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Grow/Devo-child

physical, psychological, neuromuscular, growth, maturation, differentiation

QuestionAnswer
what are the five developmental age periods? pRENATAL-CONCEPTION TO BIRTH, infancy-birth to 12 mos, early childhood- 1-6 years, middle childhood- 6-12 years, 12-19 years,
what are the five developmental age periods? pRENATAL-CONCEPTION TO BIRTH, infancy-birth to 12 mos, early childhood- 1-6 years, middle childhood- 6-12 years, 12-19 years,
what are characteristics of prenatal age period? rapid growth rate, total dependency, most crucial period
what are characteristics of infancy? rapid motor, cognitive and social development, trust is developed, foundation for future interpersonal relationships is laid,
early childhood characteristics? intense activity and discovery, time of marked phyisical and personality development, learn rolestandards, gain self control and acquire language and wider social relationships,
middle child hood characteristics? developing away from the family group and centered on the world of peer relatioships, Developing skill competencies and social cooperation and early moral development take on more importance.
infant Vital Signs Temp: 96.5 to 99.5. Axillary or Tympanic; Rectal if febrile. Pulse: apical pulse average 120 beats/1 minute. Respiratory Rate: 30 p/min Related to activity level. Observe chest and abdomen. Blood Pressure: average 90/60.
Later childhood/adolescence Tumultuous period of rapid maturation and change is known as adolescence. Considered to be a transitional period that begins at the onset of puberty and extends to the point of entry into the adult world.
infant Vital Signs Temp: 96.5 to 99.5. Axillary or Tympanic; Rectal if febrile. Pulse: apical pulse average 120 beats/1 minute. Respiratory Rate: 30 p/min Related to activity level. Observe chest and abdomen. Blood Pressure: average 90/60.
infant Vital Signs Temp: 96.5 to 99.5. Axillary or Tympanic; Rectal if febrile. Pulse: apical pulse average 120 beats/1 minute. Respiratory Rate: 30 p/min Related to activity level. Observe chest and abdomen. Blood Pressure: average 90/60.
School Age Child Temperature ranges between 98F and 99F. Can be oral or tympanic. Pulse is between 55 and 90. Can measure by palpating radial artery. Respiratory rate averages 22 to 24 breaths/min. Blood pressure averages 110/65.
Toddlers Vital Signs Temperature ranges from 98 F to 99 F. Taken axillary or tympanic. Pulse ranges from 90 to 120 beats/min. Respirations range from 20 to 30 breaths/min. Blood pressure averages 80 to 100 systolic and 64 diastolic. Ensure proper cuff size
School Age Child Temperature ranges between 98F and 99F. Can be oral or tympanic. Pulse is between 55 and 90. Can measure by palpating radial artery. Respiratory rate averages 22 to 24 breaths/min. Blood pressure averages 110/65.
School Age Child Temperature ranges between 98F and 99F. Can be oral or tympanic. Pulse is between 55 and 90. Can measure by palpating radial artery. Respiratory rate averages 22 to 24 breaths/min. Blood pressure averages 110/65.
Adolescent Temperature is the same as the school age. Pulse averages 70 beats/min. Respiratory rate averages 20 breaths/min. Blood pressure averages 120/70.
Psychosocial Development (Erikson)Trust vs Mistrust (birth to 1 year): Establishment of trust dominates the first year of life and describes all the pleasurable experiences in life. Mistrust develops when trust-promoting experiences are lacking or when basic needs are not met.
Psychosocial Development(Erikson) Autonomy vs Shame (1-3 years): Autonomy centers on the child’s ability to control their bodies, themselves and their environment. They want to do things for themselves.
Psychosocial Development(Erikson)Initiative vs Guilt (3-6 years): Children explore the physical world with their senses and powers. They develop a conscience.
Psychosocial Development(Erikson)Industry vs Inferiority (6-12 years): Children are ready to be workers and producers. They want to engage in tasks and activities they can carry through to completion. Children learn to compete and cooperate with others and learn the rules and consequences.
Psychosocial Development(Erikson)Industry vs Inferiority (6-12 years): Children are ready to be workers and producers. They want to engage in tasks and activities they can carry through to completion. Children learn to compete and cooperate with others and learn the rules and consequences.
Psychosocial Development(Erikson)Identity vs Role Confusion (12-18 years) Adolescents become overly preoccupied with the way they appear in the eyes of their peers. They struggle to fit in the roles they have played and those they hope to play with current roles and fashions adopted by their peers.
Psychosocial Development(Erikson)Industry vs Inferiority (6-12 years): Children are ready to be workers and producers. They want to engage in tasks and activities they can carry through to completion. Children learn to compete and cooperate with others and learn the rules and consequences.
Psychosocial Development(Erikson)Identity vs Role Confusion (12-18 years) Adolescents become overly preoccupied with the way they appear in the eyes of their peers. They struggle to fit in the roles they have played and those they hope to play with current roles and fashions adopted by their peers.
Psychosocial Development(Erikson)Identity vs Role Confusion (12-18 years) Adolescents become overly preoccupied with the way they appear in the eyes of their peers. They struggle to fit in the roles they have played and those they hope to play with current roles and fashions adopted by their peers.
Psychosocial Development(Erikson)Identity vs Role Confusion (12-18 years) Adolescents become overly preoccupied with the way they appear in the eyes of their peers. They struggle to fit in the roles they have played and those they hope to play with current roles and fashions adopted by their peers.
Psychosocial Development(Erikson)Identity vs Role Confusion (12-18 years) Adolescents become overly preoccupied with the way they appear in the eyes of their peers. They struggle to fit in the roles they have played and those they hope to play with current roles and fashions adopted by their peers.
Development of Self Concept One’s self concept may or may not reflect reality. Self concept is crystallized during later adolescence as young people organize their self concept around a set of values, goals and competencies acquired throughout childhood.
Self Esteem Factors that influence the formation of a child’s self esteem include: Temperament and personality. Ability to accomplish age appropriate tasks. Significant others. Social roles and expectations.
Major Stressors of Hospitalization Separation anxiety. Loss of control. Fear of pain.
Separation Anxiety Separation anxiety occurs from middle infancy throughout the rest of their life. Occurs in three phases: Protest. Despair. Denial or detachment.
Protest Child reacts aggressively to separation. Child protests loudly. May repeatedly call out for parent. Protests increase as strangers approach. Child is inconsolable in their grief.
Despair Appears after protest stops. Child may appear sad, depressed and withdrawn and does not play actively. Child is uninterested in food and may refuse to drink.
Denial or Detachment Superficially appears to have adjusted. Disinterested when parents visit. Behavior is a result of resignation and not contentment. Can alter bonding if stage is prolonged.
Sep Anxiety in infants and toddlers? Separation anxiety is the greatest stressor. Will attempt to bargain with parents so they will stay.
Sep Anxiety in Preschooler: Protest using quiet methods and constantly asking questions. Will become aggressive and hit or refuse to cooperate during activities.
School Age Children Better able to cope. React to separation from peers. Feelings of loneliness, boredom, isolation. Express feelings as irritability, withdrawal, rejection of siblings or aggression towards parents.
Adolescents Welcome parental separation. Fear loss of group acceptance and peer group contact. Express feelings as irritability, withdrawal, rejection of siblings or aggression towards parents.
in Developmental stages what concept increases perception of threat and affects coping skills? Loss of Control, Experiences vary depending on the child’s developmental stage.
loss of control in Infants and Toddlers leads to: Trust is being developed. Control environment through emotional expressions. Toddlers seek a utonomy. React with aggression to loss of control.
Preschoolers loss of control affects: Egocentric, magical thinking. Fantasize reasons for hospitalization/illness. Uses transductive reasoning and deduct from particular to particular, rather than from the specific to the general.
School Age Children loss of control means: Particularly vulnerable to loss of control. Respond well as long as they have a measure of control. Problems will arise from boredom and activity limitations. They respond with depression, hostility or frustration.
Adolescents loss of control Struggles are for independence, self-assertion and liberation. Threats to identity results in loss of control. React with rejection, uncooperativeness or withdrawal, anger or frustration.
Nurse's Role Be sensitive to s/s of sep anxiety. Allow parents to “room-in”. Maintain qd routine. Allow familiar items from home Promote freedom of movement and independence by giving choices. understanding via expectations
Stress with Parents and Siblings parents respond to the stress of their child’s illness and hospitalization with consistent reactions: Disbelief. Anger, guilt or both. Fear and anxiety. Frustration. Depression.
Created by: redhawk101
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