Sentences with phrase «on social stimulation»

These studies show that the most basic biological systems depend on social stimulation early in life, said Carlson.

Not exact matches

As countries around the world respond to their aging populations, the French results shine a spotlight on why it's important to keep up high levels of cognitive and social stimulation through work and retired life.

And third, the way of love is to put the emphasis on a positive respect for one's body as the temple of God's spirit, on one's money as held in stewardship from God for constructive uses, on one's mind as needing to be kept clear and vigorous for God's service, on one's spirit and all one's social contacts as best finding active expression with «relaxation and warm fellowship» through channels that require no artificial stimulation.

Classes focus on activities developed to increase a baby's brain growth and development, improve sensory stimulation, help children feel comfortable in social situations, and encourage growth and bonding between parent and child.

«Electrified emotions: Modulatory effects of transcranial direct stimulation on negative emotional reactions to social exclusion.»

Spending a few minutes each day on reward - based basic obedience or simple trick training — a great method for mental stimulation and appropriate social interaction, especially in less mobile animals.

With this new skill set, she developed a dog adventure business concentrating on providing mental stimulation, structured play, and building dogs social skill sets.

Teaching cats and kittens to walk on a leash not only provides stimulation; it improves social skills and increases their ability to adapt to new environments.

They are especially dependent on human interaction for social engagement and mental stimulation.

If you can provide your dog with a variety of toys and activities, she will not rely on social contact with you as her only source of stimulation.

Toss a human child into the streets alone, then bounce him from home to home every six months, housing him in loud spaces packed with other screaming kids, and deprive him of physical, mental, and social stimulation, and you're bound to have a «problem child» on your hands.

Training sessions combine social time, mental stimulation, and learning new skills, while keeping your puppy focused on behaviors other than play biting.

«The political implications are enormous,» says Richard Louv, a writer whose most recent book, «Last Child in the Woods: Saving Our Children from Nature - Deficit Disorder», describes the social, psychological and even spiritual ramifications of a dearth of outdoors experience for a generation raised on electronic, rather than natural, stimulation and entertainment.»

• Comprehensive knowledge of childhood education, with special focus on providing physical and cognitive stimulation • Physically able to handle a high demanding job involving young children, with intense motivation to provide them with education to nurture their individual personalities • Able to develop and implement age - appropriate activities, designed to help children with school work • Adept at disciplining children in accordance to the methods meted out specifically by parents • Skilled at preparing nutritionally beneficial food items for children, according to their ages and specific nutritional needs • Functional ability to handle children with special needs, with great insight into managing adverse situations and emergencies • Dynamic approach to managing children of different ages, background and cultures, with special focus on developing their personalities for social integration • Able to assist in the mental and physical development of children by teaching basic social and cognitive skills • Track record of building a safe, caring, nurturing and stimulating environment for children, designed to assist them in developing and thriving physically and emotionally

• Introduced and implemented an integrated process of academic, social and post-secondary development • Developed 6 different course outlines for students which were based on academic stimulation and reflect spontaneous developments • Led the Buddy System which brought about a great increase in mutual student help and interest in school activities

Recent theoretical work suggests that bullying might arise out of early cognitive deficits — including language problems, imperfect causal understanding, and poor inhibitory control — that lead to decreased competence with peers, which over time develops into bullying.14, 15 A small number of studies provide circumstantial evidence that such a hypothesis might have merit7: 1 study found a link between poor early cognitive stimulation and (broadly defined) inappropriate school behavior, 16 and another found cognitive stimulation at age 3 years to be protective against symptoms of attention - deficit disorder at age 7 years.17 A study of Greek children found that academic self - efficacy and deficits in social cognition were related to bullying behavior.18 A large US national survey found that those who perceive themselves as having average or below - average academic achievement (as opposed to very good achievement) are 50 % to 80 % more likely to be bullies.8 Yet these studies are based on cross-sectional surveys, with the variables all measured at a single point in time.

Although the results from the present study may not be conclusive on whether children who participate in ECE have better learning outcomes due to lack of robust longitudinal support, it is undeniable that stimulation of child characteristics that are targeted to reduce educational inequalities at school entry between advantaged and disadvantaged children represents a critical foundation in reducing the economic, health, and social burdens associated with poverty.

In combination with this stimulation paradigm, we evaluated the impact of such stimulation on a diverse range of psychological and physiological functions later in life, including spatial working memory, social competitive ability, functional brain asymmetry, and selective hormonal responses to unexpected events.

Depression, reflected in prolonged sadness and feelings of despair, is associated with less engaged, stimulating and proactive parenting, and with a range of social and cognitive problems in young children during infancy, toddlerhood and the preschool years.4 Because young children are so dependent on their mothers for cognitive stimulation and social interaction, they are more likely to be vulnerable to the impact of maternal depression than school - age children or adolescents.

During infancy, parents provide primarily for infants» basic needs for sustenance, protection, comfort, social interaction and stimulation; by toddlerhood, as children begin to walk and talk, parents must also set age - appropriate limits on exploration while encouraging cognitive, social and language development.1 The challenges of parenting young children are best met when the mother has adequate emotional support and help with child care and is emotionally stable herself.

For example, compared to older mothers, teen mothers display lower levels of verbal stimulation and involvement, higher levels of intrusiveness, and maternal speech that is less varied and complex.47, 48 Mothers with fewer years of education read to their children less frequently25, 49 and demonstrate less sophisticated language and literacy skills themselves, 50 which affects the quantity and quality of their verbal interactions with their children.2 Parental education, in turn, relates to household income: poverty and persistent poverty are strongly associated with less stimulating home environments, 51 and parents living in poverty have children who are at risk for cognitive, academic, and social - emotional difficulties.52, 53 Finally, Hispanic and African American mothers are, on average, less likely to read to their children than White, non-Hispanic mothers; 54 and Spanish - speaking Hispanic families have fewer children's books available in the home as compared to their non-Hispanic counterparts.25 These racial and ethnic findings are likely explained by differences in family resources across groups, as minority status is often associated with various social - demographic risks.

Social stimulation significantly distinguished between the low and both the moderate and high groups on the Self - Control dimension (B =.30 and.29, p =.03 and.03, respectively).

First, children's sustained attention and impulsivity at age 4.5 years partially mediated the relation between parenting quality (as measured by a composite index of physical and social resources in the home, observer ratings of parental sensitivity and cognitive stimulation) at 4.5 years and children's academic achievement (as measured by performance on standardized reading and mathematics tests) at age 6 (NICHD Early Child Care Research Network, 2003).

It can be divided into four categories: cognitive and emotional involvement (4 items; e.g., reading books, singing songs together); avoidance of restriction and punishment (2 items, including parents being too harsh in disciplining and parents excessively controlling the child); social stimulation (3 items; e.g., visiting coeval friends» houses, going to the park with the child); and social support for parenting (3 items; e.g., having someone to consult on child care, being supported in child care by someone).

A relatively large sample of boys and girls (N > 1,000) was assessed on three social skill dimensions (Cooperation, Self - control, and Assertion) at four time points (ages 2, 3, 4, and 5), and on four parenting practices (cognitive and emotional involvement, avoidance of restriction and punishment, social stimulation, and social support for parenting) at age 2.