Example sentences of "about children [unc] " in BNC.

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1 Well you were just talking about children erm my feeling is that we 're all children , there is no division between being a child and an adult and I think that they can accept a whole lot , but there 's a whole lot of adults that ca n't accept the shocks that are happening today and they put them into their subconscious and unfortunately it comes out in so many other ways — it comes over as a neurosis or as a mental disorder at some later date .
2 Social workers defined their main purpose when investigating referrals of alleged sexual abuse as the evaluation of child care risk ; judgement about children 's well-being was justifiable and necessary even if the reasons which motivated referral were unproven or no longer relevant .
3 Parents ' evenings are opportunities to share good news about children 's progress .
4 And this is one of the first points to note about children 's gun play .
5 I still add to subjects that are particularly in my line — playground games like marbles , tops and balls — as at the moment I am working on a book about children 's play .
6 Roger Samways , Adviser for English and Drama in Dorset , was very progressive in outlook , holding views about children 's learning which were anathema to most right-wing Conservatives .
7 But this whole account depends on the argument about children 's single-sex peer groups , an argument which just pushes the problem back a stage .
8 This came into force in October 1991 and introduces to the law important new principles about children 's rights and choices , parental responsibility , and the role of the education and welfare system .
9 Not all of these demands are quantifiable and measurable or will rest easily within a neat job description : some will stem from anxieties about children 's academic progress , some will centre upon their social and emotional welfare .
10 Have you got anything about children 's toys , cos they were in terrible short supply
11 Now schools can ‘ opt out ’ from local authority control , so that the people who care most about children 's futures — especially parents and teachers — are together empowered to make the key decisions .
12 These findings offered important support for theoretical proposals about children 's acquisition of the meanings of more and less as well as of other adjective pairs ( e.g. , big/small , tall/short , wide/narrow ) , in that they appeared to show that children first learned the meaning of the unmarked term for a dimension ( e.g. , big , tall ) , and interpreted the marked ( negative ) member ( small , short ) of the pair as if it had the same meaning as the unmarked ( positive ) member ( see H. Clark , 1970 ; Clark , 1973a ) .
13 Adults have fairly low expectations about children 's ability to explain things .
14 In this chapter , we will look at what is known about children 's use and understanding of explanations .
15 The analysis needs to be related to what is known about children 's learning and the curriculum experienced by the pupils .
16 We 'll end up today by talking a bit about children 's role play .
17 Mike Rosen , poet and broadcaster , was the champion of a strategy for reading dependent on enthusing readers by offering them books which they could enjoy , books which had been chosen by them or for them by people who knew about children 's books .
18 Sadly , the current infighting about children 's reading will do little to encourage publishers or booksellers to engage seriously in children 's literature .
19 Other workers have echoed Clark 's concerns about the sliding scales which ask social workers to make subjective judgements about children 's skills or problems .
20 It conceded that future teachers needed to know about children 's language development along with their general development .
21 PNP policy was embedded in the broader framework of Authority-thinking about children 's needs , the curriculum , teaching strategies , classroom practice , school management and home-school relationships .
22 However , much is revealed about children 's thinking in incidents as well as in the general strategies used .
23 Finally , teachers ' explicit use of ‘ attainment ’ targets , their strategies of assessment and remediation and evidence about how they think about children 's learning will be explored in depth .
24 The second point of concern is about children 's services .
25 The final thing I want to say to you about children 's services is , we have to , we have , having great trouble breaking into prevention .
26 I was talking about children 's services , yes
27 Yes , well you are talking about children 's services , but , I , I think if Mr 's going to talk later to this , if you want , but we are absolutely at the moment , we know that eighty nine percent of work at the child care centre is to do with child protection with to deal with it , and by that I mean abuse , physical and sexual abuse , er , concerns about that and a lot of that of course is , is tied up in procedural ways , and we 're dealing with events almost after the situation has er , got going , er , and of course , with the courts , you know that we 've got duties in relation to the courts , that we , we have to fulfil or else we are the subject of criticism from the er , courts , and we have been rapped at various er , times .
28 It 's a pity that the general public do n't come into this chamber on , on a normal debate , about education , about children 's needs , about social services , the very things that I 've
29 The Dundee deaconess , who helped us with advice about children 's books an her own delightful design for a Chalet School sampler , said that she hoped our efforts together would bring ‘ help , food and life to many . ’
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