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.
Cognitive dissonance theory. The therapist is hoping to create a cognitive dissonance in Jamal in order to make him change how feels and readjust his behavior to build his confidence level as against his usual feeling of insecurity and shyness.
Explanation:
Cognitive dissonance is a social psychology concept that as developed by Leon Festinger. The theory states that, an individual tends to experience inconsistency and becomes tensed when the individual is exposed to beliefs that contradict their values or beliefs. The individual begins to experience dissonance. To solve this internal conflict, the individual would have to react in certain ways in order to return to consistency and establish a level of comfort.
The therapist suggestion that Jamal should “act as if” he is confident would create cognitive dissonance within Jamal. In order for Jamal to establish a consistency between what he believes about himself initially and what he is being told by the therapist, he would act confident, thereby realigning his values and beliefs with his action. The therapist would succeed in making Jamal view himself as a confident person
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The phrase, "'For the love of God, Montresor," evokes a feeling of despair and realization. The audience can feel the sadness and hopelessness of Fortunato.
OR
Revenge has a kind of chilling suspense feeling over the audience which prepares them for betrayal or murder or other way of revenge
