Sentences with phrase «quality language interactions»

Both programs stressed the importance of high quality language interactions (back and forth conversations, shared book readings, and rich vocabulary), nutrition (prenatal and beyond), and healthy parenting strategies (feeding and sleeping routines, strategies to deal with misbehavior and so on).

Not exact matches

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.

Through a 2 - year professional development program that incorporates continuous quality improvement methods, UBC provides classroom teams and school leaders training and in - classroom coaching to maximize language instructional strategies, instructional time, effective interactions and attendance.

The Abecedarian Program also had a focus on quality with ideal caregiver - child ratios (1 - to - 3 for infants and toddlers and 1 - to - 6 during preschool), and a curriculum focused on children's language, cognitive, and social emotional development through high quality caregiver - child interactions.

Through the high quality learning materials and authentic interaction with global peers, challenging topics such as culture, equality and languages are brought to life.

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.

Assisted in classrooms at the local YMCA reading «corestorybooks» that promoted vocabulary and comprehension by reading high - quality children's literature together; designed fun learning activities that let children experiment and practice with words and ideas to deepen their understanding of books; and encourage social interaction through group activities designed to develop and promote language and literacy skills.

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.

Some elements of a quality program — such as teacher background checks and environmental standards — are clearly worth the cost from a health and safety perspective.32 Others, such as low ratios and small group sizes, allow for high - quality, developmentally appropriate interactions that have a direct impact on the socio - emotional, language, and brain development of young children.

If you're with someone and their love language is «receiving gifts» for example — it does NOT mean that you will have to purchase them gifts all the time to show them affection; it's the same with quality time — if your love language is quality time — it doesn't mean that absolutely every interaction you have with your significant other is mandated to be undivided attention towards one another.

Additionally, we hypothesize that children whose caregivers learn how to engage them in high - quality interactions will have better language outcomes relative to their peers in the control group, measured by standardized assessments, parent - report vocabulary checklist and language - sampling analysis.

The partnership is designing a pilot intervention focused on increasing the quality of caregiver - child interactions to strengthen children's communication foundation and improve their language outcomes.

For example, compared to older mothers, teen mothers display lower levels of verbal stimulation and involvement, higher levels of intrusiveness, and maternal speech that is less varied and complex.47, 48 Mothers with fewer years of education read to their children less frequently25, 49 and demonstrate less sophisticated language and literacy skills themselves, 50 which affects the quantity and quality of their verbal interactions with their children.2 Parental education, in turn, relates to household income: poverty and persistent poverty are strongly associated with less stimulating home environments, 51 and parents living in poverty have children who are at risk for cognitive, academic, and social - emotional difficulties.52, 53 Finally, Hispanic and African American mothers are, on average, less likely to read to their children than White, non-Hispanic mothers; 54 and Spanish - speaking Hispanic families have fewer children's books available in the home as compared to their non-Hispanic counterparts.25 These racial and ethnic findings are likely explained by differences in family resources across groups, as minority status is often associated with various social - demographic risks.

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., 2000).