Example sentences of "the child ['s] behaviour " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | This may show itself by an improvement in the child 's behaviour or in the resolution of some lingering problem , such as the slight cough or persistently runny nose . |
| 2 | For example , an utterance such as ‘ juice ’ might be glossed as ‘ That 's juice ’ , ‘ I want some juice ’ or ‘ The juice is all gone ’ , depending upon the situation and the child 's behaviour . |
| 3 | The child 's behaviour may then cue the adult as to how successful was the initial interpretation . |
| 4 | Recording is an index of whether or not the method of intervention is effective over time and , in turn , of whether or not the child 's behaviour is changing — be it for better or worse . |
| 5 | Is the child 's behaviour age appropriate ? |
| 6 | Not recognizing the need for this will undermine the implementation of therapeutic advice and the child 's behaviour problems are likely to continue or get worse . |
| 7 | The rationale for this approach is to develop a warm and caring relationship between the parent and child with clear and identifiable limits set by the parent about the child 's behaviour . |
| 8 | Not only should the parent feel able to express upset at the child 's behaviour but equally the child needs to be able to do this towards the parent . |
| 9 | Some parents achieve this by being consistently very strict while others are very caring and child-centred but establish clear boundaries for the child 's behaviour . |
| 10 | This process links back to the idea of positively tracking the child 's behaviour . |
| 11 | Positive parenting is an approach to child management that emphasizes the good qualities of the child 's behaviour and helps the parent to become aware of them . |
| 12 | In some families with aggressive children the boundaries and limits on the child 's behaviour may not be clear and a struggle for power can take place between the parents and child which rapidly escalates into violence . |
| 13 | These parents appear to have difficulty in saying ‘ no ’ firmly and then ignoring the child 's behaviour . |
| 14 | Setting clear boundaries for the child 's behaviour is essential as once the child realizes that the parents are being consistent and firm in their reactions the problem behaviour will disappear . |
| 15 | Inadequate limits being set on the child 's behaviour , possible reinforcement of the aggression and modelling of aggression , and poor control of emotional reactions were all part of the learning history of these abusing children . |
| 16 | It has been easier in the past to give in to the child 's demands , so learning to set limits across all aspects of the child 's behaviour can be critical for coping with the battles about food . |
| 17 | the emotional environment at home to determine whether the child 's behaviour is a reflection of the tension and distress in the family . |
| 18 | But when on several occasions there is the right correlation of the child 's behaviour with the child 's use of the term , we conclude that he has mastered its correct use . |
| 19 | For example , the home situation may be seen as the single most important factor ‘ causing ’ the child 's behaviour problems . |
| 20 | Parental involvement in decision-making is often restricted to identifying those aspects of the child 's behaviour that fit or do not fit with the views of the professionals . |
| 21 | The parents go on a three-day course to learn how to manage the child 's behaviour which may , for example , become highly sexualised or aggressive . |
| 22 | As Piaget said when he reported the original finding , trying to explain the children 's behaviour away by saying that they ‘ misinterpret the question ’ is circular : of course they are misinterpreting the question and the next question is about cognitive determinants of this misinterpretation — this ‘ non-conservation ’ . |
| 23 | They also asked about the children 's behaviour . |
| 24 | The interviews with the class teachers centre on their parent involvement and multi-cultural practices and their assessments of the children 's behaviour and achievement . |
| 25 | This chapter will , therefore , examine evacuation as an historical episode by addressing three issues : first , why the initial evacuation scheme was such a failure — and whether this failure was caused , as many middle-class observers argued , by the children 's behaviour . |
| 26 | Yes , Elizabeth Howell of Exploring Parenthood , certainly that is the case , both with parents and with people like teachers or child care workers , who are in locus parentis for many hours of the day , and our sense is very much that if the adults around children can feel supported and confident that they can acknowledge their own fears and anxieties that they will then be better be able to transmit that measured response to the children in their care and it was very interesting last week , I heard from an educational psychologist in the north of England who said that a group of teachers had asked from several schools to come together to think about the resources that they needed to set in place in order to deal with the children 's behaviour , and after the meeting , at which they were able to express their anxieties , they then returned to their various areas and when the psychologist contacted them a couple of days later they said we felt sufficiently supported by knowing that others are struggling with the same issues and that we could acknowledge our concerns about it , that we now feel able to get on with the job of helping the children , and I think that was a very good example of adults finding a way to acknowledge their own anxieties and thereby to increase their effectiveness in dealing with the children that in whose care they have . |