Sentences with phrase «of children from disadvantaged families»

The figures show only 54 per cent of children from disadvantaged families reach a good level of development, compared with 72 per cent of the age group overall.

Not exact matches

A growing number of statewide pre-K programs are universal, meaning that they are offered not only to disadvantaged children but also to children from better - off families.

Data of the Universities of Nebraska and Pennsylvania show that children who grow in a single - parent family do not feel more disadvantaged than kids from conjugal families, provided that the other parent is actively involved in their upbringing.

Concern for the health and well - being of young children, particularly children from low ‑ income, socially disadvantaged families, has resulted in the exploration of alternative approaches to delivering services to young families.

Children from disadvantaged families have been welcomed to our day camp to the tune of 30 to 50 campers each year.

The research by leading early learning scientists looked at children from a wide variety of backgrounds, including those from advantaged and disadvantaged families, and those who had suffered brain injury.

Although parents from advantaged backgrounds spoke more with their children, there was no difference between advantaged and disadvantaged families in the quality of the word - learning experiences parents gave their children.

Each year from July 2016, around $ 10 million is available to integrate early childhood, maternal and child health, and family support services with schools in a selected number of Aboriginal and Torres Strait Islander communities experiencing disadvantage.

The key points from each strand are highlighted as follows: Early Identification and support • Early identification of need: health and development review at 2/2.5 years • Support in early years from health professionals: greater capacity from health visiting services • Accessible and high quality early years provision: DfE and DfH joint policy statement on the early years; tickell review of EYFS; free entitlement of 15 hours for disadvantaged two year olds • A new approach to statutory assessment: education, health and care plan to replace statement • A more efficient statutory assessment process: DoH to improve the provision and timeliness of health advice; to reduce time limit for current statutory assessment process to 20 weeks Giving parent's control • Supporting families through the system: a continuation of early support resources • Clearer information for parents: local authorities to set out a local offer of support; slim down requirements on schools to publish SEN information • Giving parents more control over support and funding for their child: individual budget by 2014 for all those with EHC plan • A clear choice of school: parents will have rights to express a preference for a state - funded school • Short breaks for carers and children: a continuation in investment in short breaks • Mediation to resolve disagreements: use of mediation before a parent can register an appeal with the Tribunal

Because children with an experience of early childhood maltreatment come from more disadvantaged families and neighborhoods, one might expect their academic performance to lag behind that of other children.

Notice from the table that positive long term results were only obtained for children from disadvantaged families who were at the high end of the low birth weight dimension.

«charter schools — public schools — are clearly laying out obstacles bigger than those in the applications of private universities, with requirements that put low - income students, foster children and those from poorly educated or immigrant families at a disadvantage.

If we are to stop squandering the potential of so many of our young people, educators must face the fact that schools alone will never be able to adequately address the disadvantages that children from poor families and blighted neighborhoods bring with them to school.

«What we're planning is now that children from the most disadvantaged families will not only continue to get a free school meal at lunchtime, they will now also get a breakfast and that's really important in terms of making sure that we continue to lift up the education for those children that we want to target.»

The money is meant to meet the high costs of educating disadvantaged students, including kids from low - income families, foster children and those still learning English.

Children from low - income families are often at a disadvantage when it comes to accessing learning opportunities outside of school.

Title I — using a comprehensive needs assessment process, funding is targeted at meeting the identified needs of children from low - income families and other disadvantaged groups, and for the already identified Priority Schools, supplying additional family and community engagement personnel and specialized training for principals, the first year, and other personnel in the following years based on needs.

Doris Entwisle, Karl Alexander, and Linda Steffel Olson noted, «children from poor and middle - class families make comparable gains during the school year, but while the middle - class children make gains when they are out of school during the summer, poor and disadvantaged children make few gains or even move backwards academically.»

Head Start was created as part of President Lyndon Johnson's «War on Poverty» agenda to help children from disadvantaged families become as school ready as their more affluent peers.

In this A Word interview, Spellings recalls that before school accountability gained traction in No Child Left Behind, it was all too easy for schools to hide the performances of low - achieving students, many of whom came from disadvantaged homes and minority families.

61 % of the diverse student population are children who come from economically disadvantaged families.

Implementing effective early childhood education requires policymakers and politicians to go beyond the traditional notions of formal education to understand that quality is defined by how we support children and families, especially those from disadvantaged backgrounds, to set them up for success.

Founded in 1997, Epiphany School is a tuition - free private school open to children who live within one of the neighborhoods of Boston and who come from economically disadvantaged families.

He said far too few children from lower - income families attended grammar schools, which the research put down to the fact that, by the time the 11 - plus is taken, 60 per cent of the disadvantaged attainment gap — equivalent to 10 months of learning by this stage — has emerged.

While parents of disadvantaged students do attempt to enroll their children in higher - scoring schools (when knowledgeable about the data)(Hastings, Justine, and Weinstein), middle and upper - class parents are often more successful because they are not confined by local governmental laws that block low - income students and their families from living near or attending these schools.

In my experience, many of those who are charged with over-discipline of their children did not have a great example of parenting themselves, had not received current important information about child development / rearing and mainly, come from disadvantaged single parent families.

In 2010, more than 1 in 5 children were reported to be living in poverty.6, 10 Economic disadvantage is among the most potent risks for behavioral and emotional problems due to increased exposure to environmental, familial, and psychosocial risks.11 — 13 In families in which parents are in military service, parental deployment and return has been determined to be a risk factor for behavioral and emotional problems in children.14 Data from the 2003 National Survey of Children's Health demonstrated a strong linear relationship between increasing number of psychosocial risks and many poor health outcomes, including social - emotional health.15 The Adverse Childhood Experience Study surveyed 17000 adults about early traumatic and stressful expechildren were reported to be living in poverty.6, 10 Economic disadvantage is among the most potent risks for behavioral and emotional problems due to increased exposure to environmental, familial, and psychosocial risks.11 — 13 In families in which parents are in military service, parental deployment and return has been determined to be a risk factor for behavioral and emotional problems in children.14 Data from the 2003 National Survey of Children's Health demonstrated a strong linear relationship between increasing number of psychosocial risks and many poor health outcomes, including social - emotional health.15 The Adverse Childhood Experience Study surveyed 17000 adults about early traumatic and stressful expechildren.14 Data from the 2003 National Survey of Children's Health demonstrated a strong linear relationship between increasing number of psychosocial risks and many poor health outcomes, including social - emotional health.15 The Adverse Childhood Experience Study surveyed 17000 adults about early traumatic and stressful expeChildren's Health demonstrated a strong linear relationship between increasing number of psychosocial risks and many poor health outcomes, including social - emotional health.15 The Adverse Childhood Experience Study surveyed 17000 adults about early traumatic and stressful experiences.

In 1986, Olds et al published the results of a rigorous trial showing that nurse home visitation extending from pregnancy to the child's second birthday can produce positive effects on maternal and child health among disadvantaged families.1, 2 The study was conducted in a semirural area and involved predominantly white women.

It seems that all of the children being treated by the team come from economically disadvantaged families.

It goes all the way from families who are struggling through disadvantage and a range of complex needs round poverty, to children with complex additional needs.

Family instability and the problem behaviors of children from economically disadvantaged families.

The evaluation of the early effects (short - run) of SSLP found mixed effects, with beneficial effects for some groups, but adverse effects for children from families with higher needs and experiencing greater disadvantage.3 Results from the second phase of the evaluation were more positive.

New multifaceted interventions designed to address a broad array of early parenting and home environment factors, while also providing enhanced preschool instruction, have shown impressive gains in cognitive skills for children from disadvantaged families.39

Key reports which make recommendations for redressing Indigenous disadvantage, including the Royal Commission into Aboriginal Deaths in Custody, and Bringing them home, the National Inquiry into the Separation of Aboriginal and Torres Strait Islander Children from Their Families, have not been fully implemented or have even been actively rejected.

Extensive study of two model programs (the High / Scope Perry Preschool Program and the Carolina Abecedarian Study) has shown that high quality early childhood education can have significant and long - term positive effects on school readiness, and are significantly more beneficial to children from disadvantaged families.

Many trials used volunteers or people selected by referrers as willing to take part in parenting projects, thus excluding many disorganised, unmotivated, or disadvantaged families, who have the most antisocial children.2 A review of meta - analyses of published trials of psychological treatments for childhood disorders found that in university settings the effect size was large, from 0.71 to 0.84 SD.12 In contrast, a review of six studies of outcome in regular service clinics since 1950 showed no significant effects, 12 and a large trial offering unrestricted access to outpatient services found no improvement.13 Reasons suggested for the poor outcome in clinic cases include that they have more severe problems, come from more distressed families, and receive less empirically supported interventions from staff with heavier caseloads.

Every one of the school nurses interviewed mentioned unmet basic needs as the main challenge they have to work with when caring for children from disadvantaged families.

Preference given to individuals experienced in case work with disadvantaged or dysfunctional families from a variety of cultural backgrounds and those with experience in working with preschool children.

• to describe the lives of children in Ireland, in order to establish what is typical and normal as well as what is atypical and problematic; • to chart the development of children over time, in order to examine the progress and wellbeing of children at critical periods from birth to adulthood; • to identify the key factors that, independently of others, most help or hinder children's development; • to establish the effects of early childhood experiences on later life; • to map dimensions of variation in children's lives; • to identify the persistent adverse effects that lead to social disadvantage and exclusion, educational difficulties, ill health and deprivation; • to obtain children's views and opinions on their lives; • to provide a bank of data on the whole child; and to provide evidence for the creation of effective and responsive policies and services for children and families; • to provide evidence for the creation of effective and responsive policies and services for children and families.

Especially among families with high levels of socio - economic disadvantage or family adversity, children's relations with both parents might benefit from greater family access to professional parenting support.

4.4 The definition of resilience in this report 4.5 Potential measures of resilience 4.5.1 Maternal factors 4.5.2 Home and family resilience measures 4.5.3 Neighbourhood resilience measures 4.5.4 Social support networks 4.6 What factors appear to protect disadvantaged children from negative outcomes?

Families with risk factors for poor father - child relationships, including socio - economic disadvantage, family adversity, and the presence of a non-biological father figure, could potentially benefit from additional support.

Professor Heckman studied decades» worth of data from early childhood development programs that gave disadvantaged children and their families developmental support.

First grade emotion knowledge as a predictor of fifth grade self - reported internalizing behaviors in children from economically disadvantaged families

Contextual risk, caregiver emotionality, and the problem behaviors of six - and seven - year - old children from economically disadvantaged families

Contextual risk, caregiver emotionality, and the problem behaviors of 6 - and 7 - year - old children from economically disadvantaged families

Parent - training programmes have been shown to be successful in improving a range of outcomes including maternal psychosocial health32 and emotional and behavioural adjustment in children under 3 years of age.33 In the UK, the Sure Start project was launched in 1999 targeting preschool children and their families, in disadvantaged areas, with a number of interventions including good quality play, learning and child care.34 Recent evidence suggests that enrolled families showed less negative parenting and provided a better home - learning environment.35 The findings presented in this paper suggest that successful parenting interventions may improve the transfer of cognitive skills between generations thereby protecting disadvantaged families from unintentionally placing their children at risk of being on a path of continual negativity.

In the present study, parenting stress, family conflict, and child difficult temperament are examined as predictors of maternal harsh discipline among a group of 58 mothers from socioeconomically disadvantaged backgrounds and their young children between the ages of 1 - to 4 - years - old.