Sentences with phrase «influence on child outcomes»

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.

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.

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

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.

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

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.

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.

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.

«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

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

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.

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.

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.

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.

Methods In a large cohort study, the Avon Longitudinal Study of Parents and Children (n = 14541 pregnancies), we aimed to (i) investigate the relative influences of parental postnatal depression and marital conflict on child outcomes and to attempt to determine the pathway (s) of risk; (ii) investigate the impact of two types of antenatal stress (parental depression and marital conflict) on child outcomes; and (iii) determine the relative contributions of antenatal and postnatal risk.

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, Ohio.

[T] he various patterns of coresidence did not differ from the children in intact families on the outcome measures, suggesting that during the initial adjustment period after marital dissolution, the absence of a father - figure or the presence of biological - father - substitutes appear to have no influence on most children's intellectual or psychosocial functioning.»

Chapter One provides general background information on the prevalence of nonmarital births, the influence of fathers on child outcomes, and how these topics relate to paternity establishment in Texas.

Parenting skills and a variety of family risk factors are influenced by the effects of disadvantage, meaning that Indigenous children are more likely to miss out on the crucial early childhood development opportunities that are required for positive social, educational, health and employment outcomes later in life.

This study examined the impact of these work arrangements, often termed Fly - In / Fly - Out (FIFO), on children and families, and to identify family - related and employment - related factors that influence child and family outcomes.

If a child isn't competent to withstand cross-examination on the part of one of his parents, without line of sight to the other parent or any social worker the child has ever met before entering the court room, and there are disputed facts, nothing that child says about those facts, or his wishes and feelings in the light of his belief or disbelief of those alleged facts, should be allowed influence the outcome of court proceedings.

The influence of comorbidity on treatment outcome for children and adolescents with anxiety disorders.

Developmental outcomes of children in foster care Overall, the existing research suggests that children in foster care have more compromised developmental outcomes than children who do not experience placement in foster care.31 However, there is considerable variability in the functioning of foster children, and it is difficult to disentangle the multiple preplacement influences on foster children from those that result from the foster care experience itself.

Children are more likely to have trusting relationships with caregivers who are consistent and nurturing, which leads to a number of positive developmental outcomes.7 Moreover, the research suggests that positive and consistent caregiving has the potential to compensate for factors that have a deleterious impact on children, such as poverty and its associated risk factors.8 In other words, children have much better outcomes if their family lives are stable, despite the overwhelming influence of poverty and associated risk Children are more likely to have trusting relationships with caregivers who are consistent and nurturing, which leads to a number of positive developmental outcomes.7 Moreover, the research suggests that positive and consistent caregiving has the potential to compensate for factors that have a deleterious impact on children, such as poverty and its associated risk factors.8 In other words, children have much better outcomes if their family lives are stable, despite the overwhelming influence of poverty and associated risk children, such as poverty and its associated risk factors.8 In other words, children have much better outcomes if their family lives are stable, despite the overwhelming influence of poverty and associated risk children have much better outcomes if their family lives are stable, despite the overwhelming influence of poverty and associated risk factors.

Children living in poverty have lower scores on standardized tests of academic achievement, poorer grades in school, and lower educational attainment.2, 3 These patterns persist into adulthood, ultimately contributing to low wages and income.4, 5 Moreover, increased exposure to poverty in childhood is tied to greater deficits in these domains.6, 7 Despite numerous studies demonstrating the relationship between family resources and children's educational outcomes, little is known about mechanisms underlying the influence of poverty on children's learning and achiChildren living in poverty have lower scores on standardized tests of academic achievement, poorer grades in school, and lower educational attainment.2, 3 These patterns persist into adulthood, ultimately contributing to low wages and income.4, 5 Moreover, increased exposure to poverty in childhood is tied to greater deficits in these domains.6, 7 Despite numerous studies demonstrating the relationship between family resources and children's educational outcomes, little is known about mechanisms underlying the influence of poverty on children's learning and achichildren's educational outcomes, little is known about mechanisms underlying the influence of poverty on children's learning and achichildren's learning and achievement.

Family Participation and Involvement in Early Head Start Home Visiting Services: Relations With Longitudinal Outcomes (PDF - 690 KB) Peterson, Zhang, Roggman, Green, Cohen, Atwater, McKelvey, et al. (2013) Pew Center on the States Explores the influence of early home - visiting experiences, while children were infants and toddlers, on child and family status during children's preschool and elementary school years.

Early development consists of critical periods during which children are vulnerable to exposures.34 Delays in children's development occur cumulatively and start as early as conception, which supports arguments for early investments.35 The impact of different nutrients on children's development depends on timing, dose and duration of deficiencies.8, 36 Parenting practices and home environments also influence child development and may either accentuate or attenuate the effects of poverty, which directly affects child outcomes.37 Thus, potential intervention effects can vary according to timing, exposures and environmental conditions.38 For these reasons, it is important to consider trajectories of child development across a spectrum of ages, not just any one age.39

The recommendations contained in child custody evaluations exert considerable influence on the outcome of a case.

In order to understand the influence of early care and education on children's outcomes, an ecological model needs to be applied that will consider key aspects of the family environment that have also been found to influence children's competencies.

His research includes investigating the effects of community - level factors, maternal psychosocial factors (e.g., trauma), and offspring epigenetic influences on early childhood development; the evaluation of approaches to improve service engagement; and the use of quasi-experimental methods and large administrative datasets to estimate the causal effects of home visiting on maternal and child health outcomes.

This study will employ The Early Childhood Longitudinal Study - Birth Cohort (ECLS - B) database to conduct rigorous scientific analyses regarding influence of early care and education arrangements on young children's outcomes and the aspects of home environments that moderate the impact of these early education settings.

Aboriginal Australians experience multiple social and health disadvantages from the prenatal period onwards.1 Infant2 and child3 mortality rates are higher among Aboriginal children, as are well - established influences on poor health, cognitive and education outcomes, 4 — 6 including premature birth and low birth weight, 7 — 9 being born to teenage mothers7 and socioeconomic disadvantage.1, 8 Addressing Aboriginal early life disadvantage is of particular importance because of the high birth rate among Aboriginal people10 and subsequent young age structure of the Aboriginal population.11 Recent population estimates suggest that children under 10 years of age account for almost a quarter of the Aboriginal population compared with only 12 % of the non-Aboriginal population of Australia.11

Second, we will enter explanatory variables into the models to determine which factors have the most influence on outcomes and inequalities in these outcomes between Aboriginal and non-Aboriginal children.

«Children's perspectives on their relationships with their non resident fathers: Influences, outcomes and implications» Journal of child psychology and psychiatry 45: 553 - 566.

To assume a causal influence of responsive parenting on child outcomes would require data from experimental studies with random assignment.

The above document focuses specifically on children, youth and families and describes a variety of health and education topics, as well as social and economic factors, that influence long term health and educational outcomes.

Parent support programs seek to influence children's outcomes by motivating changes in parents through a variety of social and practical supports, including case management that links families with services, education on child development and parenting practices, and social support through relationships with service staff and with other parents.

The module discusses the protective and risk factors influencing the impact of parental mental illness on child outcomes, including biological, illness - related, environmental, and child - related factors.

Equally important, these studies have highlighted the influences that can moderate these outcomes, including the quality of care, setting, age of onset and duration of care, and even the child care histories of peers.1, 2,3,4 Beginning with a straightforward question ̵ «what are the effects of child care experience on children's development?»