Sentences with phrase «promote developmental skills»

Many of these toys are staples in therapy clinics and therapists» toy bags for good reason - they capture the interest of kiddos AND promote developmental skills.

Not exact matches

Northern California Volleyball Association, celebrating its 35th year, endeavors to promote participation in a quality program that provides a positive and safe athletic environment through a variety of developmental and competitive opportunities for junior players of all ages, skill levels, and diverse groups.

«where math, science, and creativity meet» Magna - Tiles ® are designed to hold a child's interest and attention, build critical developmental skills, and promote imaginative play and creativity.

-LSB-...] Occupational Therapists for the developmental skills it promotes.

Skilled intervention for mobility, balance, and age - appropriate achievement of gross motor developmental milestones through activities which promote muscle development and coordination.

* For children with developmental delays or Autism Spectrum Disorder (ASD), parents are taught to interact with their child in a way that promotes treatment goals such as social communication and pretend play skills.

Packed with more than 20 developmental activities, the main feature is a patented motorized Magic Motion Track ™ that drives back and forth across the mat, keeping babies attention and promoting eye - tracking skills.

Pediatric occupational therapist and toy expert Keri Wilmot has spent the last 17 years finding developmental toys that promote educational skills in an organic way.

The developmental skills that babies are learning at this age are essential and the Banz baby bottle ball promotes a greater sense of problem - solving.

Harvard Graduate School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of skills at perspective - taking, complex reasoning, and academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning, academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning, academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer), social studies content (Selman), and academic language skills (Snow & Uccelli).

The guide, created by developmental psychologist Stephanie Jones and her research team, acknowledges that for an SEL program to be effective, it must work to develop key skills across the many domains of childhood development, and — importantly — it must promote and support teachers» own social and emotional competencies as well.

Each such employee shall be required to complete at least one training course in school violence prevention and intervention, which shall consist of at least two clock hours of training that includes but is not limited to, study in the warning signs within a developmental and social context that relate to violence and other troubling behaviors in children; the statutes, regulations, and policies relating to a safe nonviolent school climate; effective classroom management techniques and other academic supports that promote a nonviolent school climate and enhance learning; the integration of social and problem solving skill development for students within the regular curriculum; intervention techniques designed to address a school violence situation; and how to participate in an effective school / community referral process for students exhibiting violent behavior.

These people are heavily promoting moving beyond having a friend read your manuscript to hiring trained, experienced editors for both developmental and copy editing, finding skilled people to provide quality covers, etc..

Developed and provided social living skills, self - help skills, communication, and academics imitations skills to Disabled and Developmental People to promote educational, physical, social development behaviors management, recreation and vocational skills.

With this unique blend of skills, Dr. Peck can provide education and training on effective ways to interact with your child and promote well - being based on their developmental level.

New York State Parent Guide contains text from «Starting Life Together», a book specifically designed by NYSPEP as part of its New Parent Kit to help parents: gain knowledge of their child's developmental behaviors, promote evidence - based parenting behaviors, build parenting skills, and promote parent reflection.

The LST program is guided by a comprehensive theoretical framework that addresses multiple risk and protective factors, provides developmentally appropriate information relevant to the target age group and the important life transitions they face, includes comprehensive personal and social skills training to build resilience and help students navigate developmental tasks, and uses interactive teaching methods (e.g., facilitated discussion, structured small group activities, role - playing scenarios) to stimulate participation and promote the acquisition of skills.

The understanding that adolescence is a developmental period that involves substantial risk for maladaptive behavioral outcomes (e.g., delinquency, substance abuse; Hawkins et al. 1992), and that family factors are consistent predictors of adolescent functioning (Kumpfer et al. 1998), has prompted extensive efforts to prevent risk for negative outcomes (e.g., association with antisocial peers) and promote positive aspects of family functioning through skills - building (e.g., teaching effective parenting behaviors).