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CVCC NUR103 Ch1-11
CVCC NUR103 Health Assess ch 1-11 Fall 08
| Question | Answer |
|---|---|
| focused on the cultural and societal influences as determinants of behavior.He was concerned with the growth of the ego, the conscious, organized, rational part of the personality. He describes eight stages of ego development across the lifespan.Each stag | Erik Erikson |
| described stages of cognitive development in the growing child. Piaget believed that a child’s thinking develops progressively from simple reflex behavior into complex logical and abstract thought. Cognitive development proceeds through four definite stag | Jean Piaget |
| The infant learns trust through proper nurturing. When needs are not met and security is not provided the infant learns mistrust. Without a trusting foundation, this individual will flounder in attempts to resolve future crisis. When resolution of this cr | Trust Versus Mistrust (infancy-1yr) |
| During this stage the child learns to be autonomous and to govern his or her own body experiences. | Autonomy versus Shame and Doubt (1-3yr) |
| The task is for the child to develop a sense of initiative. The child plans and attacks a new task with gusto. Failures are easily forgotten. When the parent encourages the child the child learns self-assertion, self assurance, direction and purpose. Pro | Initiative versus Guilt (4-5yr) |
| The approval and esteem of people outside the immediate family becomes important. The child wins recognition by working and producing. The child works in an organized group with others. Achievement builds a feeling confidence, competence, and industry. Pe | Industry versus Inferiority (6-11yr) |
| The main conflict is finding one’s own identity. ,appreciating achievements, growing independent from parents, forming close relationships with peers, evolving one’s own value system. If successful a sense of ego emerges. If unsuccessful the teen is unsu | Ego Identity versus role diffusion (12-19yr) |
| During this time the adult seeks love, commitment, and intimacy in an intimate relationship. This relationship includes mutual trust, cooperation, sharing of feelings and goals and acceptance of the other. If the person can not form a relationship the re | Intimacy versus Isolation- (20-40yr) |
| During this time adults have the urge to contribute to the next generation. The motivation is to create and/or nurture those who follow. Stagnation occurs if contributions can not be made. | Generativity Versus Stagnation- (40-64yr) |
| During this time the adult the adult looks for a new force of inner growth. Directs toward creative endeavors. Pursues what ever is pleasing having paid his or her debt to society. Pleased with his/her life, realizes life has mostly been good and life has | Integrity versus despair (65- ---yr) |
| infants perceive information through the five senses and learns to modify their behavior in response to environmental stimuli. Learns object permanence which starts around 7 months. By 2 the infant leatns that he or she is separate from the environment a | Sensorimotor skills- (birth -2yr) |
| Symbolic function-The child now uses symbols to represent people objects and events. Delayed imitation child can witness an event, and imitate it later in absence of the model. The child is egocentric cannot see another’s point of view and feels no need t | Preoperational (2-7yr) |
| This child can use symbols of objects and events in more logical ways. The child uses numbers, reads, serialize and classify and understand conservation principles. The child is able to reason and draw a conclusion but reasoning capacity is limited becaus | Concrete operations- (7-11yr) |
| At this stage the child has the ability to develop abstract thinking, deal with hypothetical situations, and make logical conclusions from reviewing evidence. Can analyze and use scientific reasoning. | Formal operations- (12- ---yr) |
| Weight, height, and head circumference reflect physical growth and are indicators of the infant’s general health Growth spurts double the birth weight by 4 to 6 months and triple by 1 year. Length increases 50 percent by 1 year. Brain growth is rapid. Vis | Infancy (birth -1yr) PHYSICAL |
| Erikson's Trust versus mistrust and Piaget Sensorimotor stage. | Infancy -Psychosocial |
| – Gross motor skills include posture, head balance, sitting, crawling and walking. Development occurs cephalocaudal (head to foot) and proximodistal ( central to peripheral direction) 3 months-raise head and chest in a prone position, 6 to 7 months sits a | Infancy- Behavioral |
| by 4-5 months has a voluntary two handed grasp. By 10 months pincer grasp is fully intact. By 11 months baby puts objects into a container | Infancy- Fine motor skills |
| at 3 months baby laughs out loud babbles at 6 months, 9 to 10 months baby can imitate others 12 months can say first words with meaning. | Infancy-Language skills |
| social smile begins at 6 to 8 weeks 4 months the child laughs and enjoys other people 7 months the baby can imitate others actions at 11 months the baby can assist with feeding and dressing. | Infancy- Personal social skills |
| rate of growth decelerates during the 2 nd year with the child gaining an average of 2.5 kg and 12 cm in length. The toddler has lordosis with a pot belly, sway back, short bowed legs. The head circumference equals the chest circumference between 1 and 2 | Early childhood (Toddler 1-3yr) PHYSICAL |
| Erikson’s Autonomy versus shame. Cognitive Piaget’s preoperational stage | Early childhood (Toddler 1-3yr) PSYCHOSOCIAL |
| Gross motor skills walks by 12 months, runs at 18 months, at 2 can walk up and down stairs jumps with both feet by 2 Fine motor skills- 15 month can drop a pellet in a narrow container and draw a straight line by 2. | Early childhood (Toddler 1-3yr) MOTOR SKILLS |
| vocabulary about 200 words by 2, the 2 year old combines words usually a noun and a verb for a two word phrase (telegraphic speech) A 3 year old uses more complex sentences. | Early childhood (Toddler 1-3yr) LANGUAGE SKILLS |
| negativism develops toddlers clash with restrictions and a battle of wills results. Ritualism develops toddlers want things done the same way any change in habit or routine is upsetting. Toddlers engage in parallel play. Playing side by side without inter | Early childhood (Toddler 1-3yr) PERSONAL/SOCIAL SKILLS |
| rate of growth slows and the average child gains about 2 kg in weight and 7cm in height per year. Appearance changes as the baby face matures, the potbelly slims, and the legs elongate more than the trunk. Preschooler looks taller, slimmer, and more grac | Early childhood ( preschooler 3 to 5 or 6 years) PHYSICAL |
| identifies sex role and gender, develops a conscience, interacts with others in social acceptable ways, developing a readiness for school. Erickson’s Initiative versus Guilt, | Early childhood ( preschooler 3 to 5 or 6 years) PSYCHOSOCIAL |
| Piaget Preoperative phase. | Early childhood ( preschooler 3 to 5 or 6 years) COGNITIVE |
| motor skills 4 year old can hop on one foot and cut on a line with scissors, at 5 can skip on alternate feet , jump rope, string beads and copy a square. Language skills- by 5 to 6 sentences are six to eight words long and grammar is well developed. Soc | Early childhood ( preschooler 3 to 5 or 6 years) BEHAVIORAL |
| the average child gains about 3 kg nd grows about 5.5 cm per year. Black children are slightly larger and Asian children are slightly smaller than white children of the same age. The preadolescent growth spurt occurs earlier in girls ( 10 years) as compar | School child ( 6 to 10 or 12 years )-PHYSICAL |
| Erickson’s industry versus inferiority | School child ( 6 to 10 or 12 years )PSYCHOSOCIAL |
| Piaget’s concrete operations | School child ( 6 to 10 or 12 years )COGNITIVE |
| The peer group is a key socializing agent. Group solidarity is enhanced by secret codes or rules. The child begins to prefer peer group activities to activities with parents. The school age child loves collections : rocks, shells cards, cars, and dolls | School child ( 6 to 10 or 12 years ) BEHAVIORAL |
Created by:
christalprater
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