Sentences with phrase «influence child outcomes»

Thus, for these studies there is a clear reliance on either matching or statistical adjustment for the effects of other factors correlated with feeding method that may also influence child outcomes such as maternal IQ and / or parenting style.

Prior research has established the influence of maternal depression on the child's behavioral and emotional health3, 27,28 and its relevance for pediatric practice.29, 30 Several studies have analyzed the independent effects on children of mothers» and fathers» mental health, but few have examined the more clinically relevant question of how the mental health of parents jointly influences child outcomes.16, 31,32 The largest study of the joint effects of mothers» and fathers» mental health on children was a population - based study of twins and their parents.16 Similar to our results, the combination of maternal and paternal depression was associated with the largest increase in children's depressive symptoms.

Not exact matches

References: Dunn J, Cheng H, O'Connor TG & Bridges L (2004) «Children's perspectives on their relationships with their nonresident fathers: influences, outcomes and implications» Journal of Child Psychology and Psychiatry and Allied Disciplines 45 (3): 553 - 566

On an individual level, if you are well - educated, middle - class parents (the children who make the biggest gains from early childhood education are those from deprived backgrounds) and use quality daycare (if you use it), you are probably not going to influence your child's outcomes all that much whatever you do.

Fathers have an array of impacts on children's socioemotional outcomes.2, 26 Studies testing for these potential types of influences have considered both dichotomized father absence / presence and more continuous assessments of paternal care.

A variety of studies suggest that fathers» engagement positively impacts their children's social competence, 27 children's later IQ28 and other learning outcomes.29 The effects of fathers on children can include later - life educational, social and family outcomes.1, 2,26 Children may develop working models of appropriate paternal behaviour based on early childhood cues such as father presence, 30,31 in turn shaping their own later partnering and parenting dynamics, such as more risky adolescent sexual behaviour32 and earlier marriage.33 Paternal engagement decreases boys» negative social behaviour (e.g., delinquency) and girls» psychological problems in early adulthood.34 Fathers» financial support, apart from engagement, can also influence children's cognitive develochildren's social competence, 27 children's later IQ28 and other learning outcomes.29 The effects of fathers on children can include later - life educational, social and family outcomes.1, 2,26 Children may develop working models of appropriate paternal behaviour based on early childhood cues such as father presence, 30,31 in turn shaping their own later partnering and parenting dynamics, such as more risky adolescent sexual behaviour32 and earlier marriage.33 Paternal engagement decreases boys» negative social behaviour (e.g., delinquency) and girls» psychological problems in early adulthood.34 Fathers» financial support, apart from engagement, can also influence children's cognitive develochildren's later IQ28 and other learning outcomes.29 The effects of fathers on children can include later - life educational, social and family outcomes.1, 2,26 Children may develop working models of appropriate paternal behaviour based on early childhood cues such as father presence, 30,31 in turn shaping their own later partnering and parenting dynamics, such as more risky adolescent sexual behaviour32 and earlier marriage.33 Paternal engagement decreases boys» negative social behaviour (e.g., delinquency) and girls» psychological problems in early adulthood.34 Fathers» financial support, apart from engagement, can also influence children's cognitive develochildren can include later - life educational, social and family outcomes.1, 2,26 Children may develop working models of appropriate paternal behaviour based on early childhood cues such as father presence, 30,31 in turn shaping their own later partnering and parenting dynamics, such as more risky adolescent sexual behaviour32 and earlier marriage.33 Paternal engagement decreases boys» negative social behaviour (e.g., delinquency) and girls» psychological problems in early adulthood.34 Fathers» financial support, apart from engagement, can also influence children's cognitive develoChildren may develop working models of appropriate paternal behaviour based on early childhood cues such as father presence, 30,31 in turn shaping their own later partnering and parenting dynamics, such as more risky adolescent sexual behaviour32 and earlier marriage.33 Paternal engagement decreases boys» negative social behaviour (e.g., delinquency) and girls» psychological problems in early adulthood.34 Fathers» financial support, apart from engagement, can also influence children's cognitive develochildren's cognitive development.35

Next, Alexander and Kjerulff plan to study whether relationship and social - support factors influence child health outcomes associated with colic, such as gastrointestinal problems or food allergies, as children age.

Legacy for Children ™ presented a unique question: If mothers are given the opportunity to reflect upon and improve their parenting knowledge and skills, and are helped to believe that they can positively influence their children's development, regardless of life's circumstances and stresses, would this improve their children's outcomesChildren ™ presented a unique question: If mothers are given the opportunity to reflect upon and improve their parenting knowledge and skills, and are helped to believe that they can positively influence their children's development, regardless of life's circumstances and stresses, would this improve their children's outcomeschildren's development, regardless of life's circumstances and stresses, would this improve their children's outcomeschildren's outcomes?»

Nutrition during childhood and adolescence influence a woman's pre-conceptional nutritional status, which subsequently influences the outcome of pregnancy and the health of her child.

«Even if doctors only influence 10 percent of the parents, that's still millions of children having much better health outcomes as a result.»

«Low - income children are at increased risk for developing cognitive delays, but the specific environmental and biological factors that influence these outcomes are less understood,» explains Melissa L. Sturge - Apple, assistant professor of psychology at the University of Rochester, who was part of the research team.

NIH prefers to call it the Environmental influences on Child Health Outcomes (ECHO) program.

Does the parent - child relationship influence the outcome of people who are at - risk for developing schizophrenia?

He currently serves as the center PI for the National Standards for Fetal Growth study as well as the PI for the Environmental influences on Child Health Outcomes (ECHO) program.

This helps to prevent the overweight / obese children from being singled out and supports and encourages parents to follow suit, as schools have the power to influence and ultimately change health and educational outcomes for life.

Her research identifies the unique and interactive ways in which race, ethnicity, and socioeconomic status influence parenting beliefs, practices, and child outcomes.

The disproportionality literature consistently notes that children's outcomes are causally affected by out - of - school factors such as poor nutrition, stress, and exposure to environmental toxins, and that exposure to these influences unduly affects poor children and children of color.

Because we could follow the same children over a period of time, we could do a better job of ruling out the role of influences other than middle - school attendance on educational outcomes.

It is clear that variation in bilingual experience is associated with children's language and cognitive development, which indirectly influence academic outcomes.

The family background and parents have the absolute greatest influence on student outcomes, then the teacher, the principal, school resources and finally the child's peers.

These skills, including stress management, coping and emotional regulation, and relationship - building, influence educators» instructional and classroom practices and therefore children's outcomes.

Even if two children appear similar in terms of all observable characteristics, it is nearly certain that the retained child differs in some important way from the child who was promoted, and it is likely that this difference will influence each child's long - term outcomes.

«Subtle» aspects of family involvement — parenting style and parental expectations, for example — may have a greater impact on student achievement than more «concrete» forms such as attendance at school conferences or enforcing rules at home regarding homework.144 Some researchers, policy makers, and practitioners argue that these subtle forms of family involvement are not easily influenced by schools.145 In contrast, we argue that the value of creating participatory structures in schools lies in its potential for increasing family and community members «sense of engagement in children «s education, and, as a consequence, augment and reinforce the subtle behaviors responsible for improved outcomes.146

That's why the Martin Family Initiative (MFI) is committed to improving not only K - 12 education for Indigenous children, but also the wider determinants that influence their educational outcomes, including health and well being.

In their ESSA plans, Delaware, Illinois, New Mexico, New Jersey, Massachusetts, and Tennessee devote considerable attention to defining family engagement, highlighting families as partners, and / or discussing its influence on child outcomes.

Systems thinkers make connections and transfer their understanding of the dynamics of one system's structure to another when considering action.As systems thinkers influence the design, behaviors and outcomes of systems they must be learners, and inspire others to continually expand their capabilities to shape and prepare adults and children for the future.

This activity engages and influences current Texas ASCD partners as well as other educational leadership organizations and political leaders in Texas to consider how a Whole Child approach to education in Texas enables Texas students to achieve better education outcomes statewide.

Measuring Child Outcomes in the Early Years provides information to inform decision - making regarding the assessment of young children's learning, development, and wellbeing (LDWB) for state and national assessments designed to influence early childhood education (ECE) policy and practice.

In the District of Columbia, the Flamboyan Foundation is influencing how schools and educators partner with families to improve academic outcomes for children through its Family Engagement Partnerships.

The legislation recognizes that achieving excellence in American education depends on providing access to opportunity for all children, and that increasing inequality within external social, economic, health and community factors — traditionally viewed as outside of the domain of schools — have a significant influence on academic outcomes and a persistent achievement gap.

(1997) E652: Current Research in Post-School Transition Planning (2003) E586: Curriculum Access and Universal Design for Learning (1999) E626: Developing Social Competence for All Students (2002) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E608: Five Homework Strategies for Teaching Students with Disabilities (2001) E654: Five Strategies to Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping Students with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for Students with Emotional and Behavioral Disorders (2000) E564: Including Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusion?

The Influence of Prenatal, Home and Environmental factors on Learning Outcomes of Pre-Primary School Children

«Even if doctors only influence 10 percent of the parents, that's still millions of children having much better health outcomes as a result.»

For example, current research about the harmful effects of early childhood teachers» biased attitudes and behavior toward African American boys makes clear that unexamined attitudes still profoundly influence children's outcomes (Barbarin & Crawford 2006; Barbarin 2010).

In fact, the most important factor influencing outcomes for children in foster care is the quality and amount of contact they have with their biological parents.

We can have a really strong, positive, wonderful influence on our children's outcomes.

Experiences in the first 1000 days of life have a crucial influence on child development and health.1 Appropriate early child development (including physical, social and emotional, language and cognitive domains) has consistently been shown to be associated with good health and educational outcomes in childhood and consequent health and employment outcomes in adulthood.2 — 4 Adopting a life course approach, including early intervention, is essential, 5 and investment is therefore needed in effective prenatal and postnatal services to optimise child health, well - being and developmental resilience.6

This then established the relationship between neighbourhood socioeconomic status (SES) and a number of children's health and developmental outcomes.9 Longitudinal research suggested structural characteristics such as poverty and demography were mediated through community - level social processes that influenced the functioning of families and children.10, 11 Today, however, there is still limited understanding of the modifiable community - level factors likely to benefit outcomes for young children despite socioecological frameworks suggesting there are multiple levels of influence (individual, family, community) on early child development (ECD).12, 13 Investigating these influences is thought best undertaken through a combination of quantitative and qualitative methods that can test these multiple influences on ECD.14, 15

More specifically, his work examines the risk and protective factors that impact the academic and behavioral development of children and youth, with a focus on how the school and family environments influence student outcomes.

Promotes permanency for substance - exposed newborns in the child welfare system by working closely with their parents and the social service agencies, such as child welfare agencies, courts, and substance abuse treatment providers that are major influences in placement outcomes.

This study aims to identify modifiable (potentially amenable to change through policy) community - level factors that influence children's health and developmental outcomes in the 25 areas of high and low disadvantage across Australia.

A Care Coordination Program for Substance - Exposed Newborns Twomey, Caldwell, Soave, Andreozzi Fontaine, & Lester (2011) Child Welfare, 90 (5) View Abstract Promotes permanency for substance - exposed newborns in the child welfare system by working closely with their parents and the social service agencies, such as child welfare agencies, courts, and substance abuse treatment providers that are major influences in placement outcChild Welfare, 90 (5) View Abstract Promotes permanency for substance - exposed newborns in the child welfare system by working closely with their parents and the social service agencies, such as child welfare agencies, courts, and substance abuse treatment providers that are major influences in placement outcchild welfare system by working closely with their parents and the social service agencies, such as child welfare agencies, courts, and substance abuse treatment providers that are major influences in placement outcchild welfare agencies, courts, and substance abuse treatment providers that are major influences in placement outcomes.

In addition to demographic and alcohol, drug, and smoking information, data were collected from the mothers on a broad range of background characteristics known to influence child cognitive and neurobehavioral outcome.

However, not all programs have examined outcomes in both domains, and even those that have generally lack analyses demonstrating that changes in child well - being were influenced by changes in parenting.

All analyses were stratified by gender and cohort («younger cohort» refers to those transitioning from junior high / middle school to high school and «older cohort» refers to those transitioning from high school to young adulthood) to assess the differential impact of mothers and fathers on children of the same or opposite sex, and potential differences in the relationship between parental influence and behavioral outcomes for the younger versus older cohort.

Current UK government policies recognise the need for universal parenting support to complement targeted and indicated approaches29 — 33 and the English Department for Education is currently piloting the offer of free vouchers for parenting classes (the CANParent initiative) to all parents in three areas of the country.34 Such recommendations derive from observations relating to the prevalence of suboptimal parenting, 35 the inefficiency of targeting on the basis of identifiable risk factors36, 37 and the potential for realising change in high risk as well as whole population groups by reducing the stigma which may be attached to targeted parenting support.36 — 38 Given the range and prevalence of health and social outcomes on which parent — child relationships have an influence, 2, 3, 5 — 16 universal approaches are appealing.

The influence of acculturation and other family characteristics on asthma outcomes in Hispanic children

Inform Influence Impact: The Role of Research in Supporting a Community's Commitment to Its Children (PDF - 1650 KB) Case Western Reserve University, Center on Urban Poverty and Community Development (2009) Presents activities and outcomes of Invest in Children, a 10 - year, public - private partnership created to increase the development, funding, visibility, and impact of early childhood services in Cuyahoga County, OH.

Despite this reality, research and interventions for children focus on the parent — child relationship as the primary source of influence on child outcomes; the effects of siblings on child behavior and health are often underestimated.

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.