DOCSLIB.ORG

Head Start Early Learning Outcomes Framework Ages Birth to Five

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Head Start Early Learning Outcomes Framework Ages Birth to Five Head Start Early Learning Outcomes Framework Ages Birth to Five 2015 R U.S. Department of Health and Human Services Administration for Children and Families Office of Head Start Office of Head Start | 8th Floor Portals Building, 1250 Maryland Ave, SW, Washington DC 20024 | eclkc.ohs.acf.hhs.gov Dear Colleagues: The Office of Head Start is proud to provide you with the newly revisedHead Start Early Learning Outcomes Framework: Ages Birth to Five. Designed to represent the continuum of learning for infants, toddlers, and preschoolers, this Framework replaces the Head Start Child Development and Early Learning Framework for 3–5 Year Olds, issued in 2010. This new Framework is grounded in a comprehensive body of research regarding what young children should know and be able to do during these formative years. Our intent is to assist programs in their efforts to create and impart stimulating and foundational learning experiences for all young children and prepare them to be school ready. New research has increased our understanding of early development and school readiness. We are grateful to many of the nation’s leading early childhood researchers, content experts, and practitioners for their contributions in developing the Framework. In addition, the Secretary’s Advisory Committee on Head Start Research and Evaluation and the National Centers of the Office of Head Start, especially the National Center on Quality Teaching and Learning (NCQTL) and the Early Head Start National Resource Center (EHSNRC), offered valuable input. The revised Framework represents the best thinking in the field of early childhood. The first five years of life is a time of wondrous and rapid development and learning.The Head Start Early Learning Outcomes Framework: Ages Birth to Five outlines and describes the skills, behaviors, and concepts that programs must foster in all children, including children who are dual language learners (DLLs) and children with disabilities. As designed, the Framework will guide early childhood programs to align curricula, assessments, and professional development to school readiness goals and assure the continuity of early learning experiences. The Office of Head Start invites all programs—Early Head Start, Head Start, and Child Care—to adopt the Framework and engage in meaningful dialogue regarding its implementation. To further assist in these efforts, an implementation guide for the Framework will be available, and technical assistance will be provided to help programs use the Framework with staff, parents, and community partners. We encourage all programs to access the Framework and its supportive implementation resources through the Early Childhood Learning and Knowledge Center (ECLKC). Our goal of becoming High Performing Head Start Grantees is advanced by this revised Head Start Early Learning Outcomes Framework: Ages Birth to Five. Thank you for incorporating it into your program design and investing in the future of our children as they deserve the very best!!! Respectfully, Dr. Blanca E. Enriquez Director Office of Head Start Contents INTRODUCTION ............................................................................................... 2 APPROACHES TO LEARNING ........................................................................10 Infant/Toddler Domain: Approaches to Learning .................................................12 Preschool Domain: Approaches to Learning ........................................................16 SOCIAL AND EMOTIONAL DEVELOPMENT ............................................... 22 Infant/Toddler Domain: Social and Emotional Development ...........................24 Preschool Domain: Social and Emotional Development ..................................29 LANGUAGE AND LITERACY .......................................................................... 34 Infant/Toddler Domain: Language and Communication ...................................36 Preschool Domain: Language and Communication ...........................................42 Preschool Domain: Literacy ......................................................................................46 COGNITION .................................................................................................... 50 Infant/Toddler Domain: Cognition ...........................................................................52 Preschool Domain: Mathematics Development .................................................. 57 Preschool Domain: Scientific Reasoning ..............................................................62 PERCEPTUAL, MOTOR, AND PHYSICAL DEVELOPMENT ........................ 66 Infant/Toddler Domain: Perceptual, Motor, and Physical Development........68 Preschool Domain: Perceptual, Motor, and Physical Development ............... 72 Head Start Early Learning Outcomes Framework: Ages Birth to Five | 1 The first five years of life is a time of wondrous The Head Start Early Learning development and learning. Children grow from Outcomes Framework: infants communicating through babbling and crawling on all fours—to toddlers speaking Ages Birth to Five describes short sentences and beginning to run—to the skills, behaviors, and preschoolers telling detailed stories and kicking knowledge that programs a ball to a friend. All young children learn in the context of caring, responsive, and stimu- must foster in all children. lating relationships as they explore the world around them. The Framework is grounded in a comprehen- Yet, the quality of their early experiences can sive body of research about what young chil- vary dramatically, and this can influence their dren should know and be able to do to succeed learning and development. For example, by in school. It describes how children progress three years of age, some children have large across key areas of learning and development vocabularies and others have much smaller and specifies learning outcomes in these areas. ones. These differences usually reflect the This information will help adults better under- everyday language experiences that children stand what they should be doing to provide have with adults as well as other experiential effective learning experiences that support and developmental factors. Such differences important early learning outcomes. can have a lasting impact on later school success. Head Start and other early childhood Programs should use the Framework to guide programs must create stimulating learning their choices in curriculum and learning mate- environments and implement intentional rials, to plan daily activities, and to inform teaching strategies that ensure all children are intentional teaching practices. Aligning instruc- ready to succeed in school. tion and opportunities for play, exploration, discovery, and problem-solving with the early Family engagement and comprehensive services learning outcomes described in the Framework also play critical roles in children’s development will promote successful learning in all children. and school readiness. They remain essential Programs should also use the Framework with services in Head Start. The Framework does not families to help them engage in their children’s address these service areas because they are learning. This Framework replaces the 2010 detailed in the Head Start Program Performance Head Start Child Development and Early Standards. The Framework describes the skills, Learning Framework. behaviors, and knowledge that programs need to foster in all children. 2 | Head Start Early Learning Outcomes Framework: Ages Birth to Five GUIDING PRINCIPLES The guiding principles of the Framework have been fundamental to the Head Start program from its inception. They underlie the program policies and practices that prepare young children for success in school and beyond. ■ Each child is unique and can succeed. ■ Areas of development are integrated, and Children are individuals with different rates children learn many concepts and skills at and paths of development. Each child is the same time. Any single skill, behavior, uniquely influenced by their prenatal envi- or ability may involve multiple areas of ronment, temperament, physiology, and life development. For example, as infants gain experiences. With the appropriate support, fine motor skills, they can manipulate all children can be successful learners and objects in new ways and deepen their achieve the skills, behaviors, and knowledge understanding of cause and effect. As described in the Framework. preschoolers gain new verbal skills, they can better manage their emotions and ■ Learning occurs within the context of form more complex friendships. relationships. Caring families, teachers, and other adults matter in a young ■ Teaching must be intentional and focused child’s life. Responsive and supportive on how children learn and grow. Children interactions with adults are essential to are active, engaged, and eager learners. children’s learning. Good teaching practices build on these intrinsic strengths by providing develop- ■ Families are children’s first and most mentally appropriate instruction and oppor- important caregivers, teachers, and tunities for exploration and meaningful play. advocates. Families must be respected and supported as the primary influence in their ■ Every child has diverse strengths rooted child’s early learning and education. Their in their family’s culture, background, knowledge, skills, and cultural backgrounds language, and beliefs. Responsive and contribute to children’s school readiness. respectful learning environments
Load more

Recommended publications
  • Curriculum Planning and Development Division Post Sea Programme (April 2019 – July 2019) Physical Education
    CURRICULUM PLANNING AND DEVELOPMENT DIVISION POST SEA PROGRAMME (APRIL 2019 – JULY 2019) PHYSICAL EDUCATION ! ; : 9 6 : 9 8 7 ! 6 6 ! 1 4 5 , 0 ! 5 4 % , 4 3 2$ ! % $ ! 1 ' # ( /0 ! , . ' , - , + ! * ) ! ' ( ' # & ! % $ # " ! TABLE OF CONTENTS CONTENTS PAGE Preamble 3 - 5 SECTION ONE (1) - Warm Up Games 6 - 9 SECTION TWO (2) - Intergenerational Games 10 - 14 Human Musical Chairs/Variation (Hoops) Skipping Los’ my glove on Satr’day Night Moral The Farmer in the Dell Brown Girl/Brown Boy in a ring Hopscotch Rounders Hand Game/Hand Clap SECTION THREE (3) - Teaching Games for Understanding/Game Sense Approach 15 - 30 Netball Basketball Modified Cricket Games/Cricket References ! ! ! PREAMBLE: Physical Education is one of the core subjects on the Trinidad and Tobago National Primary School Curriculum. According to Wuest & Bucher, 2015, “Physical Education is an educational process that has as its aim the improvement of human performance and enhancement of human development through the medium of physical activities”. One of the main goals of this subject is fulfilled through the ability to use knowledge of movement and skills to perform a wide range of physical activities (Wuest & Bucher, 2015). The Physical Education and Sport Unit of the Curriculum Planning and Development Division proposes to use Intergenerational Games and the Teaching Games for Understanding (TGfU)/ Games Sense Approach as major aspects of the Post SEA Programme 2018/2019. The TGfU/Games Sense Approach has proven to be very relevant to students at the Post SEA level. Recent studies suggest that, as students progress through the teaching/learning stages, their engagement in the Approach, allows for a smoother transition from one level to another.
    [Show full text]
  • Introduction to Arthropod Groups What Is Entomology?
    Entomology 340 Introduction to Arthropod Groups What is Entomology? The study of insects (and their near relatives). Species Diversity PLANTS INSECTS OTHER ANIMALS OTHER ARTHROPODS How many kinds of insects are there in the world? • 1,000,0001,000,000 speciesspecies knownknown Possibly 3,000,000 unidentified species Insects & Relatives 100,000 species in N America 1,000 in a typical backyard Mostly beneficial or harmless Pollination Food for birds and fish Produce honey, wax, shellac, silk Less than 3% are pests Destroy food crops, ornamentals Attack humans and pets Transmit disease Classification of Japanese Beetle Kingdom Animalia Phylum Arthropoda Class Insecta Order Coleoptera Family Scarabaeidae Genus Popillia Species japonica Arthropoda (jointed foot) Arachnida -Spiders, Ticks, Mites, Scorpions Xiphosura -Horseshoe crabs Crustacea -Sowbugs, Pillbugs, Crabs, Shrimp Diplopoda - Millipedes Chilopoda - Centipedes Symphyla - Symphylans Insecta - Insects Shared Characteristics of Phylum Arthropoda - Segmented bodies are arranged into regions, called tagmata (in insects = head, thorax, abdomen). - Paired appendages (e.g., legs, antennae) are jointed. - Posess chitinous exoskeletion that must be shed during growth. - Have bilateral symmetry. - Nervous system is ventral (belly) and the circulatory system is open and dorsal (back). Arthropod Groups Mouthpart characteristics are divided arthropods into two large groups •Chelicerates (Scissors-like) •Mandibulates (Pliers-like) Arthropod Groups Chelicerate Arachnida -Spiders,
    [Show full text]
  • Medical Terminology Abbreviations Medical Terminology Abbreviations
    34 MEDICAL TERMINOLOGY ABBREVIATIONS MEDICAL TERMINOLOGY ABBREVIATIONS The following list contains some of the most common abbreviations found in medical records. Please note that in medical terminology, the capitalization of letters bears significance as to the meaning of certain terms, and is often used to distinguish terms with similar acronyms. @—at A & P—anatomy and physiology ab—abortion abd—abdominal ABG—arterial blood gas a.c.—before meals ac & cl—acetest and clinitest ACLS—advanced cardiac life support AD—right ear ADL—activities of daily living ad lib—as desired adm—admission afeb—afebrile, no fever AFB—acid-fast bacillus AKA—above the knee alb—albumin alt dieb—alternate days (every other day) am—morning AMA—against medical advice amal—amalgam amb—ambulate, walk AMI—acute myocardial infarction amt—amount ANS—automatic nervous system ant—anterior AOx3—alert and oriented to person, time, and place Ap—apical AP—apical pulse approx—approximately aq—aqueous ARDS—acute respiratory distress syndrome AS—left ear ASA—aspirin asap (ASAP)—as soon as possible as tol—as tolerated ATD—admission, transfer, discharge AU—both ears Ax—axillary BE—barium enema bid—twice a day bil, bilateral—both sides BK—below knee BKA—below the knee amputation bl—blood bl wk—blood work BLS—basic life support BM—bowel movement BOW—bag of waters B/P—blood pressure bpm—beats per minute BR—bed rest MEDICAL TERMINOLOGY ABBREVIATIONS 35 BRP—bathroom privileges BS—breath sounds BSI—body substance isolation BSO—bilateral salpingo-oophorectomy BUN—blood, urea, nitrogen
    [Show full text]
  • The Development of a Whole-Head Human Finite- Element Model for Simulation of the Transmission of Bone-Conducted Sound
    The development of a whole-head human finite- element model for simulation of the transmission of bone-conducted sound You Chang, Namkeun Kim and Stefan Stenfelt Journal Article N.B.: When citing this work, cite the original article. Original Publication: You Chang, Namkeun Kim and Stefan Stenfelt, The development of a whole-head human finite-element model for simulation of the transmission of bone-conducted sound, Journal of the Acoustical Society of America, 2016. 140(3), pp.1635-1651. http://dx.doi.org/10.1121/1.4962443 Copyright: Acoustical Society of America / Nature Publishing Group http://acousticalsociety.org/ Postprint available at: Linköping University Electronic Press http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-133011 The development of a whole-head human finite-element model for simulation of the transmission of bone-conducted sound You Chang1), Namkeun Kim2), and Stefan Stenfelt1) 1) Department of Clinical and Experimental Medicine, Linköping University, Linköping, Sweden 2) Division of Mechanical System Engineering, Incheon National University, Incheon, Korea Running title: whole-head finite-element model for bone conduction 1 Abstract A whole head finite element model for simulation of bone conducted (BC) sound transmission was developed. The geometry and structures were identified from cryosectional images of a female human head and 8 different components were included in the model: cerebrospinal fluid, brain, three layers of bone, soft tissue, eye and cartilage. The skull bone was modeled as a sandwich structure with an inner and outer layer of cortical bone and soft spongy bone (diploë) in between. The behavior of the finite element model was validated against experimental data of mechanical point impedance, vibration of the cochlear promontories, and transcranial BC sound transmission.
    [Show full text]
  • Division of Child Care and Early Childhood Education Booklet Developed by Project Coordinator: Dot Brown President, Early Childhood Services, Inc
    Division of Child Care and Early Childhood Education Booklet Developed By Project Coordinator: Dot Brown President, Early Childhood Services, Inc. Project Consultant: Beverly C. Wright Education Consultant Acknowledgments List of Reviewers Donna Alliston Denise Maxam Division of Child Care & Division of Child Care & Early Early Childhood Education Childhood Education Barbara Gilkey Sandra Reifeiss Arkansas State HIPPY Arkansas Department of Education/Special Education Janie Huddleston Division of Child Care & Kathy Stegall Early Childhood Education Division of Child Care & Early Childhood Education Traci Johnston Arkansas Cooperative Judith Thompson Extension Service Pulaski County Special School District Patty Malone Northwest Arkansas Family Janet Williams Child Care Association Arkansas Baptist State Convention Vicki Mathews Division of Child Care & Debbie Jo Wright Early Childhood Education Northwest Arkansas Family Child Care Association Credits Paige Beebe Gorman Photography Kaplan Early Learning Company Nancy P. Alexander Redwood Preschool Center pages 5, 6, 18 North Little Rock School District photoLitsey Design and Layout pages 9, 13, 15, 19 Massey Design Funding This project is funded by Arkansas Department of Human Services, Division of Child Care & Early Childhood Educa- tion through the Federal Child Care Development Fund. Division of Child Care & Early Childhood Education P.O. Box 1437, Slot S160, Little Rock, AR 72203-1437 Phone: 501-682-9699 • Fax: 501-682-4897 www.state.ar.us/childcare Date 2002 Welcome In this booklet, meet several preschool children through This booklet is words and pictures. Get a glimpse of their families and written for… their home life. View the children in their child care cen- ter, family child care home or preschool classroom.
    [Show full text]
  • Head and Neck
    DEFINITION OF ANATOMIC SITES WITHIN THE HEAD AND NECK adapted from the Summary Staging Guide 1977 published by the SEER Program, and the AJCC Cancer Staging Manual Fifth Edition published by the American Joint Committee on Cancer Staging. Note: Not all sites in the lip, oral cavity, pharynx and salivary glands are listed below. All sites to which a Summary Stage scheme applies are listed at the begining of the scheme. ORAL CAVITY AND ORAL PHARYNX (in ICD-O-3 sequence) The oral cavity extends from the skin-vermilion junction of the lips to the junction of the hard and soft palate above and to the line of circumvallate papillae below. The oral pharynx (oropharynx) is that portion of the continuity of the pharynx extending from the plane of the inferior surface of the soft palate to the plane of the superior surface of the hyoid bone (or floor of the vallecula) and includes the base of tongue, inferior surface of the soft palate and the uvula, the anterior and posterior tonsillar pillars, the glossotonsillar sulci, the pharyngeal tonsils, and the lateral and posterior walls. The oral cavity and oral pharynx are divided into the following specific areas: LIPS (C00._; vermilion surface, mucosal lip, labial mucosa) upper and lower, form the upper and lower anterior wall of the oral cavity. They consist of an exposed surface of modified epider- mis beginning at the junction of the vermilion border with the skin and including only the vermilion surface or that portion of the lip that comes into contact with the opposing lip.
    [Show full text]
  • Chapter 32 FOREIGN BODIES of the HEAD, NECK, and SKULL BASE
    Foreign Bodies of the Head, Neck, and Skull Base Chapter 32 FOREIGN BODIES OF THE HEAD, NECK, AND SKULL BASE RICHARD J. BARNETT, MD* INTRODUCTION PENETRATING NECK TRAUMA Anatomy Emergency Management Clinical Examination Investigations OPERATIVE VERSUS NONOPERATIVE MANAGEMENT Factors in the Deployed Setting Operative Management Postoperative Care PEDIATRIC INJURIES ORBITAL FOREIGN BODIES SUMMARY CASE PRESENTATIONS Case Study 32-1 Case Study 32-2 Case Study 32-3 Case Study 32-4 Case Study 32-5 Case Study 32-6 *Lieutenant Colonel, Medical Corps, US Air Force; Chief of Facial Plastic Surgery/Otolaryngology, Eglin Air Force Base Department of ENT, 307 Boatner Road, Suite 114, Eglin Air Force Base, Florida 32542-9998 423 Otolaryngology/Head and Neck Combat Casualty Care INTRODUCTION The mechanism and extent of war injuries are sig- other military conflicts. In a study done in Croatia with nificantly different from civilian trauma. Many of the 117 patients who sustained penetrating neck injuries, wounds encountered are unique and not experienced about a quarter of the wounds were from gunshots even at Role 1 trauma centers throughout the United while the rest were from shell or bomb shrapnel.1 The States. Deployed head and neck surgeons must be injury patterns resulting from these mechanisms can skilled at performing an array of evaluations and op- vary widely, and treating each injury requires thought- erations that in many cases they have not performed in ful planning to achieve a successful outcome. a prior setting. During a 6-month tour in Afghanistan, This chapter will address penetrating neck injuries all subspecialties of otolaryngology were encountered: in general, followed specifically by foreign body inju- head and neck (15%), facial plastic/reconstructive ries of the head, face, neck, and skull base.
    [Show full text]
  • Comparison of Cadaveric Human Head Mass Properties: Mechanical Measurement Vs
    12 INJURY BIOMECHANICS RESEARCH Proceedings of the Thirty-First International Workshop Comparison of Cadaveric Human Head Mass Properties: Mechanical Measurement vs. Calculation from Medical Imaging C. Albery and J. J. Whitestone This paper has not been screened for accuracy nor refereed by any body of scientific peers and should not be referenced in the open literature. ABSTRACT In order to accurately simulate the dynamics of the head and neck in impact and acceleration environments, valid mass properties data for the human head must exist. The mechanical techniques used to measure the mass properties of segmented cadaveric and manikin heads cannot be used on live human subjects. Recent advancements in medical imaging allow for three-dimensional representation of all tissue components of the living and cadaveric human head that can be used to calculate mass properties. A comparison was conducted between the measured mass properties and those calculated from medical images for 15 human cadaveric heads in order to validate this new method. Specimens for this study included seven female and eight male, unembalmed human cadaveric heads (ages 16 to 97; mean = 59±22). Specimen weight, center of gravity (CG), and principal moments of inertia (MOI) were mechanically measured (Baughn et al., 1995, Self et al., 1992). These mass properties were also calculated from computerized tomography (CT) data. The CT scan data were segmented into three tissue types - brain, bone, and skin. Specific gravity was assigned to each tissue type based on values from the literature (Clauser et al., 1969). Through analysis of the binary volumetric data, the weight, CG, and MOIs were determined.
    [Show full text]
  • Peripheral Nervous System
    Peripheral Nervous System Nervous system consists of CNS = brain and spinal cord ~90% (90 Bil) of all neurons in body are in CNS PNS = Cranial nerves and spinal nerves ~10% (10 Bil) of all neurons in body are in PNS PNS is our link to the outside world without it CNS us useless sensory deprivation hallucinations sensory (afferent) neurons ~2-3M; 6-8x’s more sensory than motor fibers motor (efferent) neurons ~350,000 efferent fibers somatic motor neurons autonomic motor neurons these neurons are bundled into nerves difference between nerve and neuron: neuron = individual nerve cell nerve = bundle of axons outside CNS surrounded by layers of connective tissue CNS PNS Axons Tracts Nerves Cell Bodies Nuclei Ganglia Nerves consist of either sensory or motor neurons or a combination of both (=mixed nerves) mixed nerves often carry both somatic and autonomic motor fibers ganglia examples: dorsal root ganglia = cell bodies of sensory neurons autonomic chain ganglia = cell bodies, dendrites & synapses of autonomic motor neurons PNS consists of 43 pairs of nerves branching from the CNS: 12 pairs of cranial nerves 31 pairs of spinal nerves Cranial Nerves 12 pairs of cranial nerves 1 structurally originate from: cerebrum: I, II midbrain: III, IV pons: V, VI, VII,VIII (pons/medulla border) medulla: IX, X, XI, XII functionally: some are sensory only: I. Olfactory [sense of smell] II. Optic [sense of sight] VIII. Vestibulocochlear [senses of hearing and balance] -injury causes deafness some are motor only: III. Oculomotor IV. Trochlear [eye movements] VI. Abducens -injury to VI causes eye to turn inward some are mixed nerves: V.
    [Show full text]
  • Biomechanics of Temporo-Parietal Skull Fracture Narayan Yoganandan *, Frank A
    Clinical Biomechanics 19 (2004) 225–239 www.elsevier.com/locate/clinbiomech Review Biomechanics of temporo-parietal skull fracture Narayan Yoganandan *, Frank A. Pintar Department of Neurosurgery, Medical College of Wisconsin, 9200 West Wisconsin Avenue, Milwaukee, WI 53226, USA Received 16 December 2003; accepted 16 December 2003 Abstract This paper presents an analysis of research on the biomechanics of head injury with an emphasis on the tolerance of the skull to lateral impacts. The anatomy of this region of the skull is briefly described from a biomechanical perspective. Human cadaver investigations using unembalmed and embalmed and intact and isolated specimens subjected to static and various types of dynamic loading (e.g., drop, impactor) are described. Fracture tolerances in the form of biomechanical variables such as peak force, peak acceleration, and head injury criteria are used in the presentation. Lateral impact data are compared, where possible, with other regions of the cranial vault (e.g., frontal and occipital bones) to provide a perspective on relative variations between different anatomic regions of the human skull. The importance of using appropriate instrumentation to derive injury metrics is underscored to guide future experiments. Relevance A unique advantage of human cadaver tests is the ability to obtain fundamental data for delineating the biomechanics of the structure and establishing tolerance limits. Force–deflection curves and acceleration time histories are used to derive secondary variables such as head injury criteria. These parameters have direct application in safety engineering, for example, in designing vehicular interiors for occupant protection. Differences in regional biomechanical tolerances of the human head have implications in clinical and biomechanical applications.
    [Show full text]
  • Base Running Drills
    Base Running Drills 1. Batting Practice Base Running This is the best base running simulated drill work other than actual game base running experience. While your hitters are working on their hitting during batting practice your base runners should be working just as hard on their base running. This is why we call batting practice: YOUR MASCOT Practice. Every facet of the game, other than pitching, should be worked on during this practice session and therefore not just called BP or batting Practice. You should have five players in each group with one player hitting, one player of deck dry swinging and three others with one player at each base. Players at each base should be working on getting primary leads and reads off the bat as the hitter is making contact. The base runners can start on the outfield lip to not interfere with the extra infield ground balls and to not divot up the baselines. The runner on 3rd base should start deep and off the line, to limit the chance of getting hit by a line drive. They react at full speed, but only advance 4-5 steps and then go back to the base. They move up to the next base when the hitter is on his last swing of the round at which time the pitcher yells out “LIVE.” The defense, with one live player at each position, reacts along with the base runners to where the ball is hit. This drill will help condition your base runners to react to balls hit off the bat and limit double play line drives.
    [Show full text]
  • Medical Terminology Information Sheet
    Medical Terminology Information Sheet: Medical Chart Organization: • Demographics and insurance • Flow sheets • Physician Orders Medical History Terms: • Visit notes • CC Chief Complaint of Patient • Laboratory results • HPI History of Present Illness • Radiology results • ROS Review of Systems • Consultant notes • PMHx Past Medical History • Other communications • PSHx Past Surgical History • SHx & FHx Social & Family History Types of Patient Encounter Notes: • Medications and medication allergies • History and Physical • NKDA = no known drug allergies o PE Physical Exam o Lab Laboratory Studies Physical Examination Terms: o Radiology • PE= Physical Exam y x-rays • (+) = present y CT and MRI scans • (-) = Ф = negative or absent y ultrasounds • nl = normal o Assessment- Dx (diagnosis) or • wnl = within normal limits DDx (differential diagnosis) if diagnosis is unclear o R/O = rule out (if diagnosis is Laboratory Terminology: unclear) • CBC = complete blood count o Plan- Further tests, • Chem 7 (or Chem 8, 14, 20) = consultations, treatment, chemistry panels of 7,8,14,or 20 recommendations chemistry tests • The “SOAP” Note • BMP = basic Metabolic Panel o S = Subjective (what the • CMP = complete Metabolic Panel patient tells you) • LFTs = liver function tests o O = Objective (info from PE, • ABG = arterial blood gas labs, radiology) • UA = urine analysis o A = Assessment (Dx and DDx) • HbA1C= diabetes blood test o P = Plan (treatment, further tests, etc.) • Discharge Summary o Narrative in format o Summarizes the events of a hospital stay
    [Show full text]