Sentences with phrase «science of early childhood»

[book] Shonkoff, J. P. / 2000 / From neurons to neighborhoods: The science of early childhood development.

Committee on Integrating the Science of Early Childhood Development.

Experiences Get Carried Forward: How Albertans Think About Early Childhood Development Through qualitative research with Albertans and two types of comparative analysis, this report examines the challenges of communicating the science of early childhood development in the Albertan cultural context.

From Neurons to Neighborhoods: the Science of Early Childhood Development.

How to Talk About Early Childhood Development to an International Audience This Message Brief provides a summary of FrameWorks» research on perceptions of early childhood development among international aid workers, and provides research - based strategies for translating the science of early childhood development for the international aid community.

This report summarizes the findings of a multi-year study that sought to translate the science of early childhood development, and to examine the ways that both experts and members of the general public talk and think about the issue of resilience, as well as more general concepts related to developmental outcomes and child well - being.

This report summarizes results from the latest iteration of FrameWorks» experimental research focused on extending existing communications strategies on the science of early childhood development and the efficacy of adding health as a dimension of those communications.

The National Scientific Council on the Developing Child, housed at the Center of the Developing Child at Harvard University, is a multidisciplinary collaboration designed to bring the science of early childhood and early brain development to bear on public decision - making.

Executive function is a key concept in the science of early childhood development and being able to translate this science adds an important piece to the core story of early childhood development.

The InBrief series provides brief summaries of recent scientific presentations and research on the science of early childhood development and early childhood program evaluation.

The science of early childhood development confirms that infancy and toddlerhood are times of intense intellectual engagement.1 During this time — a remarkable 36 months — the brain undergoes its most dramatic development, and children acquire the ability to think, speak, learn, and reason.

How can the science of early childhood development (ECD) be communicated to increase understanding and create better alignment between scientific research and international development programs and policy?

Collectively, these articles illustrate recent efforts to promote policies, develop intervention strategies, and create professional development opportunities that reflect the advances in the science of early childhood development.

See also National Research Council and Institute of Medicine, Neurons to Neighborhoods: The Science of Early Childhood Development (Shonkoff and Phillips, eds., National Academy Press 2000), Committee on Integrating the Science of Early Childhood Development, Board on Children, Youth and Families, Commission on Behavioral and Social Sciences and Education, Chapter 14, Conclusions and Recommendations, p. 391.

The Science of Early Childhood Development (InBrief).

This report from the National Scientific Council on the Developing Child offers a concise overview of the science of early childhood and brain development as it relates to policy and practice.

This report synthesizes 15 years of dramatic advances in the science of early childhood and early brain development, analyzes evidence generated by 50 years of program evaluation research, and presents a framework for driving science - based innovation in early childhood policy and practice.

We know from the science of early childhood development that the first relationships a child forms with adults are the most enduring influence on social and emotional development for young children.

Having a clear understanding of the science of early childhood enables us to direct resources to the most effective strategies at the right time for optimal impact.

Bringing together the perspectives of many fields and specialties with cutting - edge research about the importance of early connections, Mr. Melmed is committed to translating the science of early childhood development into practical resources and policies that support very young children and their families.

«It's difficult to imagine any aspect of social policy or service delivery for young children and their families for which an understanding of the science of early childhood development could possibly be more important than in the way we address the needs of children who have been abused or neglected.

The science of early childhood development tells us that, for some children, mental health problems may begin early and endure (National Scientific Council on the Developing Child, 2008).

(Recommendation 3, from Neurons to Neighborhoods: The Science of Early Childhood Development by Jack Shonkoff and Deborah Phillips, editors, National Academy Press, 2000.)

It is designed to help communicators in the field to translate the science of early childhood development and mental health in the Australian context, in order to increase support for evidence - based programs and policies designed to improve child and social outcomes in Australia.

From Neurons to Neighborhoods: The Science of Early Childhood Development.

For more information, see «The Science of Early Childhood Development» and the Working Paper series from the National Scientific Council on the Developing Child at www.developingchild.harvard.edu/content/publications.

While infants and families are resilient and can respond to mental health related services, the science of early childhood development tells us that, for some children, mental health problems may begin early and endure (National Scientific Council on the Developing Child, 2008).

Gerwin (2013) Harvard University, Center on the Developing Child Examines Federal research efforts on the science of early childhood development and the use of home - visiting Early Head Start programs to build responsive caregiving and help alleviate the effects of toxic stress.

US Committee on Integrating the Science of Early Childhood Development.

Helping Babies From the Bench: Using the Science of Early Childhood Development in Court ZERO TO THREE (2007) View Abstract Raises awareness of the impact maltreatment has on developmental outcomes for infants and toddlers and highlights how judges can intervene on behalf of the child.

Since 1977, ZERO TO THREE has advanced the proven power of nurturing relationships by transforming the science of early childhood into helpful resources, practical tools and responsive policies for millions of parents, professionals and policymakers.

Available free of charge via CPEIP's website, the resources include an interactive, multimedia module (approximately 52 minutes) and discussion guide introducing practitioners to the science of early childhood development, toxic stress, executive function, resilience, and mental health.

From neurons to neighbourhoods: The science of early childhood development.

Building on a well - established knowledge base more than half a century in the making, recent advances in the science of early childhood development and its underlying biology provide a deeper understanding that can inform and improve existing policy and practice, as well as help generate new ways of thinking about solutions.

From neurons to King County neighborhoods: partnering to promote policies based on the science of early childhood development.

http://www.ncld.org The National Scientific Council on the Developing Child Established in 2003, the National Scientific Council is a multi-disciplinary collaboration of scientists and scholars from universities across the United States and Canada designed to bring the science of early childhood and early brain development to bear on public policy decision - making.

Central to this concept is the ongoing generation, analysis, and integration of knowledge and the critical task of educating policymakers, civic leaders, and the general public about the rapidly growing science of early childhood development and its underlying neurobiology.

Video of The Science of Early Childhood Development

This task of translating the science of early childhood development begins by determining what needs translating, then identifies obstacles to public understanding, and concludes by developing and verifying the impact of simplifying models or metaphors that improve public thinking (e.g. «brain architecture,» «serve and return,» and «toxic stress»).

(3) To build and sustain a sophisticated communications infrastructure with the capacity to promote knowledge - based collaboration across the domains of education, health, and a broad range of human services in order to help build more effective systems that are guided by an integrated science of early childhood health and development.

The Center on the Developing Child will provide access to science and strategy underlying their materials on the science of early childhood development (ECD) and its implications, consult on key scientific content messages designed to empower and influence local decision makers and program managers, and will co-facilitate orientation to the key messages with FrameWorks, UNICEF staff and local government officials.

That's one of the takeaways of a new report issued by the National Scientific Council on the Developing Child, which seeks to unite the science of early childhood development with the policies we devise to support disadvantaged kids.

Both groups play important roles in the critical task of educating policymakers, civic leaders, and the general public about the rapidly growing science of early childhood development and research on the effectiveness factors of interventions.

The Council generates, analyzes, and integrates scientific knowledge to educate policymakers, civic leaders, and the general public about the rapidly growing science of early childhood development and its underlying neurobiology.

Under the auspices of the National Academy of Sciences, Shonkoff served as chair of the Board on Children, Youth, and Families and the committee that produced the landmark report, From Neurons to Neighborhoods: The Science of Early Childhood Development.

The science of early childhood development tells us that preventive interventions in the earliest years for children experiencing toxic stress will increase the return on our later investments in K - 12 education.

Throughout the week, participants learned about the science of early childhood development, early literacy instruction, and the achievement gap.

The science of early childhood development is an underutilized source of guidance for education reform, according to Jack P. Shonkoff, M.D., recently appointed to a joint professorship at the Harvard Graduate School of Education and the Harvard School of Public Health.

His talk, «The Science of Early Childhood Development: Closing the Gap between What We Know and What We Do,» argued that the promotion of healthy child development is both a moral responsibility and an essential social investment to secure sustainable economic productivity and a viable democratic society.

18 — Early childhood: Academic Teaching Conference Series: From Neurons to Neighborhoods: The Science of Early Childhood Development, sponsored by the Judge Baker Children's Center and Children's Hospital Boston, for teachers and school administrators, at the Judge Baker Children's Center in Boston, Mass..