Sentences with phrase «with socioemotional»

Not exact matches

She also works with families on promoting attachment and children's socioemotional development.

Adolescents» subtypes of attachment security with fathers and mothers and self - perceptions of socioemotional adjustment.

Much of contemporary social science and policy research is concerned with fathers» impacts on children's socioemotional development.1, 2 Yet material contributions made by fathers («breadwinning») remain central to an array of impacts on children, 3 including with respect to children's educational attainment and prospects for social success.

«Religion is an important socioemotional resource that has been linked with desirable mental health outcomes among older U.S. adults,» the authors stated.

Based on Socioemotional Selectivity Theory and a consideration of the ways in which Internet dating may provide convenient solutions to some of the particular dating challenges older adults may face, we have argued that there are grounds for expecting that age may be associated with increasing involvement in online dating pursuits.

With respect to the pursuit of romance, if we assume that individuals who use the Internet for this purpose are either single or dissatisfied with some aspect of their existing intimate involvements, Socioemotional Selectivity Theory has important implications for understanding whether and how age will affect their approach to the opportunities that Internet dating offWith respect to the pursuit of romance, if we assume that individuals who use the Internet for this purpose are either single or dissatisfied with some aspect of their existing intimate involvements, Socioemotional Selectivity Theory has important implications for understanding whether and how age will affect their approach to the opportunities that Internet dating offwith some aspect of their existing intimate involvements, Socioemotional Selectivity Theory has important implications for understanding whether and how age will affect their approach to the opportunities that Internet dating offers.

For younger students, research has shown that chronic absenteeism in kindergarten is associated with lower achievement in reading and math in later grades, even when controlling for a child's family income, race, disability status, attitudes toward school, socioemotional development, age at kindergarten entry, type of kindergarten program, and preschool experience.

Students also receive ongoing socioemotional support from a full - time social worker, and a full - time parent engagement director is expected to coordinate with school staff, families, and students on a continuous basis.

Summary of Results Predicting Later Achievement With Earlier Math and Reading Readiness and Socioemotional and Motor Skills

They can decide to look at students» socioemotional growth and whether schools are helping them develop skills like resilience and the ability to effectively collaborate with peers.

One reason is that a large percentage of the economically disadvantaged students most affected by the more stringent graduation requirements enter school with weak cognitive and socioemotional skills, which tend to trail them throughout their school careers.

The structural challenges facing these students are real, but Eagle Academy and the Cassandra S. Pinkney Foundation believes that through effective program design, with proper comprehensive services in place, there is no reason these students can not achieve at high academic and socioemotional levels.

School districts across the United States are honing their approaches to help newcomer students meet the challenges they face - from developing processes to identify students» academic and socioemotional needs, to connecting them with mental - health and legal supports, and tailoring curricular pathways in ways that balance student needs with policy constraints.

A key goal of the study is to provide researchers and policymakers with enhanced understanding of the school and non-school influences associated with mathematics and reading achievement, socioemotional health, and positive life development during the middle grades years and beyond.

CLASS (Pianta & La Paro, 2003) describes and measures classroom quality from PreK to Grade 3 using a common set of dimensions and rating scales, with grade - specific examples reflecting both instructional and socioemotional aspects of the classroom environment.

Regents of the University of California Santa Barbara, Santa Barbara, CA $ 144,000 over two years to support Michael Gottfried's study, «The Role of Full - Day Kindergarten for Children with Disabilities: Effects on Achievement and Socioemotional Development.»

Family physicians are usually one of the first professionals that young parents refer to for counsel on the care of their young child, particularly with physical and socioemotional development.

ABSTRACT: The study examined adolescents» secure attachment with both versus one parent, for deeper understanding of adolescents» perceptions of their socioemotional adjustment.

Socioemotional and behavioral adjustment among school - age children with learning disabilities: The moderating role of maternal personal resources.

TITLE: Adolescents» Subtypes of Attachment Security with Fathers and Mothers and Self - Perceptions of Socioemotional Adjustment

However, as a consequence of young mothers being required to work, infants may be placed in child care at a very early age, and mothers often require a patchwork of solutions, some of which may be substandard.40 Quality child care and early childhood education are extremely important for the promotion of cognitive and socioemotional development of infants and toddlers.41 Yet, child care may cost as much as housing in most areas of the United States, 25 % of the budget of a family with 2 children, and infant care can cost as much as college.42 Many working families benefit from the dependent care tax credit for the cost of child care, allowing those families to place their children in a certified or higher - quality environment.43 However, working families who do not have sufficient income to pay taxes are not able to realize this support for their children, because the credit is not refundable or paid to families before taxation.44 Therefore, some of the most at - risk children who might benefit from high - quality early childhood education are not eligible for financial support.

Of the 3 to 10 million children (aged 3 - 17 years) who witness intimate partner violence (IPV) annually, 9 a disproportionate number are aged 5 years and younger.10 Exposure to IPV in childhood is associated with altered neuroendocrine system profiles, 11 impaired socioemotional development, cognitive functioning, attachment to caregivers, and emotional regulation, and poorer physical and mental health.12 - 16

Compared to parents with lower levels of education, parents with higher levels of education tend to spend more time with their children (Guryan et al., 2008), use more varied and complex language (Hart and Risley, 1995; Hoff, 2003), and engage in parenting practices that promote socioemotional development (Duncan et al., 1994; McLoyd, 1997; Bradley and Corwyn, 2002).

The resulting custody arrangements sacrificed continuity in infant - father relationships, with long - term socioemotional and economic consequences for children.

Originating with the work of John Bowlby 1982, attachment theory describes a socioemotional behavioral system that guides how individuals manage their need for emotional security.

A range of childhood psychosocial risk factors have been associated with depression, including characteristics of the child (eg, behavioral and socioemotional problems, poor school performance), characteristics of the parents (eg, parent psychopathology, rejecting or intrusive behavior), and family circumstances (eg, the loss of a parent, physical or sexual violence, family discord).12 - 15 However, it has not been shown decisively whether these risks distinguish juvenile from adult - onset MDD.

Although the use of negative discipline strategies was low, we believe that reductions in yelling in anger, threatening, slapping in the face, and spanking with an object are meaningful given the associations of early discipline strategies with later socioemotional development, mental health, and parent - child relationships.30 These treatment effects were observed in families who participated in a universal intervention broadly focused on development and behavior.

There are a large number of curricula available for programs to choose from, with some of the best known models being the Creative Curriculum, HighScope Curriculum, and Tools of the Mind.54 Research has found a positive impact on early achievement scores and socioemotional behavior when programs intentionally apply a curriculum that is supported by professional development, coaching, and sufficient resources.55 Programs should adopt a curriculum that best fits their program philosophy and ensure teachers receive professional development and ongoing support to adequately incorporate the curriculum into their practice.

A 2012 study by the Department of Health and Human Services, or HHS, found that children who attend Head Start make important gains during the program and enter kindergarten with better cognitive and socioemotional skills than their peers who do not attend the program.

This study examined a cumulative model of risk / protective factors at the individual level (child's sense of coherence; attachment with father) and family level as manifested by fathers» emotional resources (fathers» negative / positive affect; attachment avoidance / anxiety), to explain socioemotional adjustment among children age 8 — 12 years with or without learning disabilities (LD).

This presentation posits a theory of the psychosocial development of gifted children that will incorporate the myriad socioemotional concepts in the field of giftedness within an Ericksonian framework to help guide parents, teachers, and clinicians with gifted children's optimal growth and development.

Based on these assumptions, we hypothesized that children's socioemotional development is significantly associated with breast feeding, level of maternal education and birth order.

This study examined the role of anger in infancy and its interaction with maternal warmth in predicting children's socioemotional development.

Additionally, interns will have clinical opportunities to conduct assessments with referral questions centered around issues of bilingual language development and the influence of culture and acculturation on cognitive, academic, and socioemotional functioning.

With respect to developmental research, findings from many large - scale research studies of child care influences are highlighting the complex, multidimensional influences that guide socioemotional and cognitive development in the early years.

Much of contemporary social science and policy research is concerned with fathers» impacts on children's socioemotional development.1, 2 Yet material contributions made by fathers («breadwinning») remain central to an array of impacts on children, 3 including with respect to children's educational attainment and prospects for social success.

Specific cognitions have been assessed both with respect to their impact on children's socioemotional development and on their cognitive development.

Egeland emphasizes that security of attachment during infancy has been consistently shown to predict aspects of social development during childhood, with secure attachment relating to more optimal developmental outcomes and insecure attachment predicting socioemotional maladaptation.

Therefore, the socioemotional context evoked by the MCAST with respect to mother and father, respectively, may have elicited different linguistic skills, depicting these differences in the linguistic context of the relationship to each parent.

Profiles of academic / socioemotional competence: Associations with parenting, home, child care, and neighborhood.