Sentences with phrase «skills of disadvantaged children»

An after - school literacy programme that employs engaging activities and involves parents is an effective approach to bolster the reading and writing skills of disadvantaged children.

Not exact matches

My second book, How Children Succeed, considered the challenges of disadvantaged children through a different lens: the skills and capacities they develop (or don't develop) as they make their way through chChildren Succeed, considered the challenges of disadvantaged children through a different lens: the skills and capacities they develop (or don't develop) as they make their way through chchildren through a different lens: the skills and capacities they develop (or don't develop) as they make their way through childhood.

Which leads to a new and pressing question: Exactly what is it in the daily life of a disadvantaged child that most acutely hampers the development of the skills he needs to succeed?

Skill formation and the economics of investing in disadvantaged children.

The lead article in the February issue of Journal of Marriage and Family challenges the idea that «fatherless» children are necessarily at a disadvantage or that men provide a different, indispensable set of parenting skills than women.

Their is also a slide on Fair Trade and two final slides where children can have a debate on the advantages and disadvantages for specific groups of people - Meeting a key Geography Skill.

Unfortunately, somewhere along the road to the brave new world of charter schools and market incentives, Bloomberg and Klein either forgot, or never comprehended in the first place, that all good education, and, even more so, education for disadvantaged children, starts with systematic and explicit instruction in the basic skills of literacy, numeracy, and other foundational academic subjects.

The «threshold» hypothesis states that there is a threshold level of linguistic competence in the native language that all children must attain in order to avoid cognitive disadvantages, while the «developmental interdependence» hypothesis holds that the development of skills in a second language is facilitated by skills already developed in learning the first language.

It is about the simplistic notion that giving disadvantaged young children academic training will provide them with the skills and motivation to continue their education and break the cycle of poverty.

Through the distribution of tablet computers loaded with a software package of literacy apps, Curious Learning is reaching economically disadvantaged communities around the world to improve the early reading skills of young children.

Once established, that has the potential to have a dramatic impact by challenging the long dominant skills - and - strategies approach to reading instruction in favor of one that sees knowledge development in children — particularly disadvantaged children — as the indispensible Job One of reading instruction in American classrooms.

To help fuel her evolving understanding of social skills, Tominey conducts research at the Yale Child Study Center, where she works to understand how disadvantaged families teach their children about resilience.

Now, a growing body of research is revealing the potential benefits of using board games in the classroom to strengthen the mathematics skills of children, particularly those from disadvantaged backgrounds.

Our Supreme Court has directed that districts with disproportionate numbers of children with special needs, children who are economically disadvantaged, and children with limited English language skills be taken into account.

These findings echo those of earlier evaluations by the Royal National Children's Foundation (RNCF), 2007, and Claire Maxwell et al. in which improvements were seen in the academic attainment, social skills, self - esteem and resilience of disadvantaged children placed in boarding Children's Foundation (RNCF), 2007, and Claire Maxwell et al. in which improvements were seen in the academic attainment, social skills, self - esteem and resilience of disadvantaged children placed in boarding children placed in boarding schools.

Hearing these divergent voices helps us understand better what different groups mean when they talk about school reform: policymakers and business leaders want new skills and higher standards; parents in disadvantaged communities worry about their children's lack of hope and eroding values; teachers and principals want the central office to take their concerns seriously; students want schools to be more respectful and engaging.

Surely this was a chance for those schools in disadvantaged areas, who might perhaps have large numbers of children with poor language skills, to show off their hard work?

Deputy Prime Minister Nick Clegg said: «The pupil premium has been one of the most significant changes in our education system for a long time and is already closing the attainment gap by helping up to two million disadvantaged children get the support, education and skills they need to get on in life - whether it's through literacy classes, catch - up lessons or one - to - one tuition.»

The Early Childhood Educator Professional Development Program prepares disadvantaged children in low - income areas by working to sharpen the skills of teachers in their communities.

Children who have not developed solid skills by the end of the third grade are at a disadvantage for life.

Children who come to school without important language, literacy, numeracy, motor, and behavior skills are at a disadvantage for success in the first years of school.

Phonics can be an important component in the development of early reading skills, particularly for children from disadvantaged backgrounds.

Ms. Ducharme was found to be economically disadvantaged by her primary child care responsibilities and lack of skills which made it necessary to obtain shift work, which in turn made it more difficult to obtain childcare.

Likewise, different languages use different ways of communicating — tones, words, gestures — with different kinds of irregularities — letters with multiple sounds, verbs that are conjugated in illogical ways — and so a child lacking in some skilled might be seriously disadvantaged in one place and not at all in another.

It forms part of the Department of Education and Skills social inclusion strategy Delivering Equality of Opportunity in Schools (DEIS) to help children and young people who are at risk of or who are experiencing educational disadvantage.

The involvement of the Department of Education and Skills in early childhood education focuses mainly on interventions for children who are disadvantaged or have special needs.

Within the education community, Parents as Teachers (PAT) has gained prominence as a program for promoting child development and school readiness after achieving promising results in Missouri.12 In New Zealand, Scotland, and other countries, recent development of home - visiting efforts have replicated American models, thus indicating that the promise seen in this country with home visiting is envisioned beyond our shores.13, 14 Lisbeth Schorr, in her 1988 book Within Our Reach: Breaking the Cycle of the Disadvantaged, stated: «[Home - visiting] programs that succeed in helping the children and families who live in the shadows are intensive and comprehensive, flexible, and staffed by professionals with the time and skills to establish solid relationships with their clients.

While early parenthood can pose many challenges for anyone, it is particularly problematic for early and chronic female offenders, who face increased risks of pregnancy complications, socioeconomic disadvantage, relationship violence, and compromised parenting skills.41 Several studies have linked a history of maternal conduct disorder with unresponsive parenting.42 Particularly troubling are data suggesting that mothers with a history of aggression or conduct disorder, or both, pass on at least three risk factors to their offspring: antisocial biological fathers (because of assortative mating), prenatal exposure to nicotine, and coercive (hostile) parenting style.43 The most common trajectories followed by female offenders tend to increase the odds that their children will follow in their footsteps.

Parenting skills and a variety of family risk factors are influenced by the effects of disadvantage, meaning that Indigenous children are more likely to miss out on the crucial early childhood development opportunities that are required for positive social, educational, health and employment outcomes later in life.

More than 200 families in designated disadvantaged areas of Dublin were involved in the trial, with the program aiming to help parents develop skills to help their children in five domains of school readiness:

New multifaceted interventions designed to address a broad array of early parenting and home environment factors, while also providing enhanced preschool instruction, have shown impressive gains in cognitive skills for children from disadvantaged families.39

As research across neuroscience, developmental psychology, and economics demonstrates, early social - emotional, physical, and cognitive skills beget later skill acquisition, setting the groundwork for success in school and the workplace.15 However, an analysis of nationally representative data shows that 65 percent of child care centers do not serve children age 1 or younger and that 44 percent do not serve children under age 3 at all.16 Consequently, child care centers only have the capacity to serve 10 percent of all children under age 1 and 25 percent of all children under age 3.17 High - quality child care during this critical period can support children's physical, cognitive, and social - emotional development.18 Attending a high - quality early childhood program such as preschool or Head Start is particularly important for children in poverty or from other disadvantaged backgrounds and can help reduce the large income - based disparities in achievement and development.19

Disadvantaged children tend to fall behind before their second birthday: Children whose families lack economic and educational resources — those who are in the lowest socio - economic group, who live in poverty, whose parents have less education, or whose mothers are not employed — tend to lag behind their peers who have more of these resources in developing language skills, early math, and social - emotional indicators bchildren tend to fall behind before their second birthday: Children whose families lack economic and educational resources — those who are in the lowest socio - economic group, who live in poverty, whose parents have less education, or whose mothers are not employed — tend to lag behind their peers who have more of these resources in developing language skills, early math, and social - emotional indicators bChildren whose families lack economic and educational resources — those who are in the lowest socio - economic group, who live in poverty, whose parents have less education, or whose mothers are not employed — tend to lag behind their peers who have more of these resources in developing language skills, early math, and social - emotional indicators by age 2.

This working paper, prepared for a conference sponsored by the Institute for Research on Poverty at the University of Wisconsin - Madison, reviews evidence about the effectiveness of two strategies to strengthen family relationships and fathers» involvement with their children: fatherhood programs aimed at disadvantaged noncustodial fathers and relationship skills programs for parents who are together.

It specifically examines socioeconomic (SES) differences in skills within a low SES community in order to investigate the role of relative disadvantage on children's development.

Postnatal depression, particularly in disadvantaged communities, has been shown to be associated with impairments in the child's growth, 36 and his / her social, emotional, and cognitive development.37 By school age, children of women who suffer postnatal depression are at risk for showing externalising and internalising behavioural problems, and they have lower social skills and academic achievement.38 A key way in which maternal depression affects children's development is by disrupting the mother - infant relationship as well as routine parenting functions, 37 and two studies have shown that HIV infection is associated with similar disturbances in mother - child interactions.13, 39 Currently, no studies in the HIV literature have examined maternal psychosocial functioning in relation to mother - child interactions or child development.

Parent - training programmes have been shown to be successful in improving a range of outcomes including maternal psychosocial health32 and emotional and behavioural adjustment in children under 3 years of age.33 In the UK, the Sure Start project was launched in 1999 targeting preschool children and their families, in disadvantaged areas, with a number of interventions including good quality play, learning and child care.34 Recent evidence suggests that enrolled families showed less negative parenting and provided a better home - learning environment.35 The findings presented in this paper suggest that successful parenting interventions may improve the transfer of cognitive skills between generations thereby protecting disadvantaged families from unintentionally placing their children at risk of being on a path of continual negativity.

In 1994, Washington founded the The MaliVai Washington Kids Foundation, which promotes academic achievement and positive life skills to disadvantaged children through the game of tennis.