Sentences with phrase «positive difference for children»

A warm and supportive relationship with you or another family member makes a positive difference for children.

Not exact matches

Discipline is a universal issue for parents, no matter how they decide to raise their children, Krueger said, and attachment parenting focuses on using positive discipline to help kids learn the difference between right and wrong.

Your child will likely not thank you now for letting her struggle on her own and suffer through a consequence, but she may surprise you when she's an adult by telling you that your coaching, teaching or limit setting made a positive difference in her life.

All that is a recipe for tattling, but parents can help guide kids toward more positive behavior and teach children how to tell the difference between tattling and telling to help someone.

Most of what you say simply makes sense... there is a chasm of difference between a routine and regimenting a child's life, and you seem to have understood the difference immediately... kudos for your positive parenting...

A 1990's evaluation of the Parents as Teachers (PAT) program also failed to find differences between groups on measures of parenting knowledge and behaviour or child health and development.17 Small positive differences were found for teen mothers and Latina mothers on some of these measures.

On 14 regression analyses for the seven measures of well - being, only one statistically significant difference emerged: The children who frequently overnighted at age 3 years displayed more positive behavior at age 5 years than the rare or no overnights groups.

Even so, their findings revealed no reason why children should not spend overnights with their fathers, as there were virtually no differences between the overnighters and non-overnighters; on 14 regression analyses for the seven measures of well - being, only one statistically significant difference emerged: the children who frequently overnighted at age 3 years displayed more positive behavior at age 5 years than the rare or no overnights groups.

Fortunately, Floating Hospital for Children at Tufts Medical Center cares about every patient and their families and works hard each and every day to make a positive difference in the lives of cChildren at Tufts Medical Center cares about every patient and their families and works hard each and every day to make a positive difference in the lives of childrenchildren.

In 2005, Browns Mill School became the first sugar - free school in the country, and the results speak for themselves with a 30 percent decrease in nurse visits, a 28 percent drop in teacher referrals for bad behavior, and improved test scores.20 Dr. Sanders - Butler continues to see the difference in the children's health through weight loss and fewer absences, as well as more frequent everyday positive interactions with happier children.

The ability to make a positive difference in their lives and the lives of their family and community members through Child - to - Child programs helps children overcome feelings of powerlessness in the present and gain skills towards building resilience for the future.

On a related theme, at 11:20 am in the SEN and Early Years theatre, Joy Beaney and Kay Al Ghani, consultants for Autism Train, will be helping visitors make a positive difference to the lives of children with autism.

They explore complex contemporary issues and problems facing education and society — including issues of community - focused leadership development for high - poverty rural schools, college access and student success, sexual violence, cross cultural counseling, community college leadership, and state and institutional policies that affect children and adult learning — with a view toward solutions that will make a real, positive difference for students, teachers, counselors, administrators, policy makers, and communities.

The coalition believes the Board took a positive step by approving an increased level of ambition in new long - term goals and interim benchmarks, especially for students who have traditionally had less opportunity to excel — children of color, those whose families have less income, English language learners and students who are challenged by learning differences.

Early childhood education research has rarely focused on supporting young children in tribal communities, hampering our capacity to understand and advocate for the kinds of high - quality practices grounded in American Indian and Alaska Native (AI / AN) culture that can make a positive difference in children's lives.

From Monday 6th June 2016, The Key will be running a #SENDmatters campaign to raise awareness, drive positive outcomes and make a difference for children with SEND.

Many researchers pursue careers in education because they want to make a positive difference and to shape the best possible education for children and adults.

To improve outcomes for the children and youth we serve, educators, counselors, clinicians and leaders need to continuously build the skills necessary to make a positive difference.

It's for people who want to use their skills to make a positive difference to the lives of children.

GSCE provides an unmatched opportunity for green school advocates nationwide to collaborate and learn from one another — all with a vested interest in making a positive difference in our children's futures.

Since 2006, award - winning charity BulliesOut has helped make a positive difference to the lives of thousands of children and young people affected by bullying with its comprehensive programme of workshops and training programmes for schools in the UK.

44 % agreed that the support they received from FRG made a positive difference to the local authority plan and / or services for their child / children.

For low - income families headed by single mothers, the associations between maternal employment and children's cognitive and social development tend to be neutral or positive, but much of this difference is a function of pre-existing differences between mothers who are or are not employed.2, 3,4,5 The effects of maternal employment on children's development also depend on the characteristics of employment — its quality, extent and timing — and on the child's age.2, 6,7 On the other hand, poverty has consistently negative associations with young children's development, but here, too, there is considerable controversy about the causal role of income per se, as opposed to other correlates of poverty.8, 9,10,11,12,13

Dr. John Gottman, who has behind him more than 40 years of solid, scientific research on relationships, families and parenting styles, says that if there is one thing parents could do for their child that would make a difference both now and in the future and help them be successful in life, it is this: To build the child's emotional intelligence, the ability to understand and manage their feelings in a positive way so that they can eventually regulate their own behavior.

We can see the opportunities and possibilities for positive connections and interactions that can make a huge difference to children's behaviour, thoughts and feelings.

It involves the people who have significant influence in making a positive difference for young children's mental health during this important developmental period - parents, carers, families and early childhood professionals; along with a range of community and health professionals.

For these children, the formation of at least one positive relationship with another adult is a protective factor that can make a positive difference to their mental health and wellbeing.

Cultivating a culture of respect, caring and inclusion of difference amongst the whole community is very important for supporting positive mental health and reducing school - based risk factors for children from CALD backgrounds.

In the long term, those participating children are more likely to be employed and less likely to be dependent on government assistance.9 The positive effects are larger, and more likely to be sustained, when programs are high quality.10 In addition, the impact is greatest for children from low - income families.11 Differences in children's cognitive abilities by income are evident at only nine months old and significantly widen by the time children are two years old.12 Children living in poverty are more likely to be subject to stressful home environments — which can have lifelong impacts on learning, cognition, and self - regulation — while parents living in poverty have limited resources to provide for their families and high barriers to accessing affordable, high - quality child care.13 High - quality early learning programs staffed by warm and responsive adults can help mitigate these effects, offering a safe and predictable learning environment that fosters children's develochildren are more likely to be employed and less likely to be dependent on government assistance.9 The positive effects are larger, and more likely to be sustained, when programs are high quality.10 In addition, the impact is greatest for children from low - income families.11 Differences in children's cognitive abilities by income are evident at only nine months old and significantly widen by the time children are two years old.12 Children living in poverty are more likely to be subject to stressful home environments — which can have lifelong impacts on learning, cognition, and self - regulation — while parents living in poverty have limited resources to provide for their families and high barriers to accessing affordable, high - quality child care.13 High - quality early learning programs staffed by warm and responsive adults can help mitigate these effects, offering a safe and predictable learning environment that fosters children's develochildren from low - income families.11 Differences in children's cognitive abilities by income are evident at only nine months old and significantly widen by the time children are two years old.12 Children living in poverty are more likely to be subject to stressful home environments — which can have lifelong impacts on learning, cognition, and self - regulation — while parents living in poverty have limited resources to provide for their families and high barriers to accessing affordable, high - quality child care.13 High - quality early learning programs staffed by warm and responsive adults can help mitigate these effects, offering a safe and predictable learning environment that fosters children's develochildren's cognitive abilities by income are evident at only nine months old and significantly widen by the time children are two years old.12 Children living in poverty are more likely to be subject to stressful home environments — which can have lifelong impacts on learning, cognition, and self - regulation — while parents living in poverty have limited resources to provide for their families and high barriers to accessing affordable, high - quality child care.13 High - quality early learning programs staffed by warm and responsive adults can help mitigate these effects, offering a safe and predictable learning environment that fosters children's develochildren are two years old.12 Children living in poverty are more likely to be subject to stressful home environments — which can have lifelong impacts on learning, cognition, and self - regulation — while parents living in poverty have limited resources to provide for their families and high barriers to accessing affordable, high - quality child care.13 High - quality early learning programs staffed by warm and responsive adults can help mitigate these effects, offering a safe and predictable learning environment that fosters children's develoChildren living in poverty are more likely to be subject to stressful home environments — which can have lifelong impacts on learning, cognition, and self - regulation — while parents living in poverty have limited resources to provide for their families and high barriers to accessing affordable, high - quality child care.13 High - quality early learning programs staffed by warm and responsive adults can help mitigate these effects, offering a safe and predictable learning environment that fosters children's develochildren's development.14

Discipline is a universal issue for parents, no matter how they decide to raise their children, Krueger said, and attachment parenting focuses on using positive discipline to help kids learn the difference between right and wrong.

The Media Initiative for Children Respecting Difference's goal is also to promote more positive attitudes and behaviours towards those who are different.

Same sex or heterosexual couples who have lived together for over two years and single applicants can apply to become permanent carers.Permanent carers are individuals who help to make a positive difference to children's lives, enabling growth and developing their potential despite their difficult start in life.

Engaging Meaningfully with Parents and Communities: The Media Initiative for Children offers workshops to help parents develop and promote positive attitudes to physical, social and cultural differences.

In light of evidence that children from low - income and minority backgrounds are more likely to exhibit delays in language and learning at school entry, additional work is needed to understand why these differences exist, and how to best support parents in their provision of positive home environments for their children.

Fact: «New partners had little effect on mothers... For fathers, however, cohabiting or visiting with a new partner had a particularly detrimental effect on positive engagement [with their own children]... The difference between single fathers and those who had a new romantic partner is noteworthy, given that both groups were similar in that they lived apart from their child and did not have a romantic relationship with the biological mother... Fathers with a new partner who were engaging less in their children provide an interesting contrast to the result that mothers with a new cohabiting partner reported them to be higher than married, cohabiting, or visiting fathers on positive engagement and instrumental support.

The results revealed that (1) for females and males, higher levels of depressive symptoms correlated with a more depressive attributional style; (2) females and males who met diagnostic criteria for a current depressive disorder evidenced more depres - sogenic attributions than psychiatric controls, and never and past depressed adolescents; (3) although no sex differences in terms of attributional patterns for positive events, negative events, or for positive and negative events combined emerged, sex differences were revealed on a number of dimensional scores; (4) across the Children's Attributional Style Questionnaire (CASQ) subscale and dimensional scores, the relation between attributions and current self - reported depressive symptoms was stronger for females than males; and (5) no Sex × Diagnostic Group Status interaction effects emerged for CASQ subscale or dimensional scores.