Sentences with phrase «meet the needs of children often»

Not exact matches

The age old problem of SELF often is manifest in a false identity such as; «we are children of Abraham» (therefore I am righteous), «I go to... «church»» (somehow this «church» makes you something) or «all you say we will do» (the people of Israel saying they in themself can meet God's standard), «I give to the church» (not personally meeting others needs), «I do this program or that program» (though you do not desire to glorify God but rather there is some intrinsic value in doing a program).

Parents often feel lost at sea, themselves, when it comes to the best course for guiding and growing their children in the storm - tossed waves and murky waters of childhood behaviors, and many churches try to meet parent's needs by offering parenting books and classes.

These days the best baby cribs not only look good, they often grow with your child and offer a host of features to meet your needs.

Depressed mothers are often overwhelmed in the parenting role, have difficulty reading infant cues, struggle to meet the social and emotional needs of their children, and are less tolerant of child misbehaviour.7 Offspring of depressed mothers, particularly if they are exposed to depression in the first year of life, are more likely to be poorly attached to their caregivers, experience emotional and behavioural dysregulation, have difficulty with attention and memory, and are at greater risk for psychiatric disorders throughout childhood.8 Home visiting focuses on fostering healthy child development by improving parenting and maternal functioning.

Depressed mothers are often overwhelmed in the parenting role, have difficulty reading infant cues, struggle to meet the social and emotional needs of their children, and are less tolerant of child misbehaviour.

• Daycare facilities often require that parents provide disposable diapers to meet the needs of their children.

This 2 hour workshop is often presented as an introduction to the seven week series, «Meeting the Needs of Children,» and can be adapted for Lunch & Learn presentations.

Often, parents of kids with special needs are so busy meeting the child's needs from moment to moment that they don't have time to step back and realize the toll this is taking on them.

But as you work your way through what can often be a labyrinth of paperwork, meetings, appointments, etc. on your way to finding the services your child needs, these may help to ease the wait a bit.

In all circumstances, deciding how best to meet the needs of a child with acquired brain injury (ABI) is often complex and demanding — information and decision - making need to be very explicit, evaluated and passed on with care.

When you consider that many schools were built 40 - plus years ago, educators and architects are often challenged with how to design spaces where learning is flexible and meets the needs of today's and tomorrow's digital children.

«The teacher tries to devise a daily routine that will best serve the largest number; but she often finds it impossible to meet the individual needs of some children who do not lend themselves to education on the plan of mass production.»

The responsibility of bringing children into a new environment, not only new to the children but often to the teaching staff as well, can be a significant deterrent and that is before paperwork strikes, with risk assessments, county council requirements, and making sure that the destination itself can meet all the school's needs, both educational and social.

Teachers that I meet with often say «I don't know how to differentiate instruction for the broad range in my room» and they try in earnest to meet everybody's needs but they sometimes don't have the toolbox of instructional strategies that can help them meet every child's needs.

Parents do not support such testing because it does not necessarily meet the needs of their child; in fact, such rigid formulas are often not very useful in evaluating overall school quality either.

School leaders must reconsider their priorities and their responsibilities when it comes to vulnerable children of color, and they must make every effort to meet the needs of this often - neglected student population.

From our perspective, decisions such as the one at issue here miss the fact that public education is evolving and should be driven by a commitment to meet the needs of students and families and not by deference to a bureaucratic structure that often seems better for the adults in the system than for the most vulnerable children.

Some schools, often called community schools, hire a coordinator to collaborate with agencies in the community to arrange services that will meet the needs of children and their families.

I am told so often that «we have a gifted program» as if that should meet the needs of all gifted children equally.

Strategies for meeting the affective needs of children with attention deficit hyperactivity disorder (who also often suffer from low self - esteem and lack of emotional control) include: (1) using positive, verbal reinforcement and affirmations; (2) teaching students to ask themselves if another person's criticism is valid; (3) establishing classroom routines; (4) praising students for making good choices in highly emotional and tense situations; and (5) providing students with guided choices.

Parents often have to take on the burden of making sure their children are getting the support they need to meet their transition goals because schools simply don't devote enough resources to this part of special education.

As charter schools exacerbate resegregation trends, their advocates often resort to justifications that, to many ears, echo those heard during the «separate but equal» era — that integration is not necessary to meet the academic needs of children.

Often justified largely on the basis of junk science they have come up with such wonderful policy prescriptions as using only unreliable sources of energy because they are «sustainable,» keeping natural resources in the ground rather than using them to meet human needs, having government tell manufacturers what requirements their products must meet to use less energy rather than encouraging manufacturers to meet the needs of their customers, all in the name of «energy efficiency,» substituting government dictates for market solutions on any issue related to energy use, and teaching school children junk science that happens to meet «environmentalists» ideological beliefs in hopes of perpetuating these beliefs to future generations even though they do not conform to the scientific method, the basis of science.

Moore Blatch educational expert Janata Ali, who herself has been through the assessment process on behalf of her child comments: «It is common for parents to be turned down by local authorities — often they will be advised that their child's educational needs do not need assessment and assured that the school their child is attending can meet their needs adequately.

But instead of getting the support they and the children need, many kinship carers are left in poverty, isolated and having to battle to just make ends meet, whilst often also caring for traumatised children.

Depressed mothers are often overwhelmed in the parenting role, have difficulty reading infant cues, struggle to meet the social and emotional needs of their children, and are less tolerant of child misbehaviour.

It also considers changes in benefits and tax credits, insecurity in private rented housing and how the stress of trying to keep on top of finances is emotionally draining and often causes parents to prioritise meeting their children's needs and sacrifice their own.

Yet too often, programs that target young children provide services in isolation, are underfunded, and fail to meet the needs of all eligible families.

With younger children as clients, it is often necessary for parents to commit to counselling as well, so that we may work together to explore parenting practices which better meet the needs of the child.

As educators, sometimes we forget that what we see a child do every day — those unscripted, often entertaining, organic happenings in the classroom, as with Maddie and Lilly — all work together to give us answers to help drive instruction, plan intervention, and meet the unique needs of the children in our programs.

Because of Freud's pervasive influence on society's mainstream beliefs about the parent - child relationship, people often expect that any caregiver who regularly meets a baby's needs will become an attachment partner for that baby.

Due to the nature of the people that make good foster carers every effort is made to respect and promote the ethnicity and beliefs of the children that come into care but it is often the case that their needs would be better met when placed with foster carers of the same ethnicity or faith.