Sentence examples for child competencies from inspiring English sources

In the same communities, UNICEF supports teacher training, curriculum development, activities for school readiness and life skills promotion, educational toy supplies and monitoring and evaluation of child competencies and preschool standards.

Schools offer a logical setting for interventions for children, and school-based violence prevention programmes in high-income countries have shown significant reductions to children's aggressive and disruptive behaviour and increases in child competencies.

Exchanges across sites revealed ways the process prompted critical inquiry and reflexive discourse and challenged teachers' taken-for-granted assumptions about teacher-child proximity, children's competencies, and autonomy.

This view contrasts with many parents, who reported wanting support to help their child develop competencies as well as to negotiate or manage the environment.

This empirical approach to assessing child problems, competencies and adaptive functioning was termed the Achenbach System of Empirically Based Assessment (ASEBA), of which the widely used Child Behavior Checklist (CBCL) is the prototype.

To obtain information on the children's competencies and their behavioral and emotional problems, the parents completed the Child Behavior Checklist (CBCL) (Achenbach and Rescorla 2000) and the teachers filled out the Teacher's Report Form (Achenbach and Rescorla 2000).

Children receiving interventions that provide direct educational experiences show larger and more enduring benefits than do children in programs that rely on intermediary routes to change children's competencies (e.g., parent training only).

Childcare professionals were invited to evaluate children's competencies in the following domains: Gross motor, Fine motor, Social competence, Communication, Vocabulary, and Intelligence development.

Hypotheses about the conditions under which intracultural and extracultural raters perceive children's competencies similarly were also tested.

However, the data basis for analyzing the effects of learning environments on children's competencies and educational trajectories has been rather sparse in Germany.

However, the overall size of the institution does not seem to be associated with the children's competencies, and there is no significant difference between public and nonpublic providers with regard to the number of registered children.