Answer:
Note taking and color coding have improved and helped me with my courses. I could improve them by using flashcards and visual information. I could use pictures in my notes to help me visualize the answer better.
Explanation:
Example: your friend asked if her dress looked good on her and you said no. this hurt her feelings but you were trying to help by being honest.
Answer:
Deciding whether to build a new baseball diamond at a nearby park
: collaborative decision
-Deciding which college to attend after high school
: individual decision
-Deciding how to best help a friend struggling with depression - collaborative decision
Explanation: In instances when individual decision is appropriate, the consequences of making the decision is borne by the individual making the decision, he/she enjoys the benefits, and if there are any negative results of the decision, he/she suffers these alone.
When choosing a college, the decision should be made individually for this reason.
This does not apply to deciding where to build a new baseball park, the person in charge of such a project needs to consult with other members of the community and arrive at a consensus, this is when every member agrees with the decision.
Deciding how best to help a friend should be a collaborative decision because of the risks involved. Depression is a chemical imbalance in the brain and should be treated by a medical professional. Unless, you are a medical professional, you need to include your friend's family, other friends and people you believe can advise your friend to seek the professional help he/she needs.
Another factor could be when working in healthcare you are dealing with many people who have a mental illness that can cause acceptance of violence.
Or they are dealing with people who have extremely temperamental opinions, therefore, they become violent.
Hope this helps!
Children are born with tremendous potential and capacity for learning across all developmental domains: physical,
cognitive, emotional, language, and social development. Brain development in early childhood is influenced by
heredity, experiences, and relationships. The adults who live with and care for infants and young children play an
important role in laying the foundation and setting the stage for learning success. This set of developmental and
learning guidelines was developed to ensure that the people who care for infants and young children have the
knowledge and resources to support and encourage children during the ongoing process of growth and learning.
These guidelines will help those living or working with young children to recognize appropriate behaviors and set
realistic expectations for infant, toddler, and preschooler growth, development, and learning.
The Guidelines for Healthy Child Development and Care for Young Children (Birth - Three Years of Age) was
originally compiled in 2004 by a workgroup composed of early childhood professionals, to be compatible with
the Maryland Model for School Readiness (MMSR) and the Maryland State Curriculum, making the guidelines an
important part of a Birth-Grade 12 learning continuum. The guidelines also met the expectations of the No Child
Left Behind Act, National Association for the Education of Young Children (NAEYC), and the National Association
of Early Childhood Specialists in State Departments of Education (NAECS/SDE), which were stated in a joint position
paper of November 2002. The Guidelines were updated in 2007.
Early learning guidelines can be a valuable part of a comprehensive high quality system of services for young children,
contributing to young children’s educational experiences and to their future success. But these results can be achieved
only if the early learning standards (1) emphasize significant, developmentally appropriate content and outcomes; (2)
are developed and reviewed through informed, inclusive processes; (3) use implementation and assessment strategies
that are ethical and appropriate for young children; and (4) are accompanied by strong supports for early childhood
programs, professionals, and families.
In 2009, the Maryland State Department of Education Division of Early Childhood Development began a revision
of these guidelines and changed the name to Healthy Beginnings: Supporting Development and Learning from Birth
through Three Years of Age. The revision process was intended to ensure that the information continued to meet
the goals of being family-friendly, accurate, and developmentally appropriate. It is our hope that families, child care
providers, special educators, family services workers and others who use Healthy Beginnings will confidently embrace
their roles as a child’s earliest teachers and will strive to do all that they can to meet needs of the children in their
care by supporting and encouraging them along the continuum of learning.
