Sentences with phrase «positive early childhood outcomes»

Our network of trained birth doulas and community - based early parenting support create positive early childhood outcomes that last a lifetime.

Our network of trained birth doulas and community - based early parenting support create positive early childhood outcomes that last a lifetime.

Not exact matches

As we learn more about the mechanisms for these impacts, both direct and indirect, research will demonstrate the most effective approach to link home visiting services and early childhood education and child care programs to more fully realize positive outcomes.

One collaboration that ensures positive outcomes for youth is through BBF's Early Childhood Services, a comprehensive, integrated system of early care and education that's grounded in research, builds on existing community resources, and is culturally responsive and linked to public poEarly Childhood Services, a comprehensive, integrated system of early care and education that's grounded in research, builds on existing community resources, and is culturally responsive and linked to public poearly care and education that's grounded in research, builds on existing community resources, and is culturally responsive and linked to public policy.

Yet research from James Heckman, the Nobel Memorial Prize winner in economics, demonstrates the positive impact of early childhood development on health, as well as on economic and social outcomes.

This framework was development by the Early Childhood Technical Assistance Center (ECTA Center) answers the question «What does a state need to put into place in order to encourage / support / require local implementation of evidence - based practices that result in positive outcomes for young children with disabilities and their families?»

The children in this program were the subjects of the influential HighScope longitudinal study, which identified significant, positive school and life outcomes and became a key piece of evidence for the importance of early childhood education.

All 4 reviews that examined the effectiveness of perinatal and early childhood programmes in preventing child physical abuse and neglect showed some positive outcomes.

Outcomes at 36 - month follow - up showed that children in the Early Start series had higher rates of general practitioner contact (P <.05), higher rates of well - child care (P <.05), lower rates of hospital attendance for unintentional injury (P <.01), lower rates of parentally reported child abuse (P <.01), greater use of preschool education (P <.05), more positive and less punitive parenting (P <.05), and lower rates of childhood behavioral problems (P <.05).

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.

Frameworks provide guidelines for curriculum used in specific states or provinces that ensure learning experiences in child care are varied, holistic, and align with what is known from early childhood development research to be important for positive child outcomes.

Early Childhood - Child Welfare Partnerships U.S. Department of Health and Human Services, Administration for Children and Families Explores Early Childhood - Child Welfare partnerships and discusses the increased collaboration among child welfare and early childhood systems to support and amplify positive outcomes for children, prenatal to age 8, and their famiEarly Childhood - Child Welfare Partnerships U.S. Department of Health and Human Services, Administration for Children and Families Explores Early Childhood - Child Welfare partnerships and discusses the increased collaboration among child welfare and early childhood systems to support and amplify positive outcomes for children, prenatal to age 8, and their Childhood - Child Welfare Partnerships U.S. Department of Health and Human Services, Administration for Children and Families Explores Early Childhood - Child Welfare partnerships and discusses the increased collaboration among child welfare and early childhood systems to support and amplify positive outcomes for children, prenatal to age 8, and their famiEarly Childhood - Child Welfare partnerships and discusses the increased collaboration among child welfare and early childhood systems to support and amplify positive outcomes for children, prenatal to age 8, and their Childhood - Child Welfare partnerships and discusses the increased collaboration among child welfare and early childhood systems to support and amplify positive outcomes for children, prenatal to age 8, and their famiearly childhood systems to support and amplify positive outcomes for children, prenatal to age 8, and their childhood systems to support and amplify positive outcomes for children, prenatal to age 8, and their families.

: A Study of Effective Early Childhood Mental Health Consultation Programs Georgetown University Center for Child and Human Development (2009) Presents results from an indepth study of six early childhood mental health consultation programs demonstrating positive child, family, staff, and / or program outcEarly Childhood Mental Health Consultation Programs Georgetown University Center for Child and Human Development (2009) Presents results from an indepth study of six early childhood mental health consultation programs demonstrating positive child, family, staff, and / or program Childhood Mental Health Consultation Programs Georgetown University Center for Child and Human Development (2009) Presents results from an indepth study of six early childhood mental health consultation programs demonstrating positive child, family, staff, and / or program outcearly childhood mental health consultation programs demonstrating positive child, family, staff, and / or program childhood mental health consultation programs demonstrating positive child, family, staff, and / or program outcomes.

Parenting skills and a variety of family risk factors are influenced by the effects of disadvantage, meaning that Indigenous children are more likely to miss out on the crucial early childhood development opportunities that are required for positive social, educational, health and employment outcomes later in life.

Inclusion means that every child has access to, participates meaningfully in, and experiences positive outcomes from early childhood education and care programs.

Research and evaluations have identified the components within KidsMatter Early Childhood Framework as being critical to achieving positive mental health outcomes for children

The size of the CfC impacts on most outcomes was small, but can be considered positive relative to what was observed in the early phase of the UK Sure Start evaluation.3 The current results are also comparable in size to those found in the later impact evaluation of the Sure Start programme, in which 3 - year - old children were exposed to mature SSLP throughout their entire lives.4 Reviews of the effectiveness of early childhood interventions have found that most studies reported effect sizes on parenting and child outcomes that were small to moderate.14 15 When comparing CfC and SSLP with other interventions, it is important to remember that the evaluations of these interventions measured effects on an entire population, rather than on programme participants, as is the case in the evaluation of many other interventions.

The positive effects of high - quality early childhood programs on specific, short - and long - term outcomes for children, families, and communities, have been quantified by numerous research studies.8 In the short - to medium - term, children enrolled in high - quality early learning programs are less likely to need special education services during their K - 12 years; are less likely to commit juvenile offenses; and more likely to graduate from high school.

Their mission is to provide leadership that promotes a comprehensive, coordinated, sustainable early childhood system that achieves positive outcomes for young children and families, investing in a solid future for the Granite State.

High - quality early childhood education programs have been proven to create positive learning outcomes among children — especially those living in low income communities — and help prevent the need for special education and remedial services between kindergarten and 12th grade.

It takes a skilled and effective workforce to provide the level of instruction necessary to promote positive outcomes — including social skills and early literacy and numeracy skills — but the United States continues to pay most early childhood educators embarrassingly low wages.

[81] The positive outcomes provide support for continuing funding for the National Partnership Agreement on Indigenous Early Childhood Development beyond July 2014.

In partnership with researchers from related projects in Canada, the UK, South Australia, the Northern Territory and Western Australia, Aboriginal organisations and policymakers, we will analyse whole - of - population data for New South Wales (NSW) to investigate the determinants of positive early childhood development in Aboriginal children, and assess the impacts of two «real - world» programmes that were implemented under circumstances where evidence of their efficacy was unable to be derived from RCTs: the NSW Aboriginal and Maternal Infant Health Service (AMIHS) 45 and the NSW Department of Family and Community Services (FACS) Brighter Futures Program.46 Early evaluations of these programmes suggested some positive changes in proximal outcomes related to their objectives.45, 47, 48 However, each of these evaluations was limited by one or more of the following: use of single data sets, less than 2 years of outcome data and / or issues of confounding and selection early childhood development in Aboriginal children, and assess the impacts of two «real - world» programmes that were implemented under circumstances where evidence of their efficacy was unable to be derived from RCTs: the NSW Aboriginal and Maternal Infant Health Service (AMIHS) 45 and the NSW Department of Family and Community Services (FACS) Brighter Futures Program.46 Early evaluations of these programmes suggested some positive changes in proximal outcomes related to their objectives.45, 47, 48 However, each of these evaluations was limited by one or more of the following: use of single data sets, less than 2 years of outcome data and / or issues of confounding and selection Early evaluations of these programmes suggested some positive changes in proximal outcomes related to their objectives.45, 47, 48 However, each of these evaluations was limited by one or more of the following: use of single data sets, less than 2 years of outcome data and / or issues of confounding and selection bias.

By school entry, 43 — 47 % of Aboriginal children have markers of developmental vulnerability.12, 13 In 2009, the first - ever national census of childhood development at school entry showed that Aboriginal children were 2 — 3 times more likely than non-Aboriginal children to be developmentally vulnerable — defined as an Australian Early Development Census (AEDC) score below the 10th centile — on one or more domains.14 The Longitudinal Survey of Australian Children reported similar disparities for cognitive outcomes among Aboriginal children aged 4 — 5 years, although the number of Aboriginal children was very small and not representative of the Aboriginal population.15 There is currently a dearth of empirical research that identifies the drivers of positive early childhood health and development in Aboriginal children, or characterises vulnerable developmental trajectoEarly Development Census (AEDC) score below the 10th centile — on one or more domains.14 The Longitudinal Survey of Australian Children reported similar disparities for cognitive outcomes among Aboriginal children aged 4 — 5 years, although the number of Aboriginal children was very small and not representative of the Aboriginal population.15 There is currently a dearth of empirical research that identifies the drivers of positive early childhood health and development in Aboriginal children, or characterises vulnerable developmental trajectoearly childhood health and development in Aboriginal children, or characterises vulnerable developmental trajectories.

Early childhood education programs that implement research - based program standards of quality have been shown to result in positive educational, social, and economic outcomes for both children and society.

Summary: (To include comparison groups, outcomes, measures, notable limitations) This study utilizes information from Dishion et al. (2008) to examine the longitudinal effects of the Family Check - Up (FCU) on parents» positive behavior support and children's school readiness competencies in early childhood.

Like everything else in the early childhood world, relationships and context promote positive outcomes.

Clearly defined standards for program quality and personnel, with input from the early childhood professionals, families, and communities, with ongoing planning and evaluation processes, to ensure positive educational, health, and social outcomes for children.

For over 25 years, early childhood programs across the country have been using Teaching Strategies» research - based curriculum, professional development resources, and observational assessment tools to promote positive outcomes for young children.

Early childhood programs have been using Teaching Strategies» research - based curriculum, professional development resources, and observational tools to promote positive outcomes for students for over 25 years.

Here are outline eight guiding principles for effective investments in early childhood development that promote positive social and economic outcomes by building a «scaffolding of support» around disadvantaged young children and their families.

HFA evaluation results from more than 20 states, including 12 randomized control trials, demonstrate positive outcomes in all six domains required by the federal Maternal Infant Early Childhood Home Visiting (MIECHV) program.

Jenna Nguyen contributes to a variety of research and evaluation projects on early childhood education, school readiness, home visiting, and the promotion of positive child outcomes.

Mother - child relationships characterized by dyadic synchrony, a mutually responsive and interconnected interaction style, have been consistently linked to children's psychosocial adjustment in early childhood, but it is unclear whether such interaction patterns remain conducive to positive outcomes in early adolescence.

60 % of IPA communities report positive outcomes for early childhood development from their IPA activities