Sentences with phrase «relation to child development»

Design of learning spaces: Emotional and cognitive effects of learning environments in relation to child development.

An assessment of the validity of the ECERS - R with implications for measures of child care quality and relations to child development.

Not exact matches

Congress identified the following purposes: the promotion of «self - discipline and other prudent approaches to the problem of adolescent premarital sexual relations,» the promotion of adoption as an alternative for adolescent parents, the development of new approaches to the delivery of care to pregnant teenage girls, and the support of research and demonstration projects «concerning the societal causes and consequences of adolescent premarital sexual relations, contraceptive use, pregnancy, and child rearing.»

There's no doubt that foster parents face particular challenges in relation to child care and child development.

«Although intrauterine experiences can exert influence on the infant's subsequent development, the experiences it has during the ten months or so after birth are of greater experience... a continuing symbiotic relation between mother and child designed to endure an unbroken continuum until the infant's brain weight has more than doubled.»

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.

NUT Executive Member Beth Davies, who has previously campaigned for changes to the Child Development Assessment Plans, welcomed the Welsh Government's review: «I am delighted the Minister has accepted the dissatisfaction that has been voiced by the teaching profession in relation to CDAPs.

While we know from other research that teacher - student relationships are important for younger children in relation to learning and student development, much less was known about the specific effects on behaviours and even more specifically in adolescence.

Or we need to educate young people in this area, proving its role in environmental protection, its utility to save Earth resources and supplement them with other cosmic ones, in the intellectual development of the child, in fighting against the superstition and pseudo - sciences, in the knowledge of ethnic traditions in relation to a globalized world.

Among these developments in children, the most distinguishable abilities are in relation to nature and the environment.

The curriculum includes common core standards, child development and learning, building family and community relations, cultural diversity, assessment to support young children and families, strong content knowledge to build developmentally appropriate and meaningful curriculum and experiences, and professionalism and ethics of educators.

This year, we are pleased to present the Prevention Science Award to Dr. Karen Bierman who is one of the preeminent leaders in the field of prevention science and child clinical psychology, with an outstanding record of programmatic work with wide - ranging impact on theory, practice, and policy in two areas: the development of peer relations and aggression, as well as the development of effective prevention programs.

`... the evolutionary process has included developments in relation to children giving evidence in family proceedings (Re W (Children)(Family Proceedings: Evidence)[2010] UKSC 12, [2010] 1 FLR 1485), guidelines to encourage judges to enable children to feel more involved and connected with proceedings in which important decisions are made in their lives (Guidelines for Judges Meeting Children who are Subject to Family Proceedings [2010] 2 FLR 1872), the involvement of the Children and Vulnerable Witnesses Working Group (culminating in a final report dated February 2015, see [2015] Family Law 443), and recognition that the child's state of mind may have a part to play in establishing habitual residence (Re LC (Children)[2014] UKSC 1)children giving evidence in family proceedings (Re W (Children)(Family Proceedings: Evidence)[2010] UKSC 12, [2010] 1 FLR 1485), guidelines to encourage judges to enable children to feel more involved and connected with proceedings in which important decisions are made in their lives (Guidelines for Judges Meeting Children who are Subject to Family Proceedings [2010] 2 FLR 1872), the involvement of the Children and Vulnerable Witnesses Working Group (culminating in a final report dated February 2015, see [2015] Family Law 443), and recognition that the child's state of mind may have a part to play in establishing habitual residence (Re LC (Children)[2014] UKSC 1)Children)(Family Proceedings: Evidence)[2010] UKSC 12, [2010] 1 FLR 1485), guidelines to encourage judges to enable children to feel more involved and connected with proceedings in which important decisions are made in their lives (Guidelines for Judges Meeting Children who are Subject to Family Proceedings [2010] 2 FLR 1872), the involvement of the Children and Vulnerable Witnesses Working Group (culminating in a final report dated February 2015, see [2015] Family Law 443), and recognition that the child's state of mind may have a part to play in establishing habitual residence (Re LC (Children)[2014] UKSC 1)children to feel more involved and connected with proceedings in which important decisions are made in their lives (Guidelines for Judges Meeting Children who are Subject to Family Proceedings [2010] 2 FLR 1872), the involvement of the Children and Vulnerable Witnesses Working Group (culminating in a final report dated February 2015, see [2015] Family Law 443), and recognition that the child's state of mind may have a part to play in establishing habitual residence (Re LC (Children)[2014] UKSC 1)Children who are Subject to Family Proceedings [2010] 2 FLR 1872), the involvement of the Children and Vulnerable Witnesses Working Group (culminating in a final report dated February 2015, see [2015] Family Law 443), and recognition that the child's state of mind may have a part to play in establishing habitual residence (Re LC (Children)[2014] UKSC 1)Children and Vulnerable Witnesses Working Group (culminating in a final report dated February 2015, see [2015] Family Law 443), and recognition that the child's state of mind may have a part to play in establishing habitual residence (Re LC (Children)[2014] UKSC 1)Children)[2014] UKSC 1).»

TEACHING / PRESENTATION HISTORY Graduate Assistant — Texas Woman's University 2010 to Present Theories of the Family, Family Public Policy, Family Sexuality, Family Change and Diversity Guest Lecturer — Mountainview College Spring 2010 Guest Lecturer, Black Family Course Instructor — Axia College (Online) Fall / Winter 2007 Psychology Instructor — North Central Texas College Fall 2007 Graduate / Research Assistant — Texas Southern University Spring 2005 Presentations: 2010 Ohio Early Care and Education Conference, Columbus, OH April 2010 Pretend Play & African American Families: Learning While Bonding (requested workshop) Educational First Steps Annual Conference, Dallas, TX Feb. 2010 Learning While Bonding (requested workshop) National Black Child Development Institute, Atlanta, GA April 2009 Strengthening Black Families Through Play (workshop) Collin College Educators Symposium, Plano, TX April 2009 Share My World: Play and African American Children (workshop) Texas Woman's University Student Research Symposium, Denton, TX April 2009 The Impact of Adolescence on African American Parent - Daughter Relations (poster presentation) Collegium for African American Research, Bremen, Germany (paper presentation) March 2009 The 20th Century Social Scientist and the African in America: Implications for 21st Century Research Pearls and Ivy Annual Healthy Relationship Forum, Plano, TX (workshop) April 2009 Beyond, Me, Myself, and I: Impact of Early Adolescence on Females» Interpersonal Relationships Pearls and Ivy Annual Healthy Relationship Forum, Plano, TX Jan. 2008 Maintaining Healthy Relationships and Recognizing Unhealthy Relationships (workshop) The Health Group, Houston, TX Feb. 2005 Recognizing Depression in Yourself and Others (workshop)

• Demonstrated ability to work with children in groups or individually depending on the requirements of children and the subject matter • Able to organize activities so children can learn in relation to the world, explore interests, and build up talents • Highly skilled in planning and carrying out a set of courses that targets diverse areas of child development, including language, math, and social skills • Proven ability to work with children from diverse cultural and socioeconomic backgrounds

In short, although the effects of an unstimulating home background, of unhappy relations between child and parents, or both, are likely to lead to emotional difficulties, stunted intellectual development and poor educational achievements, change can be brought about.

Childhood IQ in relation to obesity and weight gain in adult life: the National Child Development (1958) Study

Being excluded, rejected, and victimized by peers can have long - term negative consequences for young children.1 In particular, the experience of chronic peer victimization in early childhood can promote the later development of anxiety and depression.14 Unfortunately, not only are anxious and depressive children more prone to experience problematic peer relations, they also appear to be particularly vulnerable to the negative impact of these experiences.28, 29,30 For example, Gazelle and Ladd31 found that kindergarten children displaying early signs of anxiety who were also excluded by peers were more likely to remain anxious and develop depressive symptoms through the 4th grade.

major long - term issues, in relation to a child, means issues about the care, welfare and development of the child of a long - term nature and includes (but is not limited to) issues of that nature about:

(b) if there are differences between the parties in relation to matters affecting the care, welfare and development of the child, to try to resolve those differences.

Though age, gender and other individual characteristics such as social ability, coping style, temperament, good health and development have been shown to buffer against adverse life events, these characteristics are not systematically discussed in relation to how they influence children affected by organised violence (Almqvist & Broberg, 1999).

interests, when used in Part VII in relation to a child, includes matters related to the care, welfare or development of the child.

The Foundation provides grants for evidence - based early childhood initiatives and promotes research in relation to the wellbeing, development and learning of children aged 0 - 6.

What we know about young children and the way that they learn and grow is that we can set some very strong foundations for how they interact with each other and how they understand themselves in relation to others, that sets the trajectory for future development.

For schools to appropriately respond, it is important that they understand factors that impact our children's social / emotional development in relation to adoption.

It recognises contributions made by others in the early 1900s, such as John Bowlby, Margaret Lowenfeld, Donald Winnicott, Rachel Pinney etc It extends to a deeper understanding of the unconscious processes in relation to the child's development based upon Freud, Jung, and others.

The General Assembly, Guided by the purposes and principles of the Charter of the United Nations, and good faith in the fulfilment of the obligations assumed by States in accordance with the Charter, Affirming that indigenous peoples are equal to all other peoples, while recognizing the right of all peoples to be different, to consider themselves different, and to be respected as such, Affirming also that all peoples contribute to the diversity and richness of civilizations and cultures, which constitute the common heritage of humankind, Affirming further that all doctrines, policies and practices based on or advocating superiority of peoples or individuals on the basis of national origin or racial, religious, ethnic or cultural differences are racist, scientifically false, legally invalid, morally condemnable and socially unjust, Reaffirming that indigenous peoples, in the exercise of their rights, should be free from discrimination of any kind, Concerned that indigenous peoples have suffered from historic injustices as a result of, inter alia, their colonization and dispossession of their lands, territories and resources, thus preventing them from exercising, in particular, their right to development in accordance with their own needs and interests, Recognizing the urgent need to respect and promote the inherent rights of indigenous peoples which derive from their political, economic and social structures and from their cultures, spiritual traditions, histories and philosophies, especially their rights to their lands, territories and resources, Recognizing also the urgent need to respect and promote the rights of indigenous peoples affirmed in treaties, agreements and other constructive arrangements with States, Welcoming the fact that indigenous peoples are organizing themselves for political, economic, social and cultural enhancement and in order to bring to an end all forms of discrimination and oppression wherever they occur, Convinced that control by indigenous peoples over developments affecting them and their lands, territories and resources will enable them to maintain and strengthen their institutions, cultures and traditions, and to promote their development in accordance with their aspirations and needs, Recognizing that respect for indigenous knowledge, cultures and traditional practices contributes to sustainable and equitable development and proper management of the environment, Emphasizing the contribution of the demilitarization of the lands and territories of indigenous peoples to peace, economic and social progress and development, understanding and friendly relations among nations and peoples of the world, Recognizing in particular the right of indigenous families and communities to retain shared responsibility for the upbringing, training, education and well - being of their children, consistent with the rights of the child, Considering that the rights affirmed in treaties, agreements and other constructive arrangements between States and indigenous peoples are, in some situations, matters of international concern, interest, responsibility and character, Considering also that treaties, agreements and other constructive arrangements, and the relationship they represent, are the basis for a strengthened partnership between indigenous peoples and States, Acknowledging that the Charter of the United Nations, the International Covenant on Economic, Social and Cultural Rights (2) and the International Covenant on Civil and Political Rights, 2 as well as the Vienna Declaration and Programme of Action, (3) affirm the fundamental importance of the right to self - determination of all peoples, by virtue of which they freely determine their political status and freely pursue their economic, social and cultural development, Bearing in mind that nothing in this Declaration may be used to deny any peoples their right to self - determination, exercised in conformity with international law, Convinced that the recognition of the rights of indigenous peoples in this Declaration will enhance harmonious and cooperative relations between the State and indigenous peoples, based on principles of justice, democracy, respect for human rights, non-discrimination and good faith, Encouraging States to comply with and effectively implement all their obligations as they apply to indigenous peoples under international instruments, in particular those related to human rights, in consultation and cooperation with the peoples concerned,

«The Relation of Parenting Style to Adolescent School Performance,» Child Development 58, 5 (October 1987): 1244 - 1257.

A pressing goal for research is to understand developmental trajectories and processes underlying relations between maternal depression and children's development.

While there have been fewer consistent relations to different types of child care experiences, centre - based care appears to be beneficial to children's cognitive development, although it may also be associated with problematic social relations.

The definition of harm in relation to a child is: «assault, ill - treatment or neglect of the child in a manner that seriously affects or is likely to seriously affect the child's health, development or welfare, or sexual abuse of the child».

he definition of harm in relation to a child is: «assault, ill - treatment or neglect of the child in a manner that seriously affects or is likely to seriously affect the child's health, development or welfare, or sexual abuse of the child».

[jounal] Denham, S / 1991 / Social competence in young children's peer relations: Continuity and change from two to five years / Child Psychiatry and Human Development 22: 29 ~ 44

Research Interests: Trajectories of self - regulation development and relations to school readiness and achievement in low - income ethnic minority children.

The evidence in relation to these interventions points to a reduction in the risk of the development of mental illness in children.2

The role of the Adoption Policy Unit includes the development of policies and legislation in order to achieve better outcomes for children, young people, and their families, in relation to adoption.

Various factors appear to compromise the development of supportive father - child relations among couple families, including a high level of family socio - economic disadvantage, adverse family events, an unsupportive partner relationship, a more disruptive or less cohesive family climate, and the presence of a non biological father figure rather than the biological father.

«No variables, it is held, have more far - reaching effects on personality development than have a child's experiences within his family: for, starting during the first months of his relations with his mother figure, and extending through the years of childhood and adolescence in his relations with both parents, he builds up working models of how attachment figures are likely to behave towards him in any of a variety of situations; and on those models are based all his expectations, and therefore all his plans for the rest of his life.»

Child outcomes in relation to their emotional, behavioural and inter-personal relationships with peers were assessed at age 46 months, while cognitive development was assessed at 34 months.

The appropriate age at which children should start school is a subject which has received much research attention including in relation to its effects on later attainment and social development (Sharp, 2002).

The relation of child care to cognitive and language development.

Generally family assessors should have qualifications such that they are eligible for membership or are members of the Australian Association of Social Workers or are registered as a psychologist with the Australian Health Practitioners Regulation Authority, meet the mandated or recommended requirements of those bodies in relation to ongoing professional development, and have professional clinical experience working with children and families.

Having invested in further skill development in management and professional ethics, she spent 15 years providing supervision to clinicians in child protection, drug and alcohol, sexual assault, women's health, disability and general counselling services, executive coaching to not for profit and public sector leaders, and consultation in relation to professional ethics to industry bodies.

(2) Where, in proceedings for a divorce order in relation to a marriage, the court doubts whether the arrangements made for the care, welfare and development of a child of the marriage are proper in all the circumstances, the court may adjourn the proceedings until a report has been obtained from a family consultant regarding those arrangements.

The learning from the PEII about designing, delivering, implementing and evaluating services / programmes is already being used to inform important developments in relation to child and family policies and services in Ireland such as the National Policy Framework for Children and Young People, Better Outcomes, Brighter Futures, the Area Based Childhood (ABC) Programme and the Katharine Howard Foundation Parenting Support Initiative.

Through the development and dissemination of a questionnaire 12 student researchers were supported in surveying 325 UK students across Years 7, 8 and 9 to gain further knowledge of this area, in relation to children and young people.

Abstract: This study investigated the relation between motor development, intelligence and mental rotation ability in 5 to 6 - year - old children.

Child and adolescent development in relation to education systems.

Essential to psychosocial adjustment in early childhood and well beyond, children's relations with their peers play a major role in their overall development.

Researchers have noted that what is seen to be a reasonable level of control varies as a function of sociocultural context.3 Attitudes toward control are generally more positive in non Anglo - European cultures, with these attitudes having less detrimental effects on children's development because they are more normative and less likely to be interpreted as rejecting or unloving.3, 4 In accord with the realization that children's behaviour affects that of their parents, researchers have found that, whereas parent attitudes affect child behaviour, this relation shifts as the child grows, with adolescent behaviour having an impact on parenting style and attitudes.5