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© 2018. National Association for the Education of Young Children. All rights reserved. NAEYC Early Learning Program Standards 1. Relationships Program Standard: The program promotes positive relationships between all children and adults to encourage each child’s sense of individual worth and belonging as part of a community and to foster each child’s ability to contribute as a responsible community member. Rationale: Positive relationships between adults and children are essential for the development of children’s sense of personal responsibility and for fostering their capacity for self-regulation, their constructive interactions with others, and their academic functioning and mastery. Warm, sensitive, and responsive interactions with adults help children develop a secure, positive sense of self and encourage them to respect and cooperate with others. Positive relationships with adults help children gain the benefits of instructional experiences and resources. Children who see themselves as highly valued are more likely to feel secure, thrive physically, get along with others, learn well, and feel part of a community. 2. Curriculum Program Standard: The program implements a curriculum that is consistent with its goals for children and that promotes learning and development in each of the following areas: social, emotional, physical, language, and cognitive. Rationale: A curriculum that draws on research assists teachers in identifying important concepts and skills as well as effective methods for fostering children’s learning and development. When informed by teachers’ knowledge of individual children, a well-articulated curriculum guides teachers so they can plan learning experiences that promote children’s growth across a broad range of developmental and content areas. A curriculum also helps ensure that the teacher is intentional in planning a daily schedule that (a) maximizes children’s acquisition of desired knowledge and skills through the effective use of time and materials and (b) offers opportunities for children to learn through play and through structured activities, individually and in groups, according to their developmental needs and interests. 3. Teaching Program Standard: The program uses a variety of developmentally, culturally, and linguistically appropriate and effective teaching approaches that enhance each child’s learning and development in the context of the program’s curriculum goals. Rationale: Teaching staff who purposefully use multiple instructional approaches optimize children’s opportunities for learning. These approaches include strategies that range from structured to unstructured and from adult directed to child directed. Children bring to learning environments different backgrounds, interests, experiences, learning styles, needs, and capacities. When selecting and implementing instructional approaches, teachers’ consideration of these ...
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© 2018. National Association for the Education of Young Children. All rights reserved. NAEYC Early Learning Program Standards 1. Relationships Program Standard: The program promotes positive relationships between all children and adults to encourage each child’s sense of individual worth and belonging as part of a community and to foster each child’s ability to contribute as a responsible community member. Rationale: Positive relationships between adults and children are essential for the development of children’s sense of personal responsibility and for fostering their capacity for self-regulation, their constructive interactions with others, and their academic functioning and mastery. Warm, sensitive, and responsive interactions with adults help children develop a secure, positive sense of self and encourage them to respect and cooperate with others. Positive relationships with adults help children gain the benefits of instructional experiences and resources. Children who see themselves as highly valued are more likely to feel secure, thrive physically, get along with others, learn well, and feel part of a community. 2. Curriculum Program Standard: The program implements a curriculum that is consistent with its goals for children and that promotes learning and development in each of the following areas: social, emotional, physical, language, and cognitive. Rationale: A curriculum that draws on research assists teachers in identifying important concepts and skills as well as effective methods for fostering children’s learning and development. When informed by teachers’ knowledge of individual children, a well-articulated curriculum guides teachers so they can plan learning experiences that promote children’s growth across a broad range of developmental and content areas. A curriculum also helps ensure that the teacher is intentional in planning a daily schedule that (a) maximizes children’s acquisition of desired knowledge and skills through the effective use of time and materials and (b) offers opportunities for children to learn through play and through structured activities, individually and in groups, according to their developmental needs and interests. 3. Teaching Program Standard: The program uses a variety of developmentally, culturally, and linguistically appropriate and effective teaching approaches that enhance each child’s learning and development in the context of the program’s curriculum goals. Rationale: Teaching staff who purposefully use multiple instructional approaches optimize children’s opportunities for learning. These approaches include strategies that range from structured to unstructured and from adult directed to child directed. Children bring to learning environments different backgrounds, interests, experiences, learning styles, needs, and capacities. When selecting and implementing instructional approaches, teachers’ consideration of these ...
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53 Part Tw o This section presents two sets of guidelines: one for administering programs and one for facilitating early learning and development. Chapter 5, “Guidelines for Operating Infant/ Toddler Programs,” applies to the entire program, providing relationship-based care and orga- nizing the early care and education environment. The guidelines in Chapter 5 provide a sound basis for high-quality care and education. Addressing all policies and practices in Chapter 5 is necessary for effectively implementing the guidelines in Chapter 6. The second set of guidelines, Chapter 6, “Guidelines for Facilitating Learning and Development with Infants and Toddlers,” focuses on particular domains or areas of infant/toddler development and also describes a curricu- lum process for infant care teachers. Each guideline includes a rationale and suggested practices to help programs and teachers to attain the guideline. Every infant/toddler center and family child care home will have unique ways of achieving guidelines. The practices provide a starting place to help programs find ways to work toward each guideline. They are presented in categories so that recommendations on spe- cific topics can be easily found. Many program leaders will recognize practices that they already have in place to provide high-quality care for infants and toddlers. Teachers and program leaders will be able to go beyond these recommendations as they use this publication to guide program improvement. The guidelines set forth in this publication relate to the California Department of Education’s (CDE’s) Desired Results system. Many guidelines in chapters 5 and 6 contribute to the attainment of all six of the CDE’s Desired Results. Some guidelines, particularly those in Chapter 6, focus only on learning and development Desired Results. Additional detailed information on these con- nections appears in the chart in Appendix C, which maps the links between guidelines and the Desired Results Developmental Profile-Revised. All the guidelines together are intended to guide practitioners in the field toward continu- ous quality improvement that will support the complementary goals of high-quality care and the Desired Results system. Part Two: The Guidelines 54 55 “The . . . environment must be a space that welcomes the individual and the group, the action and the reflection. . . . [A]n infant toddler center is first of all a relational system where the children and the adults not only are formally initiated into an organiza- tion, a form of our culture, but also have the possibility to create culture. The creative act is much more possible when educational creativity involves not only the children, not only the teachers, but also the parents and the entire society around the children.” —C. Rinaldi, Bambini: The Italian Approach to Infant/Toddler Care Chapter 5 Guidelines for Operating Infant/Toddler Programs C h a p t er 5 ...
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53 Part Tw o This section presents two sets of guidelines: one for administering programs and one for facilitating early learning and development. Chapter 5, “Guidelines for Operating Infant/ Toddler Programs,” applies to the entire program, providing relationship-based care and orga- nizing the early care and education environment. The guidelines in Chapter 5 provide a sound basis for high-quality care and education. Addressing all policies and practices in Chapter 5 is necessary for effectively implementing the guidelines in Chapter 6. The second set of guidelines, Chapter 6, “Guidelines for Facilitating Learning and Development with Infants and Toddlers,” focuses on particular domains or areas of infant/toddler development and also describes a curricu- lum process for infant care teachers. Each guideline includes a rationale and suggested practices to help programs and teachers to attain the guideline. Every infant/toddler center and family child care home will have unique ways of achieving guidelines. The practices provide a starting place to help programs find ways to work toward each guideline. They are presented in categories so that recommendations on spe- cific topics can be easily found. Many program leaders will recognize practices that they already have in place to provide high-quality care for infants and toddlers. Teachers and program leaders will be able to go beyond these recommendations as they use this publication to guide program improvement. The guidelines set forth in this publication relate to the California Department of Education’s (CDE’s) Desired Results system. Many guidelines in chapters 5 and 6 contribute to the attainment of all six of the CDE’s Desired Results. Some guidelines, particularly those in Chapter 6, focus only on learning and development Desired Results. Additional detailed information on these con- nections appears in the chart in Appendix C, which maps the links between guidelines and the Desired Results Developmental Profile-Revised. All the guidelines together are intended to guide practitioners in the field toward continu- ous quality improvement that will support the complementary goals of high-quality care and the Desired Results system. Part Two: The Guidelines 54 55 “The . . . environment must be a space that welcomes the individual and the group, the action and the reflection. . . . [A]n infant toddler center is first of all a relational system where the children and the adults not only are formally initiated into an organiza- tion, a form of our culture, but also have the possibility to create culture. The creative act is much more possible when educational creativity involves not only the children, not only the teachers, but also the parents and the entire society around the children.” —C. Rinaldi, Bambini: The Italian Approach to Infant/Toddler Care Chapter 5 Guidelines for Operating Infant/Toddler Programs C h a p t er 5 .
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Explore the fundamentals of the human reproductive system in this concise presentation, suitable for medical students and professionals alike. Covering anatomy, physiology, and Pregnancy, it offers essential knowledge for understanding reproductive health.
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Delve into valuable content elucidating the anatomy and physiology of the respiratory system, in line with the PCI syllabus for pharmacy and PharmD students.
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These are simplified slides discussing the regulation of cardiac output and venous return. Learning objectives: 1. Comprehend the determinants of cardiac output and factors affecting cardiac output 2. Comprehend the factors affecting stroke volume and heart rate and total peripheral resistance 3. Identify the factors regulating venous return 4. Discuss the causes of high and low output cardiac failure 5. Enlist the functions of veins and recognise the significance of venous reservoirs Study Resources: 1. Chapter 20, Guyton and Hall Textbook of Medical Physiology, 14th edition 2. Chapter 30 and 32, Ganong’s Review of Medical Physiology, 26th edition 3. Chapter 10, Human Physiology by Lauralee Sherwood, 9th edition 4. Physiology, Cardiac Output - StatPearls https://www.ncbi.nlm.nih.gov/books/NBK470455/
Cardiac Output, Venous Return, and Their Regulation
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MedicoseAcademics
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In this captivating lecture, Dr. Faiza, an esteemed Assistant Professor of Physiology, embarks on a comprehensive journey into the multifaceted realm of local blood flow regulation. With meticulous detail and clarity, she unravels the intricate mechanisms that govern the dynamic balance between tissue perfusion and vascular resistance, shedding light on both acute and chronic aspects of blood flow control. Beginning with an exploration of acute influences, Dr. Faiza elucidates how physiological factors such as metabolic demand, myogenic responses, and autoregulatory mechanisms orchestrate rapid adjustments in local blood flow. Students gain insight into the vasodilator theory, which elucidates the role of metabolic byproducts and vasoactive metabolites in promoting vasodilation, alongside the oxygen demand theory, which underscores the interplay between tissue oxygenation and nutrient demand. Delving deeper, the lecture delves into the fascinating realm of humoral control, where hormones and vasoactive substances wield significant influence over vascular tone. Dr. Faiza navigates through the intricacies of endothelial-derived factors like nitric oxide (NO) and histamine, alongside hormonal regulators such as angiotensin II and vasopressin. Through vivid explanations and illustrative examples, she unveils the intricate dance of vasodilation and vasoconstriction orchestrated by these biochemical messengers. Moreover, the lecture extends its gaze to the extrinsic control of blood flow, where sympathetic innervation exerts a profound impact on vascular dynamics. Dr. Faiza elucidates the role of sympathetic tone in modulating vascular resistance, highlighting its implications in diverse physiological and pathological scenarios. From skin perfusion to coronary circulation, students gain a nuanced understanding of how neural inputs shape local blood flow patterns. Enriched with clinical insights and contemporary research findings, this lecture equips students with a holistic understanding of blood flow regulation. By exploring concepts like active and reactive hyperemia, vascular remodeling, and collateral circulation, Dr. Faiza fosters a deeper appreciation for the adaptive responses of the cardiovascular system to changing physiological demands and pathological insults.
Control of Local Blood Flow: acute and chronic
Control of Local Blood Flow: acute and chronic
MedicoseAcademics
Dr Assadawy lectures
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tongue disease lecture Dr Assadawy legacy
DrMohamed Assadawy
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Cardiac Output, Venous Return, and Their Regulation
Cardiac Output, Venous Return, and Their Regulation
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Control of Local Blood Flow: acute and chronic
Control of Local Blood Flow: acute and chronic
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tongue disease lecture Dr Assadawy legacy
N A E Y C Program Standards
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NAEYC Program Accreditation
Standards Prepared by Carla Piper, Ed.D. EDUU465
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