalizing behavior problems / Extracts on empathy

FATHERS: In our view, this film, if given credence, will have the effect of creating an environment in which judges are fearful of allowing perfectly good men from participating in the care of their children, and of creating the impression among the general public, custody evaluators, the legal community, legislators and others that it is dangerous to award any form of custody to fathers.

FKA Children's Services (Victoria) This organisation works with kindergartens and child care services in Victoria to provide more inclusive environments for people from CALD backgrounds.

By working together, families and early childhood education and care (ECEC) services can create supportive environments for children from majority and minority racial and ethnic groups.

Children are still developing and find it hard to separate their experiences from one environment to another, like being comfortable in the care of those at home as well as staff, for example.

According to the pediatric professionals at the KidsHealth website, if you and your spouse are splitting up, it's important to work to create a comforting and caring environment to help ease this major life adjustment, refraining from involving your child in your frustrations with his other parent.

What was required was an environment which would combine both the practicalities of good child care and the psychological insights of psychotherapy; moreover, combine them not as two distinct inputs into the child's life, inputs deriving from different individuals with different specialties, but combined in a single whole.

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 develochildren 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 develochildren 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 develochildren'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 develochildren 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 develoChildren 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 develochildren's development.14

The state - of - the - art school provides high - quality care and education, and a stimulating learning environment to children from birth to five years old.

Source: UNC FPG Child Development Institute Because we know from existing research that experiences in child care can have long - term affects for children socially, fpg researchers wondered if such experiences could temper the mental health impact of lower quality home environmChild Development Institute Because we know from existing research that experiences in child care can have long - term affects for children socially, fpg researchers wondered if such experiences could temper the mental health impact of lower quality home environmchild care can have long - term affects for children socially, fpg researchers wondered if such experiences could temper the mental health impact of lower quality home environments.

Data for the implementation and impact studies will be collected from a variety of sources, including interviews with parents; observations of the home environment; observed interactions of parents and children; direct assessments of children's development; observations of home visitors in their work with families during home visits; logs, observations, and interviews with home visitors, supervisors, and program administrators; program model documentation from program developers, grantees, and local sites; and administrative data on child abuse, health care use, maternal health, birth outcomes, and employment and earnings.

Quality Child Care means that your child is receiving care from a caring, trained child care provider in a safe, healthy, nurturing, and stimulating environChild Care means that your child is receiving care from a caring, trained child care provider in a safe, healthy, nurturing, and stimulating environmCare means that your child is receiving care from a caring, trained child care provider in a safe, healthy, nurturing, and stimulating environchild is receiving care from a caring, trained child care provider in a safe, healthy, nurturing, and stimulating environmcare from a caring, trained child care provider in a safe, healthy, nurturing, and stimulating environchild care provider in a safe, healthy, nurturing, and stimulating environmcare provider in a safe, healthy, nurturing, and stimulating environment.

More foster cares are needed to ensure that all children and young people who need foster homes have an opportunity to benefit from living within a stable, safe and nurturing family environment.

When child care is of very high quality (as is the case with model early childhood programs), the positive effects can endure into the early adult years, particularly for children from the poorest home environments.

If a child receives tender loving care when in need, and support for autonomy during exploration from mother as well as father, such experiences are assumed to a) give the child a sense of worth, a belief in the helpfulness of others and enable the child to explore the environment with confidence; b) be an optimal precondition for mutually supportive, enduring adult partnerships; and c) provide a model for later parenthood.12, 6 Confident, competent exploration is equivalent to our concept of «secure» exploration.13 Combining the concept of secure attachment with secure exploration yields the concept of «psychological security» that we advocate.13

For example, in the first cohort of participating counties, the percent of child care classrooms scoring «high» on the Early Childhood Environment Rating Scale increased from 13 % in 1994 to 41 % in 2002.

Securely attached children come to think of themselves as being able to elicit proximity and care from their attachment figures in times of distress, which allows them to explore their environment confident that they will be able to elicit help should they need it.

More controlling parents may be avoiding dangerous situations (e.g., installing baby gates to keep kids nearby and safe from hazards; selecting more structured child care environments for out of home care), and avoiding infections (providing clean and clutter free homes, less unsupervised contact with peers).

Using data from the NLSY and structural equation models, we have constructed five latent factors (cognitive stimulation, parenting style, physical environment, child's ill health at birth, and ill health in childhood) and have allowed these factors, along with child care, to mediate the effects of poverty and other exogenous variables.

raise and care for young children to create early environments that protect them from violence.

«We the Aboriginal males from Central Australia and our visitor brothers from around Australia gathered at Inteyerrkwe in July 2008 to develop strategies to ensure our future roles as husbands, grandfathers, fathers, uncles, nephews, brothers, grandsons, and sons in caring for our children in a safe family environment that will lead to a happier, longer life that reflects opportunities experienced by the wider community.

Parent - training programmes have been shown to be successful in improving a range of outcomes including maternal psychosocial health32 and emotional and behavioural adjustment in children under 3 years of age.33 In the UK, the Sure Start project was launched in 1999 targeting preschool children and their families, in disadvantaged areas, with a number of interventions including good quality play, learning and child care.34 Recent evidence suggests that enrolled families showed less negative parenting and provided a better home - learning environment.35 The findings presented in this paper suggest that successful parenting interventions may improve the transfer of cognitive skills between generations thereby protecting disadvantaged families from unintentionally placing their children at risk of being on a path of continual negativity.