Sentences with phrase «limit opportunities for children»

This will damage national prosperity and limit opportunities for our children.

Small outside spaces needn't limit opportunities for children to play, learn and be active.

Having a small outside space needn't limit opportunities for children to play, learn and be active.

I saw that there was limited opportunity for the children in Wards 7 and 8, and I wanted to change that.

«President Obama was right to point out that the accident of birth should not limit the opportunity for any child to move up in the world.

Not exact matches

A blanket moratorium on charter schools would limit Black students» access to some of the best schools in America and deny Black parents the opportunity to make decisions about what's best for their children.»

Second, regulation needs to limit the opportunities for food advertising to influence children's food preferences, as this is the role that the research has identified for food advertising in contributing to childhood obesity.

• Many children are transported to school, so there is limited opportunity for face - to - face contact with parents in the playground.

However, the sleeping opportunities for children on - board most aircrafts are very limited.

There are also limited opportunities for reviewing items which may not fit the specific «kids activities» niche, but may still be used in new and innovative ways which would benefit families with young children.

Parent support programs aim to support and strengthen existing parenting abilities and promote the development of new competencies so that parents have the knowledge and skills needed to carry out child - rearing responsibilities and provide their children with experiences and opportunities that promote child learning and development.14 Parenting support programs typically include the following features: universal access for families, early support to families, and family involvement at all levels of program operation15 Parenting programs often encompass a variety of parenting activities, including, but not limited to, parent and child play groups, parent information classes and support groups, parenting materials, and individualized parent supports provided in response to particular child - rearing concerns or specific parenting questions.

Regardless, children aren't given enough time in the open air and there are limited opportunities for physical exercise.

When she took maternity leave for her first child 2 months after starting a tenure - track position, she worried this might cause colleagues to have a negative impression of her and limit future opportunities, she says.

The Supreme Court likely remained silent on this issue because of the limited range of impact created by voucher programs when juxtaposed with the Brown Court's broad goal of equal opportunities for all children.

Building relationships with people whether students, teachers, parents will limit or amplify the teaching and learning opportunities for the child.

As a movement, knowledge - rich schooling has the potential to promote excellence, inspire passion, and enhance educational equity — particularly for children from homes with limited access to books and fewer opportunities than their more affluent peers to travel or visit museums.

While TL2020 has increased the learning opportunities for Salisbury students, it has also provided a solution to a complex educational challenge: moving forward to create a progressive learning environment for all children while limiting budgetary impact.

The administration's actions to limit the D.C. Opportunity Scholarship (K — 12 vouchers), for example, were perplexing, if only because the actions were accompanied by empty rhetoric about doing what is best for children.

Reformists agree that housing children in rows of desks for hours at a time with few breaks between lectures and few opportunities to create and collaborate limits what young people can learn.

Brett Wigdortz OBE, founder and CEO of Teach First said: «This year's Impact Conference is a fantastic opportunity for teachers to learn from world leading experts, to collaborate with one another and to increase their impact to ensure no child's success is limited by their background.

For instance, autonomy - supportive experiences may support children's gradual progression from emergent to conventional reading and writing, whereas controlling experiences may not only limit children's opportunities to read and write emergently but also undermine their motivation to do so.

From centrist Democrats who think that choice should only be limited to the expansion of public charter schools (and their senseless opposition to school vouchers, which, provide money to parochial and private schools, which, like charters, are privately - operated), to the libertarian Cato Institute's pursuit of ideological purity through its bashing of charters and vouchers in favor of the voucher - like tax credit plans (which explains the irrelevance of the think tank's education team on education matters outside of higher ed), reformers sometimes seem more - focused on their own preferred version of choice instead of on the more - important goal of expanding opportunities for families to provide our children with high - quality teaching and comprehensive college - preparatory curricula.

This is a problem for parents who don't know the system or whose command of the English language limits their opportunities to advocate for their children.

Services to provide fun, engaging, and continuous reading opportunities throughout the summer and limit learning gaps for school - aged children.

While doing away with such a controversial department might seem prudent, the truth is, educational opportunity for poor children would be even more limited without it.

Teachers will perform a full range of duties, including but not limited to: + Preparing / implementing lesson plans that lead to student mastery of curriculum content, including English Language Development + Developing / implementing integrated curriculum units, differentiating and scaffolding as needed + Regularly assessing student progress to refine instruction and meet student needs + Participating regularly in professional development opportunities and collaborative meetings + Communicating frequently with students, students» families, colleagues and other stakeholders + Working closely with children and their families to promote personal growth and success + Maintaining regular, punctual attendance Applicants who possess the following skills will make the strongest candidates: + California Teaching Credential or equivalent, meeting all NCLB «highly qualified» standards + Social Science credential + CLAD / BCLAD certification (Spanish) + Demonstrated ability to implement varied classroom instructional strategies + Educational vision for and experience with low - income and / or minority students + Demonstrated track record with English language learners + Commitment to preserving the cultural heritage of students + Passion for working with children and their families + Bilingual (Spanish / English) To apply please send resume and letter of interest to: https://careers-caminonuevo.icims.com For more information www.caminonuevo.org and www.pueblonuevo.org * Camino Nuevo Charter Academy intends that all qualified persons shall have equal opportunities for employment and promotifor and experience with low - income and / or minority students + Demonstrated track record with English language learners + Commitment to preserving the cultural heritage of students + Passion for working with children and their families + Bilingual (Spanish / English) To apply please send resume and letter of interest to: https://careers-caminonuevo.icims.com For more information www.caminonuevo.org and www.pueblonuevo.org * Camino Nuevo Charter Academy intends that all qualified persons shall have equal opportunities for employment and promotifor working with children and their families + Bilingual (Spanish / English) To apply please send resume and letter of interest to: https://careers-caminonuevo.icims.com For more information www.caminonuevo.org and www.pueblonuevo.org * Camino Nuevo Charter Academy intends that all qualified persons shall have equal opportunities for employment and promotiFor more information www.caminonuevo.org and www.pueblonuevo.org * Camino Nuevo Charter Academy intends that all qualified persons shall have equal opportunities for employment and promotifor employment and promotion.

We envision a day when Illinois families» educational opportunities are not limited by geography or income and that one day all children receive the education they deserve for a successful future.

... We agree with the Sept. 21st letter to the NAACP from 170 black educators and leaders, which said that «a blanket moratorium on charter schools would limit black students» access to some of the best schools in America and deny black parents the opportunity to make decisions about what's best for their children.»

Just three years ago, under the leadership of then Commissioner of Education, Dr. Mark McQuillan, the State Board of Education unanimously adopted a resolution blasting the destructive effect of separating children based on ability because grouping by ability «limits achievement and stifles expectation and opportunity for college and successful competition in the workplace.»

As Connecticut policymakers confront a large and growing state budget deficit, veteran Hartford educator James Mulholland correctly recommends that the $ 17 million in taxpayer funds that are being wasted on the unfair, inappropriate and discriminatory Common Core Smarter Balanced Assessment Consortium (SBAC) testing scheme should be used, instead, to stop the disastrous cuts that will actually hurt and limit opportunities for Connecticut's poorest children.

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

Child obesity is linked to limited access to healthy and affordable foods, limited opportunities for physical activity, greater availability of fast food restaurants (especially near schools), and greater exposure to food - related marketing (Larson, Story, & Nelson, 2009; Powell, Slater, & Chaloupka, 2004; Kumanyika & Grier, 2006).

Limiting learning opportunities in schools is most devastating for children whose parents can't make up for those lost opportunities.

«A blanket moratorium on charter schools would limit Black students» access to some of the best schools in America and deny Black parents the opportunity to make decisions about what's best for their children.

Please note that each session is limited to one student to provide the best possible learning opportunity for your child.

By not allowing kids to play unsupervised outdoors and be in situations where they must assess risk for themselves, parents limit «essential learning and developmental opportunities for children, while also reducing their physical activity and increasing sedentary behaviours.»

(2) The reasonable likelihood that the relocation will enhance the general quality of life for both the child and the parent seeking the relocation, including, but not limited to, economic and emotional benefits, and educational opportunities.

Limiting contact between a parent and a child provides the opportunity for the alienating parent to tell the child all kinds of lies about that parent.

The family unit is the primary context for providing the nurturance, resources, and opportunities essential for healthy development.7 Key parenting skills associated with positive child outcomes in early and middle childhood include warm, affectionate interactions that are responsive to children's needs («warmth»), firm discipline in terms of the setting of developmentally appropriate limits and expectations for children's behavior («control»), and an absence of irritable, angry affect («irritability»).7, 8 These behavioral dimensions can be combined to classify a number of «styles» of parenting.

This includes becoming aware of the child's emotions; dealing with these emotions as an opportunity for intimacy; listening empathetically; helping the child label emotions; setting limits; and problem - solving.

In early childhood, it is particularly important that children have the protections afforded by attachment bonds with competent and loving caregivers, the stimulation and nutrition required for healthy brain development, opportunities to learn and experience the pleasure of mastering new skills, and the limit - setting or structure needed to develop self - control.

Group Schema Therapy expands the opportunities for healing the Vulnerable Child, channeling the Angry Child, the Impulsive or Undisciplined Child learning healthy limits and the Happy Child (HC) having others to play with.

In addition, crowded shelters typically offer limited opportunities and space for the children to play.

However, child centered play therapists often view the use of the treasure box for this purpose as a missed opportunity to reinforce limits and return the responsibility about how to end the session back to the child.

Too much control and demandingness may limit children's opportunities to make decisions for themselves or to make their needs known to their parents, while children in permissive / indulgent households may lack the direction and guidance necessary to develop appropriate morals and goals.

The authors identify a five - step «emotion coaching» process to help teach children how to recognize and address their feelings, which includes becoming aware of the child's emotions; recognizing that dealing with these emotions is an opportunity for intimacy; listening empathetically; helping the child label emotions; setting limits; and problem - solving.

Over the course of filial therapy, the parent has the opportunity to learn a variety of methods for engaging the child while still maintaining limits.

We Offer: • Quality early education for young children • Programming and support for children with special needs • Caring and well trained staff • Support and resources for parents and families • Leadership and advocacy opportunities for parents • Limited transportation assistance

There were five measures: maternal warmth, described as the degree to which the mother demonstrates positive regard and emotional support for the child; maternal respect for autonomy, describing the degree to which the mother maintained appropriate control while providing the child the opportunity to negotiate what he / she wanted to do; maternal structure and limit setting, defined as the adequacy with which the mother established her expectations for the child's behavior and demonstrates a capacity for effective leadership that engenders child compliance; and synchrony / quality of assistance, described as the ability of the mother to assist the child's performance in a manner that protects the child's self - esteem and demonstrates that she is attuned to the child's needs.

Parent support programs aim to support and strengthen existing parenting abilities and promote the development of new competencies so that parents have the knowledge and skills needed to carry out child - rearing responsibilities and provide their children with experiences and opportunities that promote child learning and development.14 Parenting support programs typically include the following features: universal access for families, early support to families, and family involvement at all levels of program operation15 Parenting programs often encompass a variety of parenting activities, including, but not limited to, parent and child play groups, parent information classes and support groups, parenting materials, and individualized parent supports provided in response to particular child - rearing concerns or specific parenting questions.