Sentences with phrase «quality early language»

Ambition on is closing the word gap by boosting access to high quality early language and literacy, both in the classroom and at home, ensuring more disadvantaged children leave school having mastered the basic of literacy that many take for granted.

Not exact matches

The general position of these writers, whose contributions vary considerably in approach and quality, is that Jesus made no claim of divinity for himself and that the doctrine of the incarnation was developed during the early centuries of the Christian era as an attempt to express the uniqueness of Jesus in the mythological language and thought forms of the Greek culture of the time.While recognizing the validity of the patristic theologians» work, which culminated in the classical christological definitions of Nicea and Chalcedon, the British theologians question whether these definitions are intelligible in the 20th century, and go on to suggest that some concept other than incarnation might better express the divine significance of Jesus today.

More recent research suggests that both the quantity and quality of father - child interactions during the early childhood years can lead to fewer behavioural problems, greater emotional self - regulation, increased language development and improved cognitive functioning for young children.

Barefoot Books started in 1993 with the beliefs that it's never too early to teach children about other cultures, that kids should be given the opportunity to appreciate high - quality art just like adults, and that children should be able to enjoy the music and meaning of language from an early age.

You know what will suit your child best, but there is research showing that good quality early years education can really help their social, language and brain development.

Good quality early years education can really help their social, language and brain development

Earlier, the Acting Vice-Chancellor of Obafemi Awolowo University, Professor Anthony Elujoba, who declared the conference opened, however expressed worry over what he described as poor report on the quality of standard English language spoken and written in the country.

She headed a new review of research in order to examine several measures of the quality of early childhood education specifically for dual - language learners.

Early intervention to improve the quantity and quality of words a young child hears can improve his or her language abilities, she said.

A new study has found that infants and toddlers from low - income families who attended a high - quality center - based early education program do better in language and social skills after only one year than children who do not attend the program.

According to Sachs, if kids have access to high - quality early care and education, «they'll do better in school, they'll come to school much more prepared to learn, they'll know how to interact with adults, they'll have better language skills, they'll know how to get along with kids better.»

• Accountability and testing • Teacher quality • Early - childhood education • Special education • Academic standards, including the Common Core • English - language learners • Teacher evaluation

For instance, I directed a national Head Start Quality Research Center; created a program, Dialogic Reading (which is a widely used and effective intervention for enhancing the language development and book knowledge of young children from low - income families); and authored an assessment tool, the Get Ready to Read Screen, that has become a staple of early intervention program evaluation.

I'm actually interested in a really wide range of what we call input quality measures, and I think one of the biggest challenges for the field is to pinpoint the specific features of input that are most beneficial for children's language learning at different points in early childhood.

Studies show that children who attend high quality early learning environments have better math, language and social skills.

Describing early language development as a «gateway» for other forms of learning and the «core test for a child's school readiness», McIntosh said the government had the «opportunity to raise quality of early years education through leadership in nurseries», and called for a focus on recruitment.

Based on this and earlier studies, Reynolds and Temple say the key to CPC's success lies in both the quality of the program and its teachers, the opportunity for more than one year of participation, small classes, comprehensive family services, structured activity - based curricula focusing on language and literacy, and attention to continuity of learning from preschool to the early school grades.

Content and lessons that reflect National Association for the Education of Young Children's (NAEYC) developmentally appropriate practice (DAP); Service - Learning Standards for Quality Practice; Common Core State Standards in English language arts and mathematics; national standards in social studies, science, fine arts, technology, and health; and Head Start Child Development and Early Learning Framework

The quality and quantity of language that children hear in their first three years contributes to their cognitive development, and the interactions children have with language in their earliest years form the foundation of their ability to be able to read and to comprehend what they read later on.

Research for Action is working with the Children's Literacy Initiative to evaluate the impact of Blueprint for Early Literacy (Blueprint), a pre-kindergarten literacy curriculum supplement, on quality of instruction, teacher knowledge, and pre-K student language...

However, additional characteristics of a high - quality program include nutritious meals and snacks, a strong foundation in language development, early literacy, and math, and teachers who frequently measure children's progress.

As the number of dual language learners (DLLs) in early care and education (ECE) programs increases, it is critical to examine whether the quality of practices in these settings reflect the needs of the diverse groups of children being served.

It's well documented that all children, but especially low - income and dual language learner children, benefit from high - quality early learning experiences.

In particular, children who participate in high - quality early childhood development programs tend to have higher scores on math and reading achievement tests and greater language abilities.

Grosse explains that despite an early interest in language and reading, she was attracted to painting because of its non-linear qualities.

The study was designed to examine the effects of a high - quality, birth - to - age - 5, center - based early education program on children's language, social - emotional skills and parent - child interactions.

He has also played a major role in creating a series of broadcast quality videos on infant / toddler care and development, early learning and development standards, preschool program guidelines, best practices for young dual language learners, and early childhood educator competencies.

The first in a new series of studio quality on - demand webinars, this webinar explores the topic of childhood bilingualism and how Early Childhood Educators can support bilingual children to develop their language and communication skills.

The webinar presents an opportunity to learn about the state of the field and approaches that can help ensure high - quality early learning for dual - language learners.

, a hands - on program designed to give you instant tools and ideas to promote children's language development and improve the quality of your early learning environment.

For the positive benefits of early childhood programs to be long - lasting, programs must be of high quality and focus on didactic learning activities (letters and numbers), while encouraging play - oriented and discovery - learning activities in a language - rich and emotionally - supportive environment.

The first 5 years of life are critical for the development of language and cognitive skills.1 By kindergarten entry, steep social gradients in reading and math ability, with successively poorer outcomes for children in families of lower social class, are already apparent.2 — 4 Early cognitive ability is, in turn, predictive of later school performance, educational attainment, and health in adulthood5 — 7 and may serve as a marker for the quality of early brain development and a mechanism for the transmission of future health inequalities.8 Early life represents a time period of most equality and yet, beginning with in utero conditions and extending through early childhood, a wide range of socially stratified risk and protective factors may begin to place children on different trajectories of cognitive development.Early cognitive ability is, in turn, predictive of later school performance, educational attainment, and health in adulthood5 — 7 and may serve as a marker for the quality of early brain development and a mechanism for the transmission of future health inequalities.8 Early life represents a time period of most equality and yet, beginning with in utero conditions and extending through early childhood, a wide range of socially stratified risk and protective factors may begin to place children on different trajectories of cognitive development.early brain development and a mechanism for the transmission of future health inequalities.8 Early life represents a time period of most equality and yet, beginning with in utero conditions and extending through early childhood, a wide range of socially stratified risk and protective factors may begin to place children on different trajectories of cognitive development.Early life represents a time period of most equality and yet, beginning with in utero conditions and extending through early childhood, a wide range of socially stratified risk and protective factors may begin to place children on different trajectories of cognitive development.early childhood, a wide range of socially stratified risk and protective factors may begin to place children on different trajectories of cognitive development.9, 10

To date, the immediate and lasting positive effects of quality care on language, cognitive development, and school achievement have been confirmed by converging findings from large, reasonably representative longitudinal studies and smaller, randomized trials with long - term follow - ups.1, 2,9 - 13 Contributors to this knowledge base include meta - analytic reviews of interventions and large longitudinal studies conducted in several countries.1, 2,14,15 Comprehensive meta - analyses now establish that effects of early care decline, but do not disappear, and when initial effects are large, long - term effects remain substantial.1, 2 Null findings in cognitive and social domains in a few studies may reasonably be attributed to the limitations inherent to their designs, samples, and measures.

The quality of the child care setting and, perhaps more important, the relationships between children and early childhood professionals play crucial roles in language and literacy development.

«All of our children — regardless of socioeconomic status, race, language spoken at home, disability or ZIP code — deserve the kind of high - quality early learning opportunities that will prepare them to thrive in school and beyond.»

Early Steps provides quality early learning through home visits, book exchanges and parenting groups that help ensure children 0 to 5 years old develop the language and literacy skills needed to enter school ready to sucEarly Steps provides quality early learning through home visits, book exchanges and parenting groups that help ensure children 0 to 5 years old develop the language and literacy skills needed to enter school ready to sucearly learning through home visits, book exchanges and parenting groups that help ensure children 0 to 5 years old develop the language and literacy skills needed to enter school ready to succeed.

Quality early care also needs to meet the child at his or her level with keen attention to safety, health, and language development.

Jesse and his baby sister Serenity are two of more than 1,600 Colorado children currently receiving the high - quality early educations needed for their brains to fully develop, as well as for them to have the level of language and literacy skills they'll need to be successful when they enter school.

Intensive, high - quality, center - based child care interventions that provide learning experiences directly to the young child have a positive effect on early learning, cognitive and language development, and school achievement.

Defining and measuring quality in early childhood practices that promote dual language learners» development and learning.

PCHP brings Early Literacy Specialists into the homes of families with children aged 2 - 4 who do not have access to quality early childhood programming, helping parents build language - rich home environments that enhance children's literacy, cognitive and social emotional skills, while supporting the transition to pEarly Literacy Specialists into the homes of families with children aged 2 - 4 who do not have access to quality early childhood programming, helping parents build language - rich home environments that enhance children's literacy, cognitive and social emotional skills, while supporting the transition to pearly childhood programming, helping parents build language - rich home environments that enhance children's literacy, cognitive and social emotional skills, while supporting the transition to pre-k.

The Professional Learning Series for Early Learning Coaches (PLS FOR ELC) is a two - year series for Early Learning Coaches designed to support the creation of high - quality Early Learning classrooms in which 3, 4, and 5 year old children develop the academic, social, emotional, and language skills they need to be successful.

Children who don't get these quality early experiences of postiive relationships, safety, language rich environments and health begin life with the odds stacked against them.

QRIS can assist early learning educators with increased training to expand their skills in working with young children; provide coaching to help programs create learning environments that nurture the emotional, social, language and cognitive development of every child; and provide families information to help them understand and choose quality programs.

Research shows that children who are most likely to be suspended or expelled — children from low - income families, children of color, and children with certain disabilities — are also most likely to benefit from high - quality early education.10 Children from low - income families and children of color are more likely to experience multiple adverse childhood experiences (ACES), which can manifest as challenging behaviors that trigger suspensions or expulsions.11 Likewise, young children with language delays or trouble with self - regulation may struggle to verbalize appropriate responses to emotional or physical stimulation, and instead display inappropriate behavior.12 In both cases, appropriate evaluation and intervention services can help children learn important coping and communication skills.

Three aspects of parenting have been highlighted as central to children's early language and learning: (1) the frequency of children's participation in routine learning activities (e.g., shared bookreading, storytelling); (2) the quality of caregiver - child engagements (e.g., parents» cognitive stimulation and sensitivity / responsiveness); and (3) the provision of age - appropriate learning materials (e.g., books and toys).24

Alongside parents» cognitive support, global measures of the affective quality (e.g., warmth, positivity, responsiveness) of parent - child interactions appear positively related to: (i) preschool children's early academic skills (as measured by tests of language ability and parent - rated school - readiness)(Leerkes et al., 2011); (ii) literacy, mathematics and teacher - rated academic competence in middle childhood (e.g., NICHD Early Child Care Research Network, 2008); and (iii) academic achievement in adolescence (Jimerson et al., 2early academic skills (as measured by tests of language ability and parent - rated school - readiness)(Leerkes et al., 2011); (ii) literacy, mathematics and teacher - rated academic competence in middle childhood (e.g., NICHD Early Child Care Research Network, 2008); and (iii) academic achievement in adolescence (Jimerson et al., 2Early Child Care Research Network, 2008); and (iii) academic achievement in adolescence (Jimerson et al., 2000).