Sentences with phrase «promote positive child outcomes»

Taken together, these studies offer strong evidence that early access, parenting programs, and high quality promote positive child outcomes.

Is grounded in research about the professional knowledge, skills, and dispositions needed to promote positive child outcomes;

Even though increasing numbers of infants and toddlers are moving into out - of - home care at younger ages and for longer periods of time, we are missing opportunities to continuously improve quality child care that promotes positive child outcomes.

Not exact matches

This set of 5 posters promote the positive impact of father involvement on outcomes for children in schools and learning.

The research that supports the Principles has been shown to promote healthy parent - child relationships and positive child outcomes.

Regarding child development and school readiness outcomes, more recent studies show promise in impacting these outcomes indirectly through promoting positive parenting practices and home supports for early learning.

Thus, although improving the economic status of families promotes more positive outcomes for children's cognitive development and academic achievement, direct services and therapeutic interventions may be a comparatively more promising alternative for improving children's psychosocial development and reducing behaviour problems.

In the infant - toddler years, these take the form of sensitive - responsiveness, which is known to foster attachment security, 1 and mutually - positive parent - child relations, which themselves promote child cooperation, compliance and conscience development.2 In the preschool through adolescent years, authoritative (vs. neglectful) parenting that mixes high levels of warmth and acceptance with firm control and clear and consistent limit - setting fosters prosocial orientation, achievement striving, and positive peer relations.3, 4,5 Across childhood and adolescence, then, parenting that treats the child as an individual, respecting developmentally - appropriate needs for autonomy, and which is not psychologically intrusive / manipulative or harshly coercive contributes to the development of the kinds of psychological and behavioural «outcomes» valued in the western world.

Results published in the American Journal of Public Health were based on evaluation data from Legacy for ChildrenTM, a public health intervention program designed to improve child outcomes by promoting positive parenting among low - income mothers of infants and young children.

It is an evidence - based program whose aim is to improve child outcomes by promoting positive parenting among low - income mothers of infants and young children.

The program model is relationship - based and family - centered, promoting the idea that infants and their families are collaborators in developing an individualized program of support to maximize physical, mental, and emotional growth; health and other positive outcomes for infants and children from the well — baby to the special needs infant.

It is the mission of Healthy Start to educate, promote positive birth outcomes, and protect the health and well - being of all women of childbearing age and children up to age three (3) in Santa Rosa County.

The findings can inform preventive interventions, especially those that can reduce family stress and strengthen parent - child relationships, because these may promote healthy cortisol levels in children and, in turn, may result in positive cognitive outcomes.

Over the past 30 years, Joan Cole Duffell has been an educator, writer, and leading advocate for positive outcomes for children, focusing on promoting children's social - emotional skills and the prevention of child abuse, bullying, and other forms of violence.

Our well educated Head Start teachers and home visitors create high - quality learning environments and promote successful curriculum implementation that supports positive educational and social outcomes for children ages 2.9 to 5.

Promoting Positive Outcomes for Children with Disabilities: Recommendations for Curriculum, Assessment and Program Evaluation (DEC 2009)

The session highlights ten policies that support, promote, and enhance the learning and joy of learning for all kindergarten children, leading to positive child outcomes for all.

(1997) E652: Current Research in Post-School Transition Planning (2003) E586: Curriculum Access and Universal Design for Learning (1999) E626: Developing Social Competence for All Students (2002) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E608: Five Homework Strategies for Teaching Students with Disabilities (2001) E654: Five Strategies to Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping Students with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for Students with Emotional and Behavioral Disorders (2000) E564: Including Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusion?

Assist parents with understanding, creating and implementing The Individual Family Support Plan to encourage and promote self - sufficiency as well as positive development outcome for their children.

Early intensive behavioral treatment promotes positive outcomes in the child's communication, social interaction, play and self - care skills.

PROMISE is a joint project with the Departments of Education, Labor, and Health and Human Services to promote positive outcomes for children who receive Supplemental Security Income (SSI) and their families.

Dr. Brown's research publications have included: Self - cutting and sexual risk among adolescents in intesive psychiatric treatment; Promoting safer sex among HIV - positive youth with hemophilia: Theory, intervention, and outcome; Predictors of retention among HIV / hemophilia health care professionals; Impact of sexual abuse on the HIV - risk - related behavior of adolescents in intensive psychiatric treatment; Heroin use in adolescents and young adults admitted for drug detoxification; and Children and adolescents living with HIV and AIDS: A review

Thus, although improving the economic status of families promotes more positive outcomes for children's cognitive development and academic achievement, direct services and therapeutic interventions may be a comparatively more promising alternative for improving children's psychosocial development and reducing behaviour problems.

The Indigenous Parenting and Family research team works to discover the most effective ways to help Indigenous parents, children and families get the best start in the early years, promoting positive developmental health outcomes.

The literature presented in this article presents a compelling argument for a twofold strategy to promote positive developmental outcomes in foster children: policy and practice to promote family stability; and policy and practice to specifically meet the developmental needs of children.

Research has also documented that stability in the family unit promotes positive outcomes for children within particular developmental periods.

Emmy Werner's (1992) seminal research has demonstrated that children's participation in a non-sextyped hobby serves as a protective factor, decreasing their vulnerability to risk and promoting positive outcomes.

We use the 2003 National Survey of Children's Health (NSCH) to assess the simultaneous impact of family, school, and community risk and promotive factors on several commonly studied positive (social competence, 25,26 self - esteem, 27,28 health - promoting behavior29) and negative (externalizing and internalizing behavior, 30 academic problems31) developmental outcomes.

Research also suggests that professionals promote positive outcomes in children when they are well trained and receive ongoing mentoring and / or coaching support.

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.

Strengths in the area of emotional competence may help children and adolescents cope effectively in particular circumstances, while also promoting characteristics associated with positive developmental outcomes, including feelings of self - efficacy, prosocial behaviour and supportive relationships with family and peers.

Drawing on the many positive outcomes of secure attachment found in empirical studies, Egeland comes to a crystal - clear conclusion that programs should be designed and evaluated to promote secure attachment relationships in order to improve developmental outcomes of children who are at risk for poor developmental outcomes.

She has been engaged in research with tribal communities for 15 years, using community - university partnerships, a developmental perspective, and prevention science methods to understand risks and promote positive outcomes among Native children and families.

Universal interventions that promote competence and life skills in the context of a whole - school approach have been found to produce significant positive outcomes for children's mental health and well - being [4, 6 — 9].

This report presents evidence for HOPE (Health Outcomes of Positive Experiences) based on compelling data that reinforce the need to promote positive experiences for children and families in order to foster healthy childhood development despite the adversity common in so many fPositive Experiences) based on compelling data that reinforce the need to promote positive experiences for children and families in order to foster healthy childhood development despite the adversity common in so many fpositive experiences for children and families in order to foster healthy childhood development despite the adversity common in so many families.

She is particularly interested in using this research to inform practice, with respect to preventive interventions to promote positive outcomes for children reared in high - risk circumstances, such as home visitation and Early Head Start.

Her areas of expertise address child and family well - being, and programs and policies that promote positive outcomes.

Jan2007DEC Companion Paper Promoting Positive Outcomes for Children with Disabilities: Recommendations for Curriculum, Assessment and Program Evaluation» The National Association for the Education of Young Children (NAEYC) website includes several positi...

Programs also seek to promote family well - being and strengthen families» protective factors (e.g., parental resilience, social connections, concrete support in times of need, knowledge of parenting and child development, and social and emotional competence of children), which studies have demonstrated increase the likelihood of positive outcomes for children and families.

We call upon government, business, community and faith - based leaders to take responsibility and develop the leadership and resources necessary to lead a national effort to promote healthy marriages, responsible fathers, and strong families that result in positive outcomes for both children and adults

The Senate should pass the Medicare Access and CHIP Reauthorization Act of 2015 and continue its commitment to investing in evidence - based home visiting to promote positive, long - term outcomes for children, families, and the nation.

Your shopping could help raise funds to ensure some of the most vulnerable children within our society have the best possible foster care, promoting positive outcomes for the children and young people.

Building Strong Relationships with Families (6 hours) Promoting positive outcomes for children is best achieved when the whole family is accepted and supported in an approach that strengthens the family.

The goal of the NC ECDTL is to identify, develop and promote the implementation of evidence - based child development, teaching and learning practices that are culturally and linguistically responsive and lead to positive child outcomes across learning programs, along with providing strong professional development systems.

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.

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.

Through studies, which are hands - on, project - based investigations, The Creative Curriculum ® for Preschool helps teachers build children's confidence, creativity and critical thinking skills, and promote positive outcomes.

Parent - child interactions affect many different domains of development.41, 42,43 Child - focused, responsive and moderately controlling parenting attitudes have been positively associated with self - esteem, academic achievement, cognitive development and fewer behaviour problems.44, 45 Furthermore, high warmth and contingent responsiveness promote a wide range of positive developmental outcomes.46, 47,48,49 Parental management style and affective involvement may be especially salient for children's prosocial development, self - control and internalization of behaviour standards.41 The quality of parenting has been found to be important for child socialization, 50,51 and parenting variables show direct links with child adjustmechild interactions affect many different domains of development.41, 42,43 Child - focused, responsive and moderately controlling parenting attitudes have been positively associated with self - esteem, academic achievement, cognitive development and fewer behaviour problems.44, 45 Furthermore, high warmth and contingent responsiveness promote a wide range of positive developmental outcomes.46, 47,48,49 Parental management style and affective involvement may be especially salient for children's prosocial development, self - control and internalization of behaviour standards.41 The quality of parenting has been found to be important for child socialization, 50,51 and parenting variables show direct links with child adjustmeChild - focused, responsive and moderately controlling parenting attitudes have been positively associated with self - esteem, academic achievement, cognitive development and fewer behaviour problems.44, 45 Furthermore, high warmth and contingent responsiveness promote a wide range of positive developmental outcomes.46, 47,48,49 Parental management style and affective involvement may be especially salient for children's prosocial development, self - control and internalization of behaviour standards.41 The quality of parenting has been found to be important for child socialization, 50,51 and parenting variables show direct links with child adjustmechild socialization, 50,51 and parenting variables show direct links with child adjustmechild adjustment.52

Historically, most attachment - based interventions have focused on improving caregiver sensitivity (which could be defined as the capacity to read cues and signals accurately and respond promptly and appropriately), with the assumption that this would promote secure child - caregiver attachment, which in turn would be linked to positive social and emotional outcomes.

Given the critically important role of early experience in brain development, policy - makers have an interest in making sure that young children's environments (e.g. home, child care) are of high enough quality to promote positive outcomes.