Sentences with phrase «used with school age children»

It is intended to be used with school age children and is designed to meet the requirements of different settings; for instance, a home school unit, a public school classroom, the local library, or your community center.

Not exact matches

Ingredients: • 1 ripe banana • 1/8 tsp cinnamon • 1/8 tsp cloves • 1 tsp flax oil • Drizzle agave (please note: do not substitute the agave with honey until after 18 mo of age due to the risk of botulism in young babies) Instructions: • Place peeled banana in a bowl and smash with the back of a fork • Add spices, flax oil and agave • Mix well • Place in microwave for 20 seconds • Serve warm Click here to see how to use this recipe for older children as a delicious, warm and healthy after school snack.

The renovation would include two new playgrounds for preschoolers and grammar school - age children, an ice - skating rink that can be used as an in - line roller skating rink during the summer, the reconstruction and realignment of two baseball fields and a new shelter with bathrooms.

Once your children are off to school, if you're a full time parent, use this time to run errands, get things done around the house, or spend quality time with children who are not yet school - aged.

The crib has 2 mattress heights, newborn to school age and the retro crib easily converts to a toddler bed with a toddler rail (sold separately), so you can use this retro look until your child is 5 years old.

This book can be used with young children and can grow with them to be used by parents as a spring board to answer the where - babies - come - from - question with school - aged children.

When used with seat belts, airbags work well to protect teenagers and adults; however, airbags can be very dangerous to children, particularly those riding in rear - facing seats, and to preschool - and young school — aged children who are not properly restrained.

Use the following tips to have the sex talk with your school - age child:

Janel works with all ages and especially enjoys working with very young and grade school children and using play therapy.

«We have found use of autoinflation in young, school - aged children with otitis media with effusion to be feasible, safe and effective in clearing effusions, and in improving important ear symptoms, concerns and related quality of life over a 3 - month watch - and - wait period.»

The researchers used body mass index (BMI) measurements from American Indian children (ages 7 - 18 years) from 117 school districts that encompassed tribal lands in California between 2001 and 2012 and compared children in districts with tribal lands that either did or did not gain or expand a casino.

I must confess, I used to err very much on the side of caution when it came to kids and knives, until I started finding research that delaying a child's ability to learn to use sharp objects like knives can actually interfere with their psychological development and is akin to «delaying potty training until school age.»

Two studies have examined infant media use and subsequent attention problems in school - aged children.45, 46 One of these studies found that the effects of television watching on infants» attention span varied with the content of the programming.

The needs of parents making their first anxious foray with a baby are very Chapter Three: Developmentally Appropriate Practice: Using New Media with Children, Birth through School - age Anne Hicks, Children's Librarian, Henrietta

Using census data to sort districts within each state by the federal poverty rate among school - age children, the group identified the poorest and richest districts - those with the highest and lowest poverty rates, respectively, whose enrollments compose 25 percent of the state's total enrollment - and matched that information with education revenues from state and local (but not federal) sources.

The British Standard guidelines recommend that schools purchase furniture with the appropriate dimensions for the age and size of the children using the equipment.

This book really had the children hooked from the first page with its bright drawings and Stone age themes (also a year 3 topic) I have also included SMART board presentations as that is the system used at my school, apologies I can not change the format so bear this in mind.

This resource is designed for use with children aged 9 - 11 in primary schools and aims to highlight the warning signs of grooming in an age appropri...

[1] Using data from the American Community Survey, they show that in 2015 just over half of American children aged 5 to 17 were white, but nearly 80 percent of young teachers (whom they define as individuals aged 25 to 34, with a bachelor's degree, and teaching at the prekindergarten through high school level) were white.

The qualification has been designed specifically for schools, to help them improve the standards of e-safety amongst staff and young people, and follows a 2010 report2 by Ofsted that recommends that schools should: • audit the training needs of all staff and provide training to improve their knowledge of and expertise in the safe and appropriate use of new technologies • work closely with all families to help them ensure that their children use new technologies safely and responsibly both at home and at school • provide an age - related, comprehensive curriculum for e-safety which enables pupils to become safe and responsible users of new technologies.

We use Census and school location data to estimate the percentage of families with school - age children that have different kinds of elementary schools within one, two, five, or ten miles (as the crow flies) from the center of their Census block group (which we loosely refer to as their «home» in the remainder of this report).

The results of a national pupil survey on internet use will be released on 30 January 2017 ahead of Safer Internet Day, taking data from 60 schools and 19,000 pupils Primary - aged pupils are more frequently using tablets and smartphones to access the internet With greater access to the internet, concerns have been raised around the content that is accessible by young children, and how this can be combatted effectively

No fewer than 26 % percent of respondents living with school - age children have used an alternative to traditional public schools at some point in those children's education.

About 28 % of teachers living with school - age children have used or currently use private schools, charter schools, or home schooling alongside or in lieu of traditional public schools.

With Günther Fink from the Harvard [T.H. Chan] School of Public Health, I've developed a new measure for the 0 — 3 age range that uses caregivers» reports of children's motor, language, cognitive, social, and emotional skills to capture these complex processes in fast, cost - effective ways.

Even though 87 % of parents with school - age children have sent a child to a public school, more than a quarter have made use of an alternative type of school: 14 % have had a child in a private school, 9 % a charter school and 8 % have homeschooled their children.

As the college students interact with the school - aged children, they actually use these strategies to help their young partners with literacy.

The potential problem with calculating income - based program eligibility using this table — as the Friedman Foundation team had for several years — is that the estimate could end up including parents who no longer have any children at home, young families that don't yet have children, couples who have chosen not to have children and anyone else who simply does not have school - aged children.

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

Example: Introduction to TPL staff workshops by AnitaBK on using iPads with school - age children.

When used with seat belts, airbags work well to protect teenagers and adults; however, airbags can be very dangerous to children, particularly those riding in rear - facing seats, and to preschool - and young school — aged children who are not properly restrained.

Whatever age of the child it has a use, from a 4 year old adding in their drawings or first attempts at writing, to educators using it to support EAL students with school made text books.

When asked if perhaps the Western disinterest has more to do with a cultural focus on immersion, narrative, and innovation over repetitive, pavlovian mechanics used to further addict a population of school - aged children already unable to pull themselves away from their 3DS» during a short subway commute the representative responded with: «Destiny»

There is no precise recommendation for school - aged children, but the AAP says «the idea is to balance media use with other healthy behaviors.»

ABS Brakes Age And How It Affects Driving Airbags Alcohol And How It Affects Your Driving Alcohol And Drugs Alcohol Content Anticipating The Actions Of Others Bicycles And Sharing The Road Blowouts And What To Do When You Have One Brakes Breakdowns And What To Do If Your Vehicle Suffers One Collision Traps Combining Drugs And Alcohol Communicating When Sharing The Road Other Drivers Course Overview Driving Aggressively Driving In Traffic With Others Emergency Vehicles Entering The Freeway In Traffic Exiting The Freeway In Traffic Fatigue Affects Your Driving Abilities Fog And How To Drive In It Following Distances When Driving Genders Affect On Driving Performance Getting Pulled Over By The Police Habits You Teach Your Children When Driving Head - on Collisions And How To Avoid Them Headlights How Speed Affects Impact Illness Affects Driving Abilities Implied Consent and Zero Tolerance and Open Container Laws Kids Left In Cars Left - foot Braking Legal Requirements Of Seat - belts In Texas Legalities of BAC Light Conditions and your headlights Littering Laws In Texas Motorcycles Laws and Rules In Texas Myths And Misconceptions of Drinking and Driving No Insurance Or Lose Your License Off - road Skid Recovery Techniques Organ Donation — What You Need To Know Passing On A Two - Lane Road Pedestrians Right - of - way Laws In Texas Personality Type Affects Your Driving Physiological Effects Of Driving Intoxicated Picking The Right Vehicle For You Proper Driving Position And Its importance To You Railroad Crossing Laws In Texas Rain — How To Drive In It Rear - end And Side Impact Collision And How To Avoid Them Road Conditions — What You Should Do When They Change Scene Of A Traffic Crash School Bus Passing Laws In Texas Seat Belts — How To Properly Use Them Signs — Signals And Markings In Texas Snow And Ice Driving Tips Speed Limits Laws In Texas Steering Mechanism On Your Car Strategies For Driving In Traffic Stress And How It Affects Your Driving Behavior The Reasons For Car Crashes Traffic Safety Problems In Texas The Wrap - up For The Texas online course Think Before You Drink And Drive Tire Maintenance — How To Maintain Your Cars Tires Tire Pressure Trucks — How To Share The Road with Semi-Trucks Using Your Cars Mirors Walk Around Inspection On Your Car Wind — How To Drive In Heavy Wind Yield — Its a Matter Of Courtesy Yielding To The Traffic On The FreWith Others Emergency Vehicles Entering The Freeway In Traffic Exiting The Freeway In Traffic Fatigue Affects Your Driving Abilities Fog And How To Drive In It Following Distances When Driving Genders Affect On Driving Performance Getting Pulled Over By The Police Habits You Teach Your Children When Driving Head - on Collisions And How To Avoid Them Headlights How Speed Affects Impact Illness Affects Driving Abilities Implied Consent and Zero Tolerance and Open Container Laws Kids Left In Cars Left - foot Braking Legal Requirements Of Seat - belts In Texas Legalities of BAC Light Conditions and your headlights Littering Laws In Texas Motorcycles Laws and Rules In Texas Myths And Misconceptions of Drinking and Driving No Insurance Or Lose Your License Off - road Skid Recovery Techniques Organ Donation — What You Need To Know Passing On A Two - Lane Road Pedestrians Right - of - way Laws In Texas Personality Type Affects Your Driving Physiological Effects Of Driving Intoxicated Picking The Right Vehicle For You Proper Driving Position And Its importance To You Railroad Crossing Laws In Texas Rain — How To Drive In It Rear - end And Side Impact Collision And How To Avoid Them Road Conditions — What You Should Do When They Change Scene Of A Traffic Crash School Bus Passing Laws In Texas Seat Belts — How To Properly Use Them Signs — Signals And Markings In Texas Snow And Ice Driving Tips Speed Limits Laws In Texas Steering Mechanism On Your Car Strategies For Driving In Traffic Stress And How It Affects Your Driving Behavior The Reasons For Car Crashes Traffic Safety Problems In Texas The Wrap - up For The Texas online course Think Before You Drink And Drive Tire Maintenance — How To Maintain Your Cars Tires Tire Pressure Trucks — How To Share The Road with Semi-Trucks Using Your Cars Mirors Walk Around Inspection On Your Car Wind — How To Drive In Heavy Wind Yield — Its a Matter Of Courtesy Yielding To The Traffic On The Frewith Semi-Trucks Using Your Cars Mirors Walk Around Inspection On Your Car Wind — How To Drive In Heavy Wind Yield — Its a Matter Of Courtesy Yielding To The Traffic On The Freeway

Texas, in an effort to reduce the instances of distracted drivers prohibits the use of mobile devices while driving for anyone who is under the age of 18, has had a learner's permit for six or fewer months, is in a school crossing zone, or who is operating a school bus with children present.

• Track record of instructing students about basic sketching and contouring techniques • Well versed in evaluating students» work, charting their progress, grading assignments and guiding them regarding their weaknesses appropriately • Hands - on experience in curriculum development, lesson planning and implementation with aid of modern and effective AV aids and instructional strategies • Expert in instructing students about working in various modes including pastels, oil colors, water colors, fabric paints, charcoal and pencil • Adept at creating and maintaining a highly stimulating, inspiring and multicultural classroom environment • Proven ability to introduce novel forms of art and inculcate the same in the curriculum effectively • Demonstrated ability to enhance creativity among students by encouraging innovation, novelty and originality in their pieces of art • Familiar with various kinds of pixel sheets, sketching paper and art material, fully capable of determining age specific art material and techniques, suitable for assigned level and grades of children • Known for initiating, designing and implementing various art contests at the school to encourage a general appreciation for art among students • Competent at identifying course goals and fulfilling the same in collaboration with students, teachers and parents • Proven skills in lesson planning, curriculum implementation, technique instruction, practice facilitation and assignment communication • Profound knowledge of various advanced level 3D effect art techniques • Strong classroom management, organization and discipline control skills • Profound ability to devise innovative learning and instructional techniques to facilitate effective transfer of skill and knowledge • Proficient in use of computer to aid art work, familiar with various graphic designing and drawing enhancement software

Mission: To expand the mentoring field's regional capacity to reach more school - aged children with caring, committed adult mentors, using best practices, training and professional support to achieve lifelong positive educational and behavioral outcomes for youth.

Finally, using Triple P as a «population health intervention» resulted in significantly fewer children with behavioral and emotional problems and reduced parental stress associated with having school - age children.87

By the time children reach elementary school age, they can spend a few more days with each parent, and can use other types of contact (like telephone or Skype) to stay connected.

The ASSIS (34) is an interview that was originally developed for adults and was revised for use with school - aged children (5).

First, an initial pool of about 180 items was generated and ratings by a group of children's psychotherapists were used to preselect 5 items per schema, which were then rated for comprehensiveness by primary school teachers and tested in interviews with children of the relevant age group.

Positive parenting practices (e.g., parental support, monitoring, avoiding harsh punishment) are associated with positive child outcomes, such as better adjustment, higher self - esteem, higher grades, fewer behavior problems, and lower reports of deviance among school - age children.6 Even if programs target parents of young children, parents may be able to use the skills they develop for years into the future or to help parent older children.

This website provides links to numerous free classroom resources, games, and activities that teaching staff can use with primary school aged children.

The briefer version of the PSC3 is broadly used, with > 40 published studies.23 These studies have shown that the PSC - 17 yields higher detection rates than pediatricians relying on clinical judgment alone24 and has risk rates comparable to those of the PSC - 35,3 semistructured interviews (Schedule for Affective Disorders and Schizophrenia for School - Age Children — Present and Lifetime Version), 25 and longer questionnaire measures.2 The PSC - 17 was derived from the PSC - 35 through an exploratory factor analysis conducted on data collected from the 1994 to 1999 Child Behavior Study (CBS), a nationally representative sample of > 20000 pediatric outpatients.3 In that study, the exploratory factor analysis suggested that it was possible to create a briefer version of the PSC with 17 of the original 35 items.

I have experienced firsthand how a preschool or primary school aged child uses this phrase with support workers and teachers.

Despite these modifications, consistencies with data from other developed nations were apparent: children's reports of Social Integration at school were similar to those reported previously in primary school samples in Australia14 and Hong Kong30 31; response patterns on the EATQ - R scales (Attention, Inhibitory Control, Perceptual Sensitivity and Aggression) aligned with data from a community sample of 1055 Dutch32 school students of similar age and access to Supportive Relationships at Home, School and in the Community was similar to that reported for a community sample of Canadian fourth - grade school children (~ 2 years younger than our sample).16 The pattern of responses on the Big Five personality constructs was also consistent with that reported for an Australian sample of 268 children aged 10 — 12 years33 using the full 65 - item version of the BFQ school were similar to those reported previously in primary school samples in Australia14 and Hong Kong30 31; response patterns on the EATQ - R scales (Attention, Inhibitory Control, Perceptual Sensitivity and Aggression) aligned with data from a community sample of 1055 Dutch32 school students of similar age and access to Supportive Relationships at Home, School and in the Community was similar to that reported for a community sample of Canadian fourth - grade school children (~ 2 years younger than our sample).16 The pattern of responses on the Big Five personality constructs was also consistent with that reported for an Australian sample of 268 children aged 10 — 12 years33 using the full 65 - item version of the BFQ school samples in Australia14 and Hong Kong30 31; response patterns on the EATQ - R scales (Attention, Inhibitory Control, Perceptual Sensitivity and Aggression) aligned with data from a community sample of 1055 Dutch32 school students of similar age and access to Supportive Relationships at Home, School and in the Community was similar to that reported for a community sample of Canadian fourth - grade school children (~ 2 years younger than our sample).16 The pattern of responses on the Big Five personality constructs was also consistent with that reported for an Australian sample of 268 children aged 10 — 12 years33 using the full 65 - item version of the BFQ school students of similar age and access to Supportive Relationships at Home, School and in the Community was similar to that reported for a community sample of Canadian fourth - grade school children (~ 2 years younger than our sample).16 The pattern of responses on the Big Five personality constructs was also consistent with that reported for an Australian sample of 268 children aged 10 — 12 years33 using the full 65 - item version of the BFQ School and in the Community was similar to that reported for a community sample of Canadian fourth - grade school children (~ 2 years younger than our sample).16 The pattern of responses on the Big Five personality constructs was also consistent with that reported for an Australian sample of 268 children aged 10 — 12 years33 using the full 65 - item version of the BFQ school children (~ 2 years younger than our sample).16 The pattern of responses on the Big Five personality constructs was also consistent with that reported for an Australian sample of 268 children aged 10 — 12 years33 using the full 65 - item version of the BFQ - C.20

Clinic group: 58 participants aged 8 — 16 years attending a mental health clinic with depression (DSM - III - R major depression, minor depression, or dysthymia, assessed using the Schedule for Affective Disorders and Schizophrenia for School - Age Children (K - SADS), Present version).

This webinar focused on the importance of father involvement and strategies that fatherhood programs can use to support father engagement with young infants, school age children, and teenagers.

A school aged child may meet with the specialist at their office where their thoughts and feelings can be expressed using play or other non-verbal techniques.