Example sentences of "to the child [unc] " in BNC.
Next page| No | Sentence |
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| 1 | It might also involve feeding times ; during the daytime , meals would be given more readily in response to the child 's cries than during the night . |
| 2 | A research approach which regards placement as incidental to the achievement of specified goals for the child puts a different perspective on the social work task and directs attention to a wider range of dimensions related to the child 's current experience , longer-term development and future life-chances . |
| 3 | The report in the Scottish Law Times does not refer to any evidence to support the view that the maintenance of contact between a child and a birth relative to whom he or she has attachments would cause harm to the child 's developing personality . |
| 4 | But how far have the changes in child care law embodied in the Children Act 1989 , with its focus on the paramountcy of the child 's welfare ( as a means to the child 's better protection ) , and the increasing emphasis which has been placed on parental responsibility rather than rights by the courts in recent years , been mirrored by changes in the balance of power between parent , child and state in education ? |
| 5 | The supervisor will give directions to the parents ( or persons exercising parental responsibility ) , but should take steps to ascertain and , so far as is reasonably practicable , take into account , the wishes and feelings of the child ( as appropriate , having regard to the child 's age and understanding ) and parents . |
| 6 | This advice should relate to the child 's home background and medical history , and to his/her difficulties and the provision required in respect of them . |
| 7 | Moreover , to comply with the request may be a breach of the school 's duty under the curriculum requirements of Chapter I of the ERA 1988 as well as detrimental to the child 's welfare . |
| 8 | He had frankly given no thought whatsoever to the child 's name ; he had not yet thought of him as an identity anyway . |
| 9 | Some arise from an insensitivity to the child 's curiosity , his/her intelligence and feelings . |
| 10 | convey ‘ messages ’ ( wittingly or unwittingly ) by the tone of your voice and the sheer volume of criticism and attention paid to the child 's bad points that you dislike him or her ? |
| 11 | Unfortunately , smacking tends to be habit-forming ; there are parents who lack judgement and self-control ; and some do not appreciate that a blow to the child 's head and other parts of the body , even a severe shaking , can be downright dangerous — sometimes fatal . |
| 12 | Suggesting something which he or she can do — some action — adds to the child 's sense of mastery . |
| 13 | For example it may influence the availability of such services as play-groups and nursery schools when young children have wider opportunities to practice communicating ; new types of activities and different relationships can be explored in these settings which add to the child 's capacity to communicate and are critical at this stage of development . |
| 14 | From that analysis there emerged a call for a ‘ broad ’ , ‘ balanced ’ , ‘ coherent ’ ‘ relevant ’ and ‘ differentiated ’ curriculum , in which there should be a good match of learning experience and materials of a particular subject to the child 's abilities . |
| 15 | Children do see words as natural objects , and the non-semantic associations Valerie Yule disapproves of ( ’ visual , phonic , contextual , etymological , and so on ’ ) are the key to the child 's interest in them . |
| 16 | They have reported for example that fear of strangers may peak anywhere between 6 and 12 months ; that it varies in onset and intensity according to the child 's sex , its rank in the family , the number of people it meets regularly , its attachment to its mother and her responsiveness , and the age , size and sex of the stranger ; that it is different in the laboratory from at home . |
| 17 | Wise and loving training will help the growing child to foster tendencies and characteristics which are beneficial to society and helpful to the child 's development . |
| 18 | Needless to say , you should discuss all these points with your doctor before making any changes to the child 's medication . |
| 19 | ‘ The pretense that the constant repetition of a few words constitutes a story becomes an insult to the child 's intelligence ’ ( ibid , p.221 ) . |
| 20 | Emphasising that the early histories of anorexics rarely give evidence of gross neglect , and that terms like ‘ rejection ’ or ‘ lack of proper love ’ are unhelpful , she concludes that ‘ the details one learns are usually quite subtle ; the important aspect is whether the response to the child 's needs was appropriate or was superimposed , according to what the mother felt he needed , often mistakenly . ’ |
| 21 | The account provided here of the developmental approach to the child 's mastery of language will be dealt with in two parts . |
| 22 | Emerging concepts about objects are closely linked to the child 's growing understanding of space , spatial relations and the notion of objects and people being located in a common space . |
| 23 | This ability to use gestures and to engage in symbolic play is considered a necessary precursor to the child 's understanding of the way in which meanings are represented in words and sentences . |
| 24 | Although smiling may be elicited by a range of social and non-social stimuli , it is used by adults as a cue to the child 's emotional state . |
| 25 | It seems that adults who provide optimal conversational support for language learning are those who are sensitive to the child 's conversational needs and are able constantly to adjust their own contributions to match those of the child ( Wells 1981 ; Wood 1988 ) . |
| 26 | It is not so much a matter of deciding in advance which activities and what kinds of adult input match the child 's level of development , either in terms of language or cognitive abilities ; rather , it is a matter of the adult being sensitive to the child 's changing communicative needs and adjusting her speech and actions from one moment to the next . |
| 27 | One of the most important roles for any person who conducts a formal language assessment on a child is to communicate the results of the assessment to the child 's parents or guardians . |
| 28 | First , it is appropriate for those working with a child to try to communicate at the right level ; this means introducing language structures with which the child is already familiar and trying to ensure that the content of conversations is appropriate to the child 's ability to understand and to her interests . |
| 29 | Such an assumption requires the invocation of additional processes to explain precisely how what a child does or does not do in one setting might be related to the child 's performance in a different setting . |
| 30 | Consistent with this interpretation is the finding that some errors in imitation are a result of the child trying to understand the meaning of the target utterance and then encoding the meaning according to the child 's own grammatical system . |