Sentences with phrase «future cognitive development»
We understand the importance of early exposure to rich language on future cognitive development.
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Together, they are embarking on a mission to provide children in impoverished regions of the country with opportunities and resources to integrate purposeful play into their everyday lives; a factor proven critical in children's emotional, physical and cognitive development and future growth.
It focuses on the spiritual, social, and cognitive development that encourage future success.
There is a tendency to highlight the importance of cognitive achievements and the family's socioeconomic background for people's success in the future, but this study shows that children's self - regulation, which comprises children's social skills and processing of emotions, directs the future development in a profound way in different domains of life.
One of the main challenges in finding a treatment for the disease in the future is the research and development of pharmacological therapies capable of activating the Crtc1 protein, with the aim of preventing, slowing down or reverting cognitive alterations in patients.
Sharafeldin recently received a Leukemia and Lymphoma Society career development award that will support her future research at UAB on intervention strategies to improve cognitive function in transplant recipients.
We believe that this intentional, collaborative approach to cognitive - skill development through projects is moving our students toward their future goals and true college readiness.
If students do not have opportunities to develop their higher order, cognitive skillsets they won't develop the reason, logic, creative problem solving, concept development, media literacy, and communication skills best suited for the daily complexities of life or the professional jobs of their future.
If we really want to prepare our students for their futures and «build a strong platform for healthy development and effective learning... then we must pay as much attention to children's emotional wellbeing and social capacities as we do to their cognitive abilities and academic skills» (National Scientific Council on the Developing Child, p. 7).
Jobs for the Future launched Students at the Center by commissioning teams of distinguished scholars to synthesize existing research on student motivation and engagement, cognitive development, school improvement, and efforts to take effective teaching practices to scale.
The early years are a critical developmental period in a child's life — they lay the foundation for future cognitive, social and emotional development.
This study emphasises the importance which may placed on cognitive and behavioural development in childhood, as well as deprivation and childhood health in indicating future adult health and mental well - being.
Conclusions: This study emphasises the importance of cognitive and behavioural development in childhood, as well as deprivation, family background and childhood health in indicating future adult health and mental well - being, emphasising time - persistent effects and important indications for men and women.
Care and development / Care for others / Care for the caregivers / Care, learning and treatment / Care leavers / Care work / Care workers (1) / Care workers (2) / Care workers (3) / Care workers (4) / Care worker role / Care workers (1983) / Care worker turnover / Caregiver roles / Caregiver's dilemma / Carers (1) / Carers (2) / Carers support groups / Caring / Caring and its discontents / Caring for carers / Caring for children / Caring interaction / Caring relationships / Carpe minutum / Casing / Cause and behavior / Causes of stress / Celebrate / Challenging behaviours / Challenging children and A. S. Neill / Change (1) / Change (2) / Change and child care workers / Change in world view / Change theory / Changing a child's world view / Changing behaviour / Child, active or passive / Child Advocacy / Child and youth care (1) / Child and youth care (2) / Child and youth care and mental health / Child and youth care education / Child and youth care work unique / Child behaviour and family functioning / Child care and the organization / Child care workers (1) / Child Care workers (2) / Child care workers (3) / Child care workers: catalysts for a future world / Childcare workers in Ireland / Child carers / Child health in foster care / Child in pain / Child perspective in FGC / Child saving movement / Child's perspective / Child's play / Child's security / Children and power / Children and television / Children in care / Children in state care / Children of alcoholics (1) / Children of alcoholics (2) / Children today / Children who hate (1) / Children who hate (2) / Children who hate (3) / Children who were in care / Children whose defenses work overtime / Children's ability to give consent / Children's emotions / Children's feelings / Children's grief / Children's homes / Children's homes in UK / Children's rights (1) / Children's rights (2) / Children's rights (3) / Children's stress / Children's views (1) / Children's views (2) / Children's views on smacking / Children's voices / Children's work and child labour / Choices in caring / Choices for youth / Circular effect behavior / Clare Winnicott / Class teacher / Classroom meetings / Clear thought / Client self - determination / Clinical application of humour / Coaching approach / Coercion / Coercion and compliance (1) / Coercion and compliance (2) / Cognitive - behavioral interventions and anger / Cognitive skills / Collaboration / Commissioner for children / Commitment to care / Common needs / Common profession?
Addressing Early Mental Health and Developmental Needs (PDF - 460 KB) Klain, Pilnik, Talati, Maze, Diamond - Berry, Hudson, et al. (2009) In Healthy Beginnings, Healthy Futures: A Judge's Guide Describes the cognitive and developmental needs of infants, toddlers, and preschoolers in foster care and shares practices that support healthy cognitive and social - emotional development.
The authors of these reviews identify as a primary goal of their research the production of estimates regarding the effects of variations in child care experiences on children's language, cognitive, social, emotional, and physical development, and well - being, both concurrently and projected in the future.
The first 5 years of life are critical for the development of language and cognitive skills.1 By kindergarten entry, steep social gradients in reading and math ability, with successively poorer outcomes for children in families of lower social class, are already apparent.2 — 4 Early cognitive ability is, in turn, predictive of later school performance, educational attainment, and health in adulthood5 — 7 and may serve as a marker for the quality of early brain development and a mechanism for the transmission of future health inequalities.8 Early life represents a time period of most equality and yet, beginning with in utero conditions and extending through early childhood, a wide range of socially stratified risk and protective factors may begin to place children on different trajectories of cognitive development.9, 10
Cognitive awareness and coping is emphasized, as is the development of a trauma narrative, and a focus on meaning making and orienting to the future.
As a future research direction, our findings supported one of the major principles of developmentally appropriate approaches, namely that all development domains (cognitive / academic, socio - emotional, and physical) are interrelated.
To improve our understanding of the development of depressive symptoms, future research could test hypotheses in which factors from different levels interact, i.e., cognitions, genetics, environment, affect, negative life experiences, as suggested by the cognitive vulnerability - transactional stress model (Hankin and Abramson 2001).
Techniques for cognitive restructuring and emotion regulation may be particularly useful in the development of interventions that are sensitive to the needs of this population while also highlighting the important role that structural interventions can have in preventing these disparities for future generations.
First, the present study affirmed that positive youth development is comprised of fifteen inter-related constructs, namely, bonding, social competence, emotional competence, cognitive competence, behavioural competence, moral competence, self - efficacy, prosocial norms, resilience, self - determination, spirituality, clear and positive identity, beliefs in the future, prosocial involvement, and recognition for positive behaviour (Catalano et al. 2004), with beliefs in the future having the strongest influence on positive youth development, followed by spirituality (Fig. 6).
Also, a number of other factors, such as behavioral inhibition (e.g., Shamir - Essakow et al., 2005), peer relations (e.g., Bosquet and Egeland, 2006), cognitive biases (see Hadwin et al., 2006), cognitive development (e.g., Fenning et al., 2011), and gender (e.g., Bender et al., 2012), are likely to be related to this framework, and future investigations need to examine how the various factors are associated with each other.
Childhood physical activity is associated with multiple health benefits, including the promotion of a healthy weight, bone health, social development, cognitive function and self - esteem [1], as well as lower risk of developing future obesity, diabetes and cardiovascular disease risk factors [2, 3].
Maternal educational achievement has also been shown to have positive effects on child development outcomes, such as cognitive development and future performance in school.
We recommend that future research focus on the following three areas: (1) development of standardized measures of skill acquisition and utilization from a «common elements» perspective that can used across EBTs; (2) assessment of the predictors, correlates, and outcomes associated with skill acquisition and utilization; and (3) development of innovative interventions to enhance the acquisition and utilization of cognitive - behavioral and parent management skills.