Sentences with phrase «programs connect with children»

He or she plays an important role in helping agencies, schools and government programs connect with children and families who require assistance from support services.

Not exact matches

This release is intended to discharge the Bay Area Blast Volleyball Club, its agents, employees, and any other involved public entities or municipalities from and against any and all liability arising out of or connected in any way with my or my child's participation the Bay Area Blast Volleyball Club Summer Ball Program.

Boys & Girls Clubs main objective is to provide safe, fun, and affordable places for children to go after school or during school breaks so they can connect with caring, trained professionals that will help them engage in enriching programs and fun activities.

Forts & Fairytales Our program offers activities designed to stimulate children's imagination while actively connecting with...

Empowering Parents connects families with actionable tips, tools, and child behavior programs to help resolve behavior issues in children ages 3 - 23.

Pediatricians play a crucial role in identifying children who are at - risk for food insecurity and connecting them and their families with federal nutrition programs and other community resources.

CAPC (Children and Parents Connecting) provide groups, programs and supports across Waterloo Region for parents with children ageChildren and Parents Connecting) provide groups, programs and supports across Waterloo Region for parents with children agechildren aged 0 - 6.

Connecting with these programs, your child will be able to choose from among different sports.

In New York City, there's a program called Attachment and Biobehavioral Catch - up (ABC), which uses coaches to encourage parents and foster parents to connect more with their young children.

He then set out to connect what he had learned about the neuroscience of early adversity with school programs that can help children succeed.

This program is geared toward helping the child find his / her way to connect with others in a social setting and to have a gentle transition into the routines of the Pre-School.

The list is endless, but the point is if you want to connect with other moms, you need to join programs that offer opportunities for both mom and child.

Hubs provide family support services such as parenting education, health education, and employment readiness activities; connect pregnant women and parents to center - based and home visiting programs; conduct outreach to child care providers to engage them in professional development opportunities; and work with families to ease transitions as children move from early childhood programs to school.

Service coordinator Once connected with either Child Find or your community's early intervention program, you'll be assigned a service coordinator who will explain the early intervention process and help you through the next steps in that process.

One program will be for families with children and the other will be connected to the recent state property tax cap program.

Finally, children and their families were connected with the services — the most common being tutoring, after - school programs, mentoring, arts and music enrichment programs, sports programs, and mental health counseling — and site coordinators used a database to track the support plans and follow up.

Not only are these exercises important to the success of the program, but they can also be a positive time to connect with your child.

If you want to hook students with a film clip, to connect your classwork to reality television, or to inspire children's interest in a topic through educational programming, there are many apps that can be used to stream content on your iPad.

If you're a parent, how do you stay connected with new programs like blended learning at your child's school?

Founded in 2013 by Sara Ahmed, a master's candidate in the International Education Policy Program, the Alexandria, Egypt - based Elm International School encourages children to connect with the world and works to foster understanding rather than fear.

Zaentz Fellows will participate in a co-curriculum that draws them together across programs; connects them to faculty involved in the initiative; offers related research, mentorship, and internship opportunities with individual faculty and at the Center on the Developing Child; and helps build a peer alumni network as they pursue careers in early childhood education.

(Sec. 7004) With respect to payments to LEAs for federally connected children under the Impact Aid program, the bill: (1) modifies eligibility requirements for heavily impacted LEAs and LEAs serving on - base children during renovation or repair projects, (2) makes certain formula adjustments that apply when appropriations are insufficient to make payments in full, (3) establishes hold harmless provisions with respect to LEAs facing payment reductions, and (4) eliminates maintenance of effort requirements for LWith respect to payments to LEAs for federally connected children under the Impact Aid program, the bill: (1) modifies eligibility requirements for heavily impacted LEAs and LEAs serving on - base children during renovation or repair projects, (2) makes certain formula adjustments that apply when appropriations are insufficient to make payments in full, (3) establishes hold harmless provisions with respect to LEAs facing payment reductions, and (4) eliminates maintenance of effort requirements for Lwith respect to LEAs facing payment reductions, and (4) eliminates maintenance of effort requirements for LEAs.

Partnering with schools and civic and cultural organizations in Washington, DC, Project Zero's Making Learning Visible has created a research and professional development program aimed at helping educators connect children with their city.

Special additional payments made to LEAs related to enrollments of federally connected children with disabilities must be used for programs and projects designed to meet the special educational and related needs of these children.

Enhance the lives of military - connected children and youth by linking them with quality support and educational programs to meet their unique needs and promote positive youth development.

It's part of a new program, called the LiiNK Project, which connects play and character development and is designed to bridge academics with the social, emotional and physical well - being of children.

A recent review of family engagement programs concludes that «the existing studies, however, are clear that professional development for teachers about the transition process and time to plan and conduct transition activities would help many more preschool and kindergarten teachers to connect with parents and prepare young children to move to a new school.»

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Writing topics: writing conferences, book fairs, book festivals: * Writing teen fiction (YA) * Writing successful series and sequels * Writing suspense / thrillers * Creating strong female protagonists * Creative Writing 101 * Writing Tough Topics in YA Publishing industry topics: writing conferences, book fairs, book festivals: * Being a hybrid author (Traditional / indie) * Publishing Industry 101 * Working with an Agent / Getting an agent * Querying an agent * Indie Publishing Publishing industry topics: writing conferences, book fairs, book festivals: * Book Marketing - high level or in depth working sessions * Branding 101 * Social Media Management Topics for schools, libraries, childrens» book fairs, book clubs, literary events * «Make Your Mark» - motivational for teens * The publishing industry * A day in the life of an author * Creative writing 101 * Writing pageturners Topics for media center specialists, teachers, educational staff, librarians, literacy coordinators * Finding environmental themes in children's literature * How to teach writing to students (professional development) * Using technology to connect readers and authors virtually * Teaching using multi - genre / multi-modal writing (professional development) If you are interested in having S.R. Johannes visit, please email [email protected] for detailed topics / programs and availability.

The «Connect With You» package includes accommodations, a complimentary children's breakfast, Ritz Kids program activities for children under 12, but guests of all ages will find something to marvel at in the cultural heart of Japan.

We have connecting rooms available in all categories, babysitting services, a wonderfully designed program for children from 4 to 12 years old at our Discovery Club and a PlayStation Room outfitted with PlayStation ® 3 (PS3 ®) consoles, 42» Sony BRAVIA LED Full HD TV's and wireless controllers for teens from 10 to 7.

the body of work «paries pictus», running till the 16th of march, 2013, is the result of a collaboration with students participating in a non profit program called «time in», which connects children in the city to its cultural network of galleries, operas, and museums.

Education and outreach programs connect exhibitions and collections to area school children, developed to support area school curriculum with teaching writing skills and visual literacy.

o Thousand Words Project — an expansive program teaching writing skills by examining the creative process used by studio artists o K - 12 Lessons — connecting collections and exhibitions with the public school curriculum o Parent & Child Workshops — exploring collections and exhibitions through hands - on art activities

Some of the ABA staff, particularly those that are connected with the ProBar program which provides pro bono representation to individuals seeking asylum at the Texas border, many of them unaccompanied children, some of that staff they've resigned, they've given notice, they've expressed severe concern about the ABA no longer being a qualified public service loan forgiveness employer.

• Highly skilled in providing direction to students and enable them to study independently • Well versed in utilizing various instructional equipment and Audio Visual Aids effectively to reinforce learning in the classroom • Proficient in designing and implementing supportive learning activities in collaboration with the teacher • Competent at handling and addressing behavioral problems in young learners and enhancing motivation to learn • Thorough understanding of various cognitive and psychosocial developmental milestones connected with child's age along with associated needs • Hands on experience in activity moderation, teacher's assistance and progress record keeping • Substantial knowledge of various behavior control techniques and strategies • Efficient in designing and executing individualized correctional programs • Proven ability to devise need based learning strategies for physically or mentally challenged children • Demonstrated skills in classroom organization, testing and evaluation • Track record of conducting reinforcement lessons in small groups, covering core subjects including English, math and basic sciences • Excellent skills in analyzing and evaluating the effectiveness of designed program and changing the instructional strategies based on the learner's response and progress • Expert in maintaining updated and fully structured classroom bulletin boards to facilitate learning • Adept at determining Individualized learning goals for each student and gauging progress in learning • Well practiced in communicating home assignments to students, answering their queries regarding the same and marking the work done • Effective listening skills along with profound ability to communicate clearly with students, parents and teachers involved

That's why we need to support voluntary home visiting programs that connect trained mentors and nurses with young and expectant parents, who learn how to deal with stressful child - rearing situations and make their homes safe for kids.

Durham Connects is program of the Center for Child & Family Health in partnership with The Center for Child and Family Policy at Duke University, The Department of Social Services, and the Durham County Health Department.

To combat these problems, Early Childhood Mental Health Consultation connects a trained mental health professional with child care program staff, parents and children to prevent and / or intervene in mental health issues that may occur in the early childhood program.

The parenting intervention consisted of culturally tailored societal information combined with the Connect parenting support program.24 The culturally tailored societal information was developed based on an earlier finding from a qualitative focus group discussion.6 This part of the intervention constituted the first part of the program (2 sessions) and covered 3 themes: convention on the rights of the child, parenting styles (authoritarian and democratic parenting), and the aim and purpose of social services work with children.

HiMama enables early childhood programs to connect parents with the classroom by inviting them to participate in children's experiences and in turn build all around trusting partnerships

Bright Futures, the AAP health promotion initiative, provides resources for pediatricians to detect both ACEs and adverse developmental outcomes.36 Programs like Reach Out and Read, in which pediatricians distribute books and model reading, simultaneously promote emergent literacy and parent — child relationships through shared reading.37, 38 However, ACEs can not be addressed in isolation and require collaborative efforts with partners in the education, home visitation, and other social service sectors in synergistic efforts to strengthen families.29 In this way, programs like Help Me Grow39 that create streamlined access to early childhood services for at - risk children can play a critical role in building an integrated system that connects families to needed resources to enhance the development of vulnerable cPrograms like Reach Out and Read, in which pediatricians distribute books and model reading, simultaneously promote emergent literacy and parent — child relationships through shared reading.37, 38 However, ACEs can not be addressed in isolation and require collaborative efforts with partners in the education, home visitation, and other social service sectors in synergistic efforts to strengthen families.29 In this way, programs like Help Me Grow39 that create streamlined access to early childhood services for at - risk children can play a critical role in building an integrated system that connects families to needed resources to enhance the development of vulnerable cprograms like Help Me Grow39 that create streamlined access to early childhood services for at - risk children can play a critical role in building an integrated system that connects families to needed resources to enhance the development of vulnerable children.

/ Communicating / Communicating with Children / Communicating with guarded children / Communication / Communication amongst youth / Community (1) / Community (2) / Community capacity (1) / Community capacity (2) / Community child care workers / Community Homes with Education / Community meetings / Community programs / Competence (1) / Competence (2) / Competence (3) / Competence (4) / Competence - based ecological perspective / Competence - centered perspective / Competence in context / Competency models / Competency promotion / Competency today / Competent child / Complex problems, simple explanations / Concerns about young carers / Concurrent work with family and child / Confidentiality (1) / Confidentiality (2) / Conflict cycle example / Conflict management / Conflict resolution / Conflict resolutions / Conflicts of theory / Congruence in children's best interest / Connect, clarify and restore / Connecting / Connecting with practice in family support training / Connotations / Consequences / Consultancy / Consulting children / Containment (1) / Containment (2) / Context (1) / Context (2) / Context (3) / Context (4) / Context (5) / Context of relationship (1) / Context of relationship (2) / Context of silence / Contexts / Contextual planning / Continuity / Continuum of care challenged / Contracting / Control and relating / Control versus treatment / Cookies / Co-operation between children / Core categories / Core of our work / Cost of prevention / Counselling relationship / Counsellors and teachers / Countering depression / Courage to care / Crafting strategy / Creating a sense of belongng to a community / Creating curiosity / Cross-professional collaboration / Crime: Individual or Children / Communicating with guarded children / Communication / Communication amongst youth / Community (1) / Community (2) / Community capacity (1) / Community capacity (2) / Community child care workers / Community Homes with Education / Community meetings / Community programs / Competence (1) / Competence (2) / Competence (3) / Competence (4) / Competence - based ecological perspective / Competence - centered perspective / Competence in context / Competency models / Competency promotion / Competency today / Competent child / Complex problems, simple explanations / Concerns about young carers / Concurrent work with family and child / Confidentiality (1) / Confidentiality (2) / Conflict cycle example / Conflict management / Conflict resolution / Conflict resolutions / Conflicts of theory / Congruence in children's best interest / Connect, clarify and restore / Connecting / Connecting with practice in family support training / Connotations / Consequences / Consultancy / Consulting children / Containment (1) / Containment (2) / Context (1) / Context (2) / Context (3) / Context (4) / Context (5) / Context of relationship (1) / Context of relationship (2) / Context of silence / Contexts / Contextual planning / Continuity / Continuum of care challenged / Contracting / Control and relating / Control versus treatment / Cookies / Co-operation between children / Core categories / Core of our work / Cost of prevention / Counselling relationship / Counsellors and teachers / Countering depression / Courage to care / Crafting strategy / Creating a sense of belongng to a community / Creating curiosity / Cross-professional collaboration / Crime: Individual or children / Communication / Communication amongst youth / Community (1) / Community (2) / Community capacity (1) / Community capacity (2) / Community child care workers / Community Homes with Education / Community meetings / Community programs / Competence (1) / Competence (2) / Competence (3) / Competence (4) / Competence - based ecological perspective / Competence - centered perspective / Competence in context / Competency models / Competency promotion / Competency today / Competent child / Complex problems, simple explanations / Concerns about young carers / Concurrent work with family and child / Confidentiality (1) / Confidentiality (2) / Conflict cycle example / Conflict management / Conflict resolution / Conflict resolutions / Conflicts of theory / Congruence in children's best interest / Connect, clarify and restore / Connecting / Connecting with practice in family support training / Connotations / Consequences / Consultancy / Consulting children / Containment (1) / Containment (2) / Context (1) / Context (2) / Context (3) / Context (4) / Context (5) / Context of relationship (1) / Context of relationship (2) / Context of silence / Contexts / Contextual planning / Continuity / Continuum of care challenged / Contracting / Control and relating / Control versus treatment / Cookies / Co-operation between children / Core categories / Core of our work / Cost of prevention / Counselling relationship / Counsellors and teachers / Countering depression / Courage to care / Crafting strategy / Creating a sense of belongng to a community / Creating curiosity / Cross-professional collaboration / Crime: Individual or children's best interest / Connect, clarify and restore / Connecting / Connecting with practice in family support training / Connotations / Consequences / Consultancy / Consulting children / Containment (1) / Containment (2) / Context (1) / Context (2) / Context (3) / Context (4) / Context (5) / Context of relationship (1) / Context of relationship (2) / Context of silence / Contexts / Contextual planning / Continuity / Continuum of care challenged / Contracting / Control and relating / Control versus treatment / Cookies / Co-operation between children / Core categories / Core of our work / Cost of prevention / Counselling relationship / Counsellors and teachers / Countering depression / Courage to care / Crafting strategy / Creating a sense of belongng to a community / Creating curiosity / Cross-professional collaboration / Crime: Individual or children / Containment (1) / Containment (2) / Context (1) / Context (2) / Context (3) / Context (4) / Context (5) / Context of relationship (1) / Context of relationship (2) / Context of silence / Contexts / Contextual planning / Continuity / Continuum of care challenged / Contracting / Control and relating / Control versus treatment / Cookies / Co-operation between children / Core categories / Core of our work / Cost of prevention / Counselling relationship / Counsellors and teachers / Countering depression / Courage to care / Crafting strategy / Creating a sense of belongng to a community / Creating curiosity / Cross-professional collaboration / Crime: Individual or children / Core categories / Core of our work / Cost of prevention / Counselling relationship / Counsellors and teachers / Countering depression / Courage to care / Crafting strategy / Creating a sense of belongng to a community / Creating curiosity / Cross-professional collaboration / Crime: Individual or society?

The program helps fathers navigate the DCS system, increase their contact with their child (ren), and connect to support services to strengthen the family.

To avoid potential damage to your parent - child relationship, reach out to professional support resources, like the NRFC hotline [phone]), and responsible fatherhood programs, like those listed on the NRFC's Connect with Pprograms, like those listed on the NRFC's Connect with ProgramsPrograms.

A clear understanding of how to navigate the ECE system in order to connect families and children involved with the child welfare system to developmentally appropriate ECE programs

The Positive Living Skills Early Childhood Wellbeing Program aims to build emotional intelligence in children by teaching skills to recognise and self - direct emotions and behaviours; to build resilience; to foster empathy, kindness and appreciation; to focus in connected and positive ways; to develop a secure sense of self; to form healthy relationships with themselves and healthy social relationships with others.

«I have seen some very dramatic changes in quite a few of our children who have connected with the Kids Count Program,» said Angela Robertson, an educator at the Centre.

This is a program that helps listeners make their children central in their lives and that provides them with specific tools to stay connected.