Not exact matches
They should include basic
knowledge of skills
development, safety rules and equipment maintenance, competence in first - aid, and an introduction to appropriate training methods and coaching behaviors for
working with young
children.»
I have an extensive
knowledge base
of child development and over 20 years
of experience
working with young
children and families as a Certified Early Childhood Educator and Montessori Teacher.
I would strongly recommend this course for any professional
working with babies and
children but most notably IBCLCs as it strengthens your skills in
child development, assessments and observations
of the anatomical structures
of infants and the
knowledge can be readily transferred into every day practice.
Each
of the voices in this conversation brings a breadth
of experience, research, and
knowledge — and BOND is a tremendous opportunity to bring it all together: research on infant / early
child development, attachment, sociology, public health, education, the experience
of medical professionals, pediatric support professionals, educators, volunteer, and manufacturers, and
of course, our collective minds and skills as a service community
working to strengthen human bonding and family health.
Through her experience
working with clients and as a mother
of two young
children, Becky has firsthand
knowledge of the importance that sleep plays in a
child's well - being, behavior, mood, and
development, and in parents» patience with their
children and in their relationships.
Her
work as a classroom teacher, school director and mom
of three have provided her with extensive practical experience and enhanced her breadth and depth
of knowledge in the field
of child development.
NCS programs
work in partnership with parents to promote healthy
child development with goals for school readiness in the areas
of language and literacy
development, cognitive
development, large and small motor
development, social emotional
development and health and safety
knowledge.
The Scope
of this project is to: - Provide seed funding and support pilot implementation
of ideas resulting from the June 2014 design workshop on improving outcomes for babies in foster care; - Launch pilots
of co-designed strategies for
working collaboratively with parents in creating daily, regularized family routines in four sites and evaluate executive function skills, child development, child literacy and parental stress levels of participants pre -, during, and post-intervention; - Build a core group of leaders to help set the strategic direction for Frontiers of Innovation (FOI) and take on leadership for parts of the portfolio; - With Phil Fisher at the University of Oregon and Holly Schindler at the University of Washington develop a measurement and data collection framework and infrastructure in order to collect data from FOI - sponsored pilots and increase cross-site and cross-strategy learning; Organize Building Adult Capabilities Working Group to identify, measure and develop strategies related to executive function and emotional regulation for adults facing high levels of adversity and produce summary report in the fall of 2014 that reviews the knowledge base in this area and implications for intervention, including approaches that impact two gener
working collaboratively with parents in creating daily, regularized family routines in four sites and evaluate executive function skills,
child development,
child literacy and parental stress levels
of participants pre -, during, and post-intervention; - Build a core group
of leaders to help set the strategic direction for Frontiers
of Innovation (FOI) and take on leadership for parts
of the portfolio; - With Phil Fisher at the University
of Oregon and Holly Schindler at the University
of Washington develop a measurement and data collection framework and infrastructure in order to collect data from FOI - sponsored pilots and increase cross-site and cross-strategy learning; Organize Building Adult Capabilities
Working Group to identify, measure and develop strategies related to executive function and emotional regulation for adults facing high levels of adversity and produce summary report in the fall of 2014 that reviews the knowledge base in this area and implications for intervention, including approaches that impact two gener
Working Group to identify, measure and develop strategies related to executive function and emotional regulation for adults facing high levels
of adversity and produce summary report in the fall
of 2014 that reviews the
knowledge base in this area and implications for intervention, including approaches that impact two generations.
This grant supports the ongoing
work of the Center and the National Scientific Council on the Developing
Child to communicate the growing knowledge base around child development linked to explicit, science - driven theories of ch
Child to communicate the growing
knowledge base around
child development linked to explicit, science - driven theories of ch
child development linked to explicit, science - driven theories
of change.
The overall goal
of this extension
of our existing
work in partnership with TFF and Achievement First Bridgeport Academy (AFBA) is to continue and expand our
work in Bridgeport focusing in several keys areas: (1) building
knowledge about (a)
children's emerging skills and areas
of challenge in the social - emotional domain and why these skills are critical to school success, and (b) the ways in which adult stress and skills in the social - emotional domain can impede or foster
children's social - emotional skill
development; (2) identifying, deploying, and evaluating strategies to build adult and
child skills in social - emotional learning with an emphasis on the Tauck Family Foundation's (TFF) five essential SEL skills; and (3) developing and testing a performance management system for SEL that (a) guides the identification
of strategies, (b) provides a mechanism for ongoing progress monitoring, feedback, and changes to practice, and (c) serves as an anchor point for ongoing coaching and support in using SEL strategies.
Under this umbrella, researchers are investigating
children's
development in the context
of their learning experiences and environments; equipping early educators with
knowledge, tactics, and networks to enhance their
work; and building a pipeline
of leaders ready to drive transformation in the field
of Early Education.
TXCC assisted the Texas Education Agency (TEA) staff with coordination
of the council's
work to inform policymakers and stakeholders about high - quality
development and implementation
of expanded learning opportunities for public school
children, applying
knowledge of research and best practices in this area.
My
work with
children prepared me to apply my
knowledge of development and learning theory to the enrichment and education
of our canine friends.
· A Bachelor's degree in Early Childhood
Development or child care experience · A love for working with children · Creative thinking skills · Planning and organization skills · Advanced knowledge of childhood development · Interpersonal skills · Social perceptiveness · Written and verbal communication skills · Patience and positi
Development or
child care experience · A love for
working with
children · Creative thinking skills · Planning and organization skills · Advanced
knowledge of childhood
development · Interpersonal skills · Social perceptiveness · Written and verbal communication skills · Patience and positi
development · Interpersonal skills · Social perceptiveness · Written and verbal communication skills · Patience and positive attitude
Candidates will need to have excellent communication skills, an interest in
child development and a good
working knowledge of EYFS.
• Ability to lead and
work effectively in a team demonstrating high class leadership qualities • Inborn skills to convince and persuade people • Demonstrated ability to manage big and small social campaigns or promotional projects • Excellent presentation skills, track record
of conducting and facilitating numerous community
development workshops proficiently • Substantial
knowledge of available community based services regarding health, education and life support • In depth
knowledge of family law and the
children's rights act
of USA
• 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
KEY QUALIFICATIONS • Over 1 year experience as Para-educator • Highly skilled in curriculum
development, behavior management and recordkeeping • In - depth
knowledge of child and adolescent
development • Able to adapt and accommodate educational curriculum • Demonstrated capability
of working with students
of different backgrounds
KEY QUALIFICATIONS • Over 2 years» experience
working as a
Child Care Teacher • Highly skilled in preparing developmentally appropriate lesson plans for little children • Hands on experience in planning and implementing a Creative Curriculum Model • In depth knowledge of ways of stimulating children's interest in activities • Proficient in managing each child according to individual circumstances • Excellent understanding of child development and early childhood theories • First aid and CPR Cert
Child Care Teacher • Highly skilled in preparing developmentally appropriate lesson plans for little
children • Hands on experience in planning and implementing a Creative Curriculum Model • In depth
knowledge of ways
of stimulating
children's interest in activities • Proficient in managing each
child according to individual circumstances • Excellent understanding of child development and early childhood theories • First aid and CPR Cert
child according to individual circumstances • Excellent understanding
of child development and early childhood theories • First aid and CPR Cert
child development and early childhood theories • First aid and CPR Certified
• Capable
of devising professional learning and
development strategies • Hands on experience in
working with learning disabled
children • In depth
knowledge of mainstreaming considerations • Skilled in individualized behavior plan
development • Well practiced in gauging students» progress
• Comprehensive
knowledge of childhood education, with special focus on providing physical and cognitive stimulation • Physically able to handle a high demanding job involving young
children, with intense motivation to provide them with education to nurture their individual personalities • Able to develop and implement age - appropriate activities, designed to help
children with school
work • Adept at disciplining
children in accordance to the methods meted out specifically by parents • Skilled at preparing nutritionally beneficial food items for
children, according to their ages and specific nutritional needs • Functional ability to handle
children with special needs, with great insight into managing adverse situations and emergencies • Dynamic approach to managing
children of different ages, background and cultures, with special focus on developing their personalities for social integration • Able to assist in the mental and physical
development of children by teaching basic social and cognitive skills • Track record
of building a safe, caring, nurturing and stimulating environment for
children, designed to assist them in developing and thriving physically and emotionally
KEY QUALIFICATIONS • Over six years
of experience
working as a Special Needs Aide for Rainbow • Highly skilled in
working with
children with varied handicapping conditions • In depth
knowledge of developing activities and curriculum based on individual
child's limitations and scope • Hands on experience in
development planning and engagement with parents in both formal and informal capacities • Compassionate nature • Good
knowledge of basic safety practices and first aide
These particular practitioners have developed, through their workplace experience, some
knowledge of child / adolescent
development and / or have experience
working with families.
Since irst joining AECEO in 2003, Anne has continued for the past 13 years to advocate and support the
work of Early Childhood Educators as we share our
knowledge of best practices,
child development, and curriculum in the early years.
The many professional
development and networking opportunities offered by NAEYC do more than just help educators enhance their skills and
knowledge — they also
work hand in hand with the standards for accreditation the organization has set forth with the goal
of creating a better level
of care and learning for
children across the U.S.
Professionals who
work with families need good training in, and
knowledge of, normal
child development.
beyondblue
works to equip parents, guardians and carers with the
knowledge and skills to maintain the good mental health and wellbeing
of children in early childhood / primary school settings, and prevent the
development of a mental health condition.
Secure attachment is the foundation
of emotional, social and mental health and the authors have provided a comprehensive guide for professionals who
work with families and
children to increase their
knowledge and skills in this fundamental area
of human
development.
Yardsticks:
Children in the Classroom Ages 4 - 14 Chip Wood This comprehensive, user - friendly reference helps those who work with and love children use the knowledge of child development to shape classrooms and schools where all children can succeed by giving charts on development traits; physical, social, language, and cognitive growth patterns; and suggestions for curricula
Children in the Classroom Ages 4 - 14 Chip Wood This comprehensive, user - friendly reference helps those who
work with and love
children use the knowledge of child development to shape classrooms and schools where all children can succeed by giving charts on development traits; physical, social, language, and cognitive growth patterns; and suggestions for curricula
children use the
knowledge of child development to shape classrooms and schools where all
children can succeed by giving charts on development traits; physical, social, language, and cognitive growth patterns; and suggestions for curricula
children can succeed by giving charts on
development traits; physical, social, language, and cognitive growth patterns; and suggestions for curricular areas.
Zero to Three focuses on bringing together the
knowledge and ideas from many fields showing that all domains
of development - social, emotional, intellectual, language and physical - are interdependent and
work together to promote a
child's overall health and well - being in the context
of his family and culture.
It will require a deep investment in the
development, testing, continuous improvement, and broad replication
of innovative models
of cross-disciplinary policy and programmatic interventions that are guided by scientific
knowledge and led by practitioners in the medical, educational, and social services worlds who are truly ready to
work together (and to train the next generation
of practitioners) in new ways.88, 89 The sheer number and complexity
of underaddressed threats to
child health that are associated with toxic stress demands bold, creative leadership and the selection
of strategic priorities for focused attention.
Thrive will
work in five key areas: helping to eliminate the opportunity gap with the state Early Learning Plan; deepening parent and caregiver
knowledge of child development and school readiness; developing a high - quality home visiting system to serve at - risk families; providing grants that advance our programmatic
work and mission; and building and mobilizing state, regional and local partnerships.
Moving forward, Thrive will
work in five key areas: helping to eliminate the opportunity gap with the state Early Learning Plan; deepening parent and caregiver
knowledge of child development and school readiness; developing a high - quality home visiting system to serve at - risk families; providing grants that advance our programmatic
work and mission; and building and mobilizing state, regional and local partnerships.
McDonough is a data manager who has
worked on several projects at MDRC: Supporting Healthy Marriage (SHM) is an evaluation
of marriage education programs targeting low - income, racially and ethnically diverse married couples; Head Start CARES (Classroom - based Approaches and Resources for Emotion and Social skill promotion) is a national evaluation
of three evidence - based strategies to improve the social and emotional
development of children in Head Start; the Mother and Infant Home Visiting Program Evaluation (MIHOPE) aims to build
knowledge about the effectiveness
of the new federally funded Maternal, Infant and Early Childhood Home - Visiting Program (MIECHV) in improving outcomes for at - risk
children and families.
These competencies are linked to the learning standards and specify the scope
of skills and
knowledge that guides those who
work with
children to facilitate
child learning and
development and support their partnerships with families.
This approach, which is being used in a number
of early childhood quality systems, helps
child welfare, early education and other programs
work with families to build the following protective factors: resilience, social connections, concrete support in times
of need,
knowledge of parenting and
child development, and social and emotional competence
of children.
Cross-sector professional
development (e.g., training mental health consultants and PCPs together) helps build partnerships across systems as well as a common core
of knowledge among providers who
work with young
children and their families.
In this forum, our postdoctoral fellows, clinical staff and affiliates share their expert
knowledge on a variety
of topics relevant to families today — from
child development, to innovative treatments for depression and anxiety, to best parenting practices, to the latest research on what
works in couples therapy — just to name a few.
ZERO TO THREE provides research - informed and competency - based professional
development that improves the
knowledge, skills, and abilities
of infant mental health professionals
working with young
children and their families.
The Infant / Toddler and Preschool Professional
Development Incentive Awards (PDIA) encourage early childhood professionals to increase their knowledge of early childhood development and caregiving by providing a monetary incentive to individuals who successfully complete the 60 - hour Montana Infant Toddler Caregiver Course and / or the 60 - hour Certified Preschool Teacher Course and are currently working in a licensed facility a minimum of 15 hours per week with infants / toddlers or preschool age
Development Incentive Awards (PDIA) encourage early childhood professionals to increase their
knowledge of early childhood
development and caregiving by providing a monetary incentive to individuals who successfully complete the 60 - hour Montana Infant Toddler Caregiver Course and / or the 60 - hour Certified Preschool Teacher Course and are currently working in a licensed facility a minimum of 15 hours per week with infants / toddlers or preschool age
development and caregiving by providing a monetary incentive to individuals who successfully complete the 60 - hour Montana Infant Toddler Caregiver Course and / or the 60 - hour Certified Preschool Teacher Course and are currently
working in a licensed facility a minimum
of 15 hours per week with infants / toddlers or preschool aged
children.
National
Child Traumatic Stress Network (NCTSN) The NCTSN works to serves the nation's traumatized children and their families by raising public awareness of the scope and serious impact of child traumatic stress on the safety and healthy development of America's children and youth; advancing a broad range of effective services and interventions by creating trauma - informed developmentally and culturally appropriate programs that improve the standard of care; working with established systems of care including the health, mental health, education, law enforcement, child welfare, juvenile justice, and military family service systems to ensure that there is a comprehensive trauma - informed continuum of accessible care; and fostering a community dedicated to collaboration within and beyond the NCTSN to ensure that widely shared knowledge and skills become a sustainable national reso
Child Traumatic Stress Network (NCTSN) The NCTSN
works to serves the nation's traumatized
children and their families by raising public awareness
of the scope and serious impact
of child traumatic stress on the safety and healthy development of America's children and youth; advancing a broad range of effective services and interventions by creating trauma - informed developmentally and culturally appropriate programs that improve the standard of care; working with established systems of care including the health, mental health, education, law enforcement, child welfare, juvenile justice, and military family service systems to ensure that there is a comprehensive trauma - informed continuum of accessible care; and fostering a community dedicated to collaboration within and beyond the NCTSN to ensure that widely shared knowledge and skills become a sustainable national reso
child traumatic stress on the safety and healthy
development of America's
children and youth; advancing a broad range
of effective services and interventions by creating trauma - informed developmentally and culturally appropriate programs that improve the standard
of care;
working with established systems
of care including the health, mental health, education, law enforcement,
child welfare, juvenile justice, and military family service systems to ensure that there is a comprehensive trauma - informed continuum of accessible care; and fostering a community dedicated to collaboration within and beyond the NCTSN to ensure that widely shared knowledge and skills become a sustainable national reso
child welfare, juvenile justice, and military family service systems to ensure that there is a comprehensive trauma - informed continuum
of accessible care; and fostering a community dedicated to collaboration within and beyond the NCTSN to ensure that widely shared
knowledge and skills become a sustainable national resource.