Example sentences of "child ['s] [noun sg] [vb -s] " in BNC.

  Next page
No Sentence
1 Robin Child 's influence has gone far beyond the limits of the classroom and his Marlborough pupils : he has lectured widely , here and abroad , to teachers , art societies , art colleges , educationists , church audiences and schools ( some subsequently sending their own heads of department to Marlborough to see how it 's done ) on many aspects of art and art history , the philosophy of teaching and his own approach to it .
2 One must , I think , start from the general premise that the protection of the child 's welfare implies at least the protection of the child 's life .
3 It allows an early and full account to be recorded before the child 's memory fades ; reduces the chance of parents or other interested adults influencing what the child says ; removes the need for a succession of professional people to probe at length and in detail the traumatic experiences of the child ; exposes any leading questions made the interviewers ; and allows people to observe the non-verbal as well as the verbal messages the child wants to make .
4 A child 's skin heals fast — an aged skin takes much longer .
5 Most of what is known about social development is based on the study of encounters between a child and one other person , yet much of a child 's life takes place in groups of more than two persons — within the family , the neighbourhood peer groups , the pre-school group , and so on .
6 So when someone in a child 's life dies they are often told fabricated versions of what has happened .
7 It is one of Robin Child 's primary aims that everyone should learn to be visually literate , to learn to read a picture as they would a book .
8 Indeed the need to know about the earlier and later stages of a child 's education becomes imperative when schools have to plan the next stage of learning on the basis of achievement so far , when teachers have to evaluate and — if appropriate — change their own teaching , when parents have to be told in detail how their children are progressing and when LEAs , parents and governors have to have information which allows the performance of the school as a whole to be evaluated .
9 Throughout his lifetime he had been regarded as an excellently scientific psychologist who had shown that the level of a child 's intelligence has little to do with the child 's home environment ; instead it is a product of the intelligences of the child 's parents .
10 This disregard of the family 's potential for constructive future contact where the question of the adequacy of a child 's parenting has arisen , has led to a polarisation of public care and private family life .
11 In the prevailing exclusionist literature , which is controlled by the professionally intelligent , the attitude that what professionals define as ‘ intelligence ’ does not matter , and that their child 's humanity does , may be seen as a symptom of pathology as severe as ( and similar to ) a child 's intellectual disabilities .
12 Whether your child 's school uses the ‘ look and say ’ reading method , where pictures are used to help children read a word , or the ‘ phonic ’ method , which emphasises the sounds of letters , or a mixture of both .
13 The system makes teachers careful with their marking system , for parents have the legal right to complain if they believe that their child 's classwork has been unfairly marked .
14 The same conditions apply to a requirement for psychiatric treatment except that the doctor must be approved under s12 of the Mental Health Act 1983 and the court must be satisfied that the child 's condition does not warrant detention under the mental health legislation .
15 Here , it is assumed that the severity of any language problem is indicated by the extent to which a child 's language differs from that found among other children of a similar age .
16 Inevitably , the very fact that someone has decided to try to record the child 's language makes this ideal unattainable .
17 This may also help parents to be more aware of language and communication in ordinary , everyday settings and to notice when and on what occasions a child 's language seems to be improving .
18 The videotaping of the child 's statement comes at a crucial point in that process but for the child it is only one part of it .
19 The child 's weight presents the ultimate in scales of measurement .
20 By contrast a child 's bedroom seems safe .
21 ‘ It is of great importance that a child 's environment enables him to enlarge his living sphere , according to his own abilities and without being restrained by traffic , from his home surroundings to the neighbourhood and beyond .
22 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 .
23 In some families , the question of the child 's health becomes entangled with other problems — a tense relationship between husband and wife , for example , or friction with grandparents or other relatives .
24 And no woman , I daresay , can settle easily to the knowledge that her child 's father has married her own mother : and drink , while ruining livers , certainly eases pain .
25 Some of the cases where children lost their lives , Jasmine Beckford , Kimberly Carlisle , Tara Henry , where somehow the child 's need has slipped through the net .
26 A child 's birthday seems to have lost its magic and has just become another consumer oriented status symbol .
27 The child 's face turns blank , or closes .
28 But do the movements ‘ convey information ’ to fellow workers in the hive in any more semantic a fashion than , say , a bruise on a child 's face conveys to his mother the information that he has had a nasty bump ?
29 The latter 's vicious slap on the child 's face explains more than any other gesture Natalia 's selfishness .
30 A child 's face reassures
  Next page