Sentences with phrase «increases language development»

More recent research suggests that both the quantity and quality of father - child interactions during the early childhood years can lead to fewer behavioural problems, greater emotional self - regulation, increased language development and improved cognitive functioning for young children.

Students demonstrate increased language development as they communicate in simple sentences, sound out stories phonetically, and understand easy picture books.

Specifically, play can increase language development (Fisher, 1999), promote problem - solving skills (Pepler and Ross, 1981), and increase self - regulation (Lillard et al, 2013).

Not exact matches

The research showed that increasing numbers of «turns» in back - and - forth conversations were critical to language development in children, even affecting brain physiology.

On the other hand, language development is less central during the tween years; the major, obvious increases in language development occurred earlier in life.

We are also raising her with Russian, which her father and grandparents speak, to increase her capacity for language development and help her become a global citizen.

Therapy for older children focuses in large part on language development, increasing their vocabulary and word combinations, as well as speech (articulation skills).

In small children, reading is proven to help with language development and increased word recognition, create a positive bond between parent and child, provide a great wind - down before bedtime, and spark an early interest in learning that carries over to later years.

Increasing amounts of research have shown that infants and toddlers have a critical need for direct interactions with parents and other regular caregivers for healthy brain growth.82, — , 84 In addition, the results of 7 studies have shown that infants younger than 18 months who are exposed to TV may suffer from a delay in language development, and 1 study revealed that infant videos may delay language development.85, — , 91 No studies have documented a benefit of early viewing.92

Development of oral language increases a child's capacity and readiness for reading and writing.

A certified and licensed speech and language pathologist will lead you and your child through a 45 - minute class to increase speech and language development.

- Relief from colic, wind, constipation and teething pain - Develops body awareness and coordination - Helps develop trust and build a sense of security - Increases relaxation and encourages deep sleep - Helps tone floppy muscles - Strengthens bonding and communication - Reduces crying and emotional distress - Boosts circulation and regulates temperature - Stimulates baby's digestion, nervous and lymphatic systems - Helps baby to feel loved, valued and respected - Increases recognition of facial and emotional expressions which supports development of social skills - Helps with language, memory and concentration

Cognitive, language, and motor development increase with nursing; allergies, respiratory issues, diabetes, and obesity all decrease in prevalence with nursing.

Big & Little stresses activities that facilitate language development, increase sensory awareness, and enhance an understanding of the environment.

First, fathers» interactive play during toddlerhood has been longitudinally associated with attachment security in later childhood and adolescence.17 Second, fathers» speech and language interactions with infants have been positively associated with language development, and paternal depression has been shown to adversely impact this process.18, — , 20 Third, discipline practices, such as corporal punishment, have been longitudinally associated with increased child aggressive behavior.21 In addition, paternal depressive symptoms have been longitudinally associated with harsh paternal discipline practices in older children and subsequent child and adolescent maladjustment.11 Finally, as an indicator of fathers» interactions with pediatric providers, we also examined the proportion of depressed fathers that reported talking with their children's doctor within the previous year.

At the same time, gambling opponents pointed to the wording of the casino amendment that highlighted the potential benefits of gambling, including an increase in economic development and school aid as a sign the administration was trying to sway voters with non-neutral language (an effort to halt the amendment as it appears on the ballot was thwarted by a state judge this month).

Community resources: Programs dedicated to increasing children's language development can reach a wider range of parents if they're promoted at community centers.

Results from the study find that throughout the course of development, language indicative of self - centeredness (e.g., using the word «I») decreased, while complexity (words such as «but» and «although») increased.

Children who attended a full - day preschool program had higher scores on measures of school readiness skills (language, math, socio - emotional development, and physical health), increased attendance, and reduced chronic absences compared to children who attended part - day preschool, according to a study in the November 26 issue of JAMA.

According to Andreassen, the study's senior author, some think of schizophrenia as a «side effect» arising from advantageous variants in genes that are related to the development of human traits, such as cognitive and language skills, that may have increased risks for developing psychoses.

Recommendations encourage teachers to use a mix of phonics and language experiences to support the development of a wide range of learners in a context where literacy demands are increasing at a dramatic rate.

There are several policies (proposed, underway, or in place) by the Obama administration that broaden the focus on reading and academic development, increasing attention to knowledge building and language growth, from early childhood through adolescence — and those expansive policies may be especially beneficial for EL learners.

This article describes one of the strategies: scaffold and spiral language and science instruction for increased comprehension and literacy development.

Some of these key shifts include embedding language development across the curriculum; an increase in oral language and multiple opportunities

This intervention resulted in an increase in teacher knowledge of language acquisition and an increased use of oral language development strategies.

These benefits included increases in «children's language, literacy, math, executive function (the ability to regulate, control, and manage one's thinking and actions), and emotional development skills.»

Language development is a big focus in Hanford Elementary School District, which serves an increasing number of English language learners, as well as a large standard English learning population.

The brief outlines the details of the intervention and explains how it increases the vocabulary development of all students, including English language learners.

This year's priorities for the Development grants are increasing educator effectiveness; improving low - performing schools; strengthening science, technology, engineering, and mathematics education; boosting academic outcomes for students with disabilities and English language learners; encouraging parent and family engagement; promoting effective use of technology; and serving rural communities.

This Kellogg Foundation - funded work aims to improve outcomes for 1,797 pre-school through 3rd grade students, increasing family engagement, while strengthening their attendance, cognitive and language development, and pre-literacy skills, as well as improving teacher job satisfaction.

One way in which a child's language changes after arrival at school is the «continuing development and increasing precision in the use of the sound system, the vocabulary, the sentence patterns, and the richness in the way he puts his meanings into words» (Clay, 1991, p. 73).

One way in which a child's language changes after arrival at school is the «continuing development and increasing precision in the use of the sound system, the vocabulary, the sentence patterns, and the richness in the way he puts his meanings into words.»

When adults prompt children with questions pertaining to the text, label objects, and encourage them to discuss the book's content in terms of their own experiences and curiosities, this elicits increased verbalization by the child and can lead to improved vocabulary and overall language development.»

Coupled with the focused attention of parents and the quiet time of unplugging for a while to curl up with a book, and a program like this one stands to produce great strides in language development, literacy and reading comprehension, and an overall increase in reading for pleasure.

And the parts of the brain that involved this increased development dealt with language and cognition — pretty important skills for success in school.

It is thought that infant - directed speech (IDS) facilitates infants» linguistic development by amplifying the phonetic characteristics of native language vowels (Kuhl et al. 1997), allows infants» to select appropriate social partners (Schachner and Hannon 2011) and increases social bonding between infant and caregiver (Kaplan et al. 1995).

His development of original content and a signature formal language was accompanied not only by an increased exploration of the painterly craft, but also with a progressive seriality in which he «played through» this language in an almost musical way.

Like learning a new language, learning how to play an instrument has a proven impact on brain development, showing that «learning to play a musical instrument not only increases grey matter volume in various brain regions, but can also strengthen the long - range connections between them» and that» musical training also enhances verbal memory, spatial reasoning, and literacy skills».

Preliminary analysis of follow - up joint attention assessments show a 71 % increase in children's initiation of joint attention episodes, an important precursor to language development.

However, mobile devices can also distract parents from face - to - face interactions with their children, which are crucial for cognitive, language, and emotional development.8 — 10 In addition, devices provide instant access to videos and games, increasing the likelihood that screen time will replace other enriching child activities or be used as a «pacifier» to control child behavior.

Our play therapy techniques and other activities for children with autism will help you to increase eye contact, language development, attention span, and social communication.

Early findings indicate the importance of dosage, as language development scores were enhanced by increased exposure to reading conversational sessions.

The idea that parents and caregivers might proactively build the rudiments of resilience is not without precedent.67, 68 Vygotsky suggested that the role of parents, caregivers, and teachers is to work within the child's zone of proximal development so the child will learn to master skills that were previously beyond their independent ability.69 This is the theory behind both Reach Out and Read70, 71 and more recent efforts to decrease obesity by nurturing the foundational motor skills needed for an active lifestyle.72 — 74 The current challenge, then, is for pediatricians, home visitors, and early educators to collaboratively increase the capacity of caregivers and communities to nurture those rudimentary but foundational SE, language, and cognitive skills as they emerge developmentally.

These benefits included increases in «children's language, literacy, math, executive function (the ability to regulate, control, and manage one's thinking and actions), and emotional development skills.»

Play therapy increases social communication and improves language development by increasing time spent in enjoyable interactive play.

By participating actively in play therapy games, you'll be able to increase social communication and language development on your child's favorite terms.

Compared to control groups, babies of parents enrolled prenatally in home visiting programs had better birth outcomes, and the programs were found to have a positive impact on breastfeeding and immunization rates., In other randomized trials, participating children were found to have a reduction in language delays at 21 months, reductions in mental health problems, fewer behavior problems, and increased mental development.

QRIS can assist early learning educators with increased training to expand their skills in working with young children; provide coaching to help programs create learning environments that nurture the emotional, social, language and cognitive development of every child; and provide families information to help them understand and choose quality programs.

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.

The domains where children showed increased rates of developmental vulnerability are physical health and wellbeing, social competence, emotional maturity, and language and cognitive development.