Example sentences of "of the [noun] of children " in BNC.

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1 If a toy is wrapped in a plastic bag make sure that you keep the bag out of the reach of children .
2 Keep lighters and matches out of the reach of children .
3 a label ( ‘ Keep out of the reach of children . ’ )
4 Of course , bedside lights need to be out of the reach of children too young to understand the dangers of electricity .
5 According to a recent report from the Consumers Association , a dose of only 3g of iron is enough to kill a toddler , yet few vitamin and mineral supplements are sold in child-resistant packs , so it 's vital to keep them out of the reach of children .
6 In the 1970s the Department of Education and Science pinned its hopes on the APU to provide a general measure of the achievement of children at schools and , implicitly , changes in standards over time .
7 His final work , on children , he advertised as fulfilling his promise to follow up the Tractatus , but in ‘ more hast ’ , because ‘ I see my glasse runs apace ’ : De morbis puerorum , or , a treatise of the diseases of children … very useful for all such as are housekeepers ( 1653 ) .
8 The Oxford Survey of Childhood Cancers compared the job histories of the fathers of children with cancers to those of the fathers of healthy children and found that those who worked with nuclear materials were at risk .
9 A study of the earnings of children in York in the 1970s compared with their fathers ' earnings in the 1950s found a coefficient of earnings of nearly 0.5 .
10 Fourthly , the growing awareness of the complexity of children 's problems , coupled with an ecological perspective that views them as part of an extended family and local community with its own history and culture , mean that no single person or agency will be able to provide all the necessary services .
11 In her chapter of the development of children 's ability to write , Miranda Jones describes a longitudinal study she conducted in Edinburgh , which followed children 's understanding of writing from the preschool stage , through to how their understanding changed as they learned to write in school .
12 Studies of the development of children 's writing and spelling suggest that whilst certain broad principles of development can be discerned , children follow a wide variety of individual developmental paths within these principles ( Bissex 1980 , Read 1986 ) .
13 Observational and interview data or developmentally salient aspects of Unit life were collected as supplementary data during a study of the development of children in prison Mother and Baby Units .
14 His first-hand experience of the work of Cizek in Vienna , together with his personal studies at the Euston Road School , had strengthened his knowledge of the spontaneity of the work of children .
15 Its use of public money to set up a network of city technology colleges in joint ventures with businesses mocked the needs of the majority of children .
16 Already we have looked at the healthy state of the majority of children when they enter this world and how their health tends to deteriorate slowly with time .
17 ‘ Need ’ was redefined in terms of learning difficulties significantly greater than those of the majority of children .
18 The intention was to address the needs of the majority of children through a combination of the ‘ broadly-based curriculum ’ and ‘ flexible teaching strategies ’ , and to use additional programmes and resources to cater for certain specific categories of need .
19 Wales notes that great care is needed in making claims about the universality of the forms of children 's pictorial representation .
20 The nightmare of childhood lived daily by orphan children in Romania is another example of a state of dreadful innocence abused by adults which is too painful to comprehend and yet which has become part of the domain of childhood as understood in Britain , just as images of the abuse of children by adults are also part of our daily reference to the violent world of childhood .
21 We do not , as yet , have enough long-term studies of the minority of children adopted without consent , especially if contact was artificially terminated and if the child was aware of a battle between the two sets of parents .
22 A more complicated pattern of movement was revealed by an analysis of the birthplace of children in those sixty-four families which had children under the age of twelve .
23 There are numerous difficulties in making an historical study which depends entirely on written evidence , which may not represent the experience of the mass of children , and is at best a distillation of the views of the literate classes .
24 First , if restriction on liberty is the defining feature of punishment , what are we to make of the experience of children who have to go to school and adults who have to work for a living ?
25 Residential care continues to form a major part of the experience of children and young people in care .
26 Giving voice to the demands , and warning about the constraints on teachers buying books , Pat Clark , a teacher and member of the Federation of Children 's Book Groups , reminded booksellers and publishers alike that ‘ books are only one of the resources needed by teachers ’ .
27 While some described it as an important strengthening of the rights of children , others saw it as a willingness to overturn natural family links in order to pander to a child 's desire to acquire richer parents .
28 It was only when I was in secondary school and took notice of the relationship of children of my age were with their parents and families , that I realised how other people behaved .
29 The introduction of compulsory elementary education after 1870 may have prompted a re-evaluation of the cost of children because it seriously diminished the contribution the child could make to the family economy .
30 It is in a sense a part of the issue of children 's language development and links can and should be made .
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