Example sentences of "[art] child " in BNC.
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| 1 | The child , possessed by wonder and nameless hauntings , tried to join together the heavings and creakings and groans and gasps and little cries he had heard as he lay on the floor , his mother 's disturbed concentration now , his father 's stillness as if felled , and the sticky warmth in which he lay between them , something more than the sweat that was there before , a substance he divined as elemental , mysterious , newly decanted , that touched his flesh and his senses with profound , unattainable meaning . |
| 2 | But in all these instances , similar categories of differentiation occur — the insiders and the outsiders , the religious and the rough , the parent and the child , the female and the male . |
| 3 | Article 42 recognized that ‘ the primary and natural educator of the child is the family ’ . |
| 4 | But even the new bill limited adoption to parents possessing the same religious identity as the child . |
| 5 | Far from being a conclusion of the ‘ consumer-led ’ revolution beloved of propagandists , the change is the child of a retail revolution which , for the consumer , constitutes only a re-arrangement of his or her individual powerlessness . ’ |
| 6 | Then there was the question of the paternity of Mrs Clancy 's last child : Mr Clancy had only just returned from Egypt after a two-year posting , and — as Peony had pointed out — the child was only 14 months old . |
| 7 | You should make sure you know where the parents can be contacted , and that they have given you all the information you are likely to need about the child . |
| 8 | You should keep a register of when the child comes to you together with basic information like his date of birth , doctor 's name and phone number . |
| 9 | It 's important for you and the child 's parents to work together as much as possible . |
| 10 | Teaching children should always be taken at the child 's pace , answering questions as truthfully and accurately as possible , rather than trying to tell the whole story . |
| 11 | If your child is drowsy or unconscious , lie the child on his or her side . |
| 12 | Tears again , she felt like the child she had been when her father gave wild stinging slaps to her legs by way of welcome after she 'd run away from home . |
| 13 | That is given to the child at the all-important ceremony of circumcision , which re-enacts the covenant between God and Abraham ‘ the father ’ of the Jewish people , and admits the child into the family of Israel . |
| 14 | That is given to the child at the all-important ceremony of circumcision , which re-enacts the covenant between God and Abraham ‘ the father ’ of the Jewish people , and admits the child into the family of Israel . |
| 15 | In deference to custom , there was a party in the child 's honour , central to which was a dish of peas , which symbolises the lessening of grief to those who have been in sorrow — never far from the Jewish consciousness , and of particular relevance to this family ; a copy of the scriptures was placed in the child 's hands , along with a pen — how especially appropriate for this child ! — which will have been followed by the usual Talmudic discussions in which , no doubt , Lyon and Solomon will have capped each other 's comments . |
| 16 | In deference to custom , there was a party in the child 's honour , central to which was a dish of peas , which symbolises the lessening of grief to those who have been in sorrow — never far from the Jewish consciousness , and of particular relevance to this family ; a copy of the scriptures was placed in the child 's hands , along with a pen — how especially appropriate for this child ! — which will have been followed by the usual Talmudic discussions in which , no doubt , Lyon and Solomon will have capped each other 's comments . |
| 17 | No redemption-money was needed , the child itself was the actual embodiment of the prayer-gift . |
| 18 | It is said that prior to birth the angels instruct the child in full knowledge of life and the universe . |
| 19 | In keeping with this traditional matter went another , equally traditional : ‘ Spare the rod and spoil the child , ’ though in Leonard 's case it was not ‘ the rod ’ but the dog-lead that reminded him of his responsibilities , accurately wielded by his mother . |
| 20 | Jewish tradition said this about the education of the child : ‘ Scripture at five ; Mishnah ( that is , the explanation of the scriptures ; mishnah means ‘ repetition ’ ) at 10 ; Bar Mitzvah at 13 . ’ |
| 21 | This means , in turn , that the initial state of the learner must be as a possessor of vast battalions of hypotheses which are selected out as the child bumps up against the physical world and the human conceptual system . |
| 22 | Mental development , on the constructivist view , consists in the elaboration of this knowledge ; so that if there is one central difference between the mental processes of the baby , the child , and of the adult it is in terms of how self-world dualism is manifest in ( and to ) the subject . |
| 23 | One way of stating this global assumption is this : what the child has to acquire is the ability to direct , inhibit , and co-ordinate his thoughts , as he earlier had to direct , inhibit and co-ordinate his actions . |
| 24 | And so one may say , in more directly Piagetian terms , that the child 's thinking fails , by our lights , in so far as one thought is not balanced ( ‘ in equilibrium with ’ in Piaget 's jargon ) by another . |
| 25 | The child 's cognisant acts have the character of perceptions : if an act is done it can not be undone ( ‘ reversed ’ in the jargon ) and so there is no going back and taking another perspective on the question or practical problem . |
| 26 | We give the child two pencils of equal length side-by-side , and he correctly judges them to be the ‘ same size ’ . |
| 27 | Clearly , they do not look the same length ; and clearly the child 's thought is focused on the tips ( ‘ centrated on ’ in the jargon ) . |
| 28 | The tips of the pencils are ‘ cognitively salient ’ , and what is seen of their relation determines the child 's communicated beliefs about length . |
| 29 | The child sees them and talks about them ; but this does not affect his beliefs . |
| 30 | The phenomena studied in theory-of-mind research , I will argue , fill out the Piaget-Flavell picture of the child as a victim of cognitive salience . |