Sentences with phrase «spiritual development of your child»

Is there anything else you would ask of me or like me to know, as an adult who is invested in the spiritual development of your child?

Unlike the holistic or transformative orientation there is no emphasis on the spiritual development of the child or teacher.

The undersigned recognize that absent issues of abuse, neglect or abandonment, government policy and laws must be structured in such a way as to maximize the opportunity of all parents to contribute to the social, emotional, intellectual, physical, moral and spiritual development of their children.»

Not exact matches

Their work includes a Children's Centre, focused on single and impoverished families, a pilot micro loan program for education and business development, an ongoing partnership for home ownership within the community, and a deep local commitment to the spiritual growth, empowerment and development of the community.

Only 16 per cent indicate that spiritual development constitutes a primary goal of the child - care program.

And speaking as a Catholic parent, I certainly do want to know and be assured that the ones who teach my children in this important area of their spiritual and moral development are those whose personal character, knowledge and teaching skills are adequate for the task.

This giving of one's self, which is the definition of conjugal love, must lead in its normal development to paternity or maternity in a spiritual sense, just as marriage does in a physical sense through procreation, rearing, and education of children.

Nourishment of the spiritual, physical, and emotional aspects of each child is integrated with the development of intellectual capacities, allowing learning to become a lifelong passion along with developing an ability to work with others to put that learning to service in the world.

Instead of being merely the receiver of the parents» psychological and spiritual legacy, children function as ushers of the parents» development.

Waldorf pedagogy is based on thoughtful insights into child development (physical, emotional and spiritual) that meets students at their precise stage of development so that lessons can be deeply and completely learned.

At Corvallis Waldorf School, the Board of Directors, Faculty and Staff, and parents work together in dedication to the physical, emotional, spiritual and intellectual development of children.

Our play program restores the opportunity for children to enjoy the kind of play that is key to their physical, emotional, spiritual and cognitive development.

Creator of My Baby is Christian, a learning and spiritual development system for young children, Haley has taught several courses at the Amen Clinics, including a 12 - week Anxiety and Depression group, Love and Logic parenting, and Amen Clinic's Two - Day Brain Health Course.

A parent's main prerogative should be the healthy development of his or her child's social, physical and spiritual life.

It promotes the development of physical, emotional, and spiritual balance children need to flourish.

«You know the flip side of nonnegotiables is his emotional life, meaning his spiritual development, and really recognizing his soul and all his faults and sometimes working out of what feels like a traditional parent - child relationship.

Holy Angels Preschool is committed to the development of the whole child, with an emphasis on the spiritual, intellectual, physical, and social growth of each individual.

To quote from Fr, Heft's concluding chapter, «A Catholic high school that offers the education that it should will provide not only spiritual development, it will also provide a superior education, precisely because it will integrate knowledge; attend to both the heads and hearts of their students; engage parents more intimately in the education of their children; deepen their understanding and strengthen the practice of their faith; and prepare their graduates to enter thoughtfully a culture that offers opportunities and has needs, not just for technical skills, but even more for wisdom and generosity.»

Our plan is grounded in the following two premises: 1) When purposefully synchronized with one another across multiple forms of media («cross-media»), children's and adolescents» exposure to high quality youth - oriented social and ethical story content, i.e. stories of substance specifically about character development, compassion, and courage (CCC), is a powerful way to promote youth academic achievement and ethical values; 2) Especially if these stories, told and «read» across media, in their various genres (human interest, biography, history and historical fiction, civic engagement, coming of age, social change, spiritual awakening, moral issues, etc.), are «taught» by «educators» (broadly defined) using an «evidence - based» pedagogy that A) makes use of peer to peer, and adult facilitated group discussion and debate as a primary form of instruction, and B) takes advantage of access to the texts of the story that are made available cross-media (narratives, scripts, videos, etc.) to foster students» critical thinking and ethical reflection skills.

Catholic schools in the Archdiocese of New York offer a unique combination of academic and spiritual development that helps children of all backgrounds get the best start in life.

Among his areas of interest and expertise are action - research, minority ethnic achievement and young children's learning, especially their spiritual, moral, social and cultural development.

We focus on individualized gifted education, embracing the «whole child» philosophy wherein the mental, physical, emotional, and spiritual facets of a child's development will be nurtured.

UrbanPromise provides year - round out - of - school - time academic and spiritual development for low - income students with a bold mission: reach a child, raise a leader, restore a community.

The program provides an educational foundation which includes all aspects of child development: social, emotional, cognitive, physical, spiritual, and STEM basics.

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About Blog Country Montessori School is dedicated to providing children a Montessori education based on Dr. Montessori's principles that focus on the development of the whole child; intellectual, physical, social, emotional, and spiritual.

Holy Angels Preschool is committed to the development of the whole child, with an emphasis on the spiritual, intellectual, physical, and social growth of each individual.

About Blog Country Montessori School is dedicated to providing children a Montessori education based on Dr. Montessori's principles that focus on the development of the whole child; intellectual, physical, social, emotional, and spiritual.

Some other interests include: healing from a traumatic past or stressful childhood, setting healthy boundaries in one's own life and in relationships, working with parents to set consistent boundaries or adjusting to life with a baby / child, spiritual growth and development, fear / anxiety, depression, stress, self - confidence, and lack of motivation.»

Raising or parenting is the process of promoting and supporting the physical, emotional, social, financial, spiritual, and intellectual development of a child from infancy to adulthood and techniques in teaching or pedagogy is the method and practice of teaching, especially as an academic subject or theoretical concept.

/ School restorative conferencing / School restorative conferencing / School setting / Schools / School's contribution / Secure accommodation (1) / Secure accommodation (2) / Self / Self awareness for facilitators / Self in family work / Self - blame / Self - development / Self exposed / Self - expressions / Self formation / Self - injury (1) / Self - injury (2) / Self - injury (3) / Self - mutilation / Self - mutilation: an examination of a growing phenomenon / Self renewal / Self - supervision (1) / Self - supervision (2) / Selfishness / altruism / Separation and Loss / Separations / Service user involvement / Severe personality disorder / Sex education / Sexual abuse / Sexual abuse in an institutional setting / Sexual abuse recovery work / Shaping modifying environments / Sharing and bearing with a child / Showing that life can be enjoyable / Significant adults / Significant learning / Silence / Silent voices / Single cause / Size of residential settings / Sleep / Small group living / Small groups / Social brain (The) / Social care in Ireland / Social care — the field / Social change / Social competence (1) / Social competence (2) / Social Competencies: Affect / Social networks in restricted settings / Social Pedagogy / Social policy / Social skills training (1) / Social skills training (2) / Social skills training (3) / Social skills training (4) / Social skills training (5) / Socratic questioning / Solution - focused principles / Some unanswered questions / Space and place / Space under threat / Spaces / Spatial arrangements / Special considerations in the development process / Spiritual connection / Spiritual well - being / Spirituality / St. John Bosco / Staff and sexual orientation / Staff induction / Staff integrity / Staff meeting / Staff morale / Staff morale in children's homes / Staff retention / Staff selection / Staff support / Staff training groups in institutions / Staff turnover / Staff values and discipline / Staffing / Statement of Purpose / Status of care workers / Stealing / Steering a middle course / Stigma / Story, time, motion, place / Story unfolding / Storybook reading / Street children (1) / Street children (2) / Street children (3) / Street children (4) / Street children (5) / Street children (6) / Street children and self - determination / Street corner / Street kids / Street youth and prostitution / Streetsmart kids / Stress / Stress in child care work / Strengths (1) / Strengths (2) / Strengths (3) / Structure of activities / Structured storying / Structuring the relationship / Stuck clients / Students / Students, self and practice / Succeeding with at - risk youth / Successful careers / Suicidal behaviour in GLB youth / Suicide (1) / Suicide (2) / Suicide attempts / Suicide risk / Suitability for practice / Supervision (1) / Supervision (2) / Supervision (3) / Supervision (4) / Supervision (5) / Supervision (6) / Supervision (7) / Supervision (8) / Supervision (9) / Supervision and ethics / Supervision and practice / Supervision and teaching / Supervision formats / Supervision: Parallel process / Supervision wish list / Supervisor insecurity / Support for self - harm / Support for self - harm / Symbolic communication / Symptom tolerance guaranteed / Systemic thinking / Systems (1) / Systems (2) / Systems (3) / Systems and spheres of influence / Systems thinking / Systems vs developmental views /

This perspective, which promotes a coherent and inclusive view of childhood, identifies nine key dimensions of children's development, all of which must be addressed if a child is to enjoy a positive upbringing: physical and mental health; emotional and behavioural well - being; intellectual capacity; spiritual and moral well - being; identity; self care; family relationships; social and peer relationships; and social presentation.

After reviewing the circumstantial and neglect / abuse causes for the development of maladative attachment of an infant / toddler with his / her caregiver, the workshop describes the manifestations of Attachment and Trauma Dysregulation on children and youth in the following areas: behavioral, cognitive, affectivity, physical and spiritual / moral.

States shall in consultation and cooperation with indigenous peoples take specific measures to protect indigenous children from economic exploitation and from performing any work that is likely to be hazardous or to interfere with the child's education, or to be harmful to the child's health or physical, mental, spiritual, moral or social development, taking into account their special vulnerability and the importance of education for their empowerment.

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,

Clinical interests of mine include children of abuse neglect, children of divorce or other family conflict, adolescents and identity development, men's issues, veterans and their families, and religious / spiritual problems.

About Blog Country Montessori School is dedicated to providing children a Montessori education based on Dr. Montessori's principles that focus on the development of the whole child; intellectual, physical, social, emotional, and spiritual.

Holy Angels Preschool is committed to the development of the whole child, with an emphasis on the spiritual, intellectual, physical, and social growth of each individual.