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NCM134 > C. Learning Styles of Different Age Groups > Flashcards

C. Learning Styles of Different Age Groups Flashcards

1
Q

is the art and science of helping children to learn

A

Pedagogy

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2
Q

Factors That Affect A Person’s Ability and Readiness to Learn

A

*Past experiences
*Physical and emotional health
*Personal motivation
*Stress
*Environmental conditions
*Available support systems

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3
Q

0 – 12 Months of age

A

INFANCY

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4
Q

1 – 3 years of age

A

TODDLERHOOD

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5
Q

during infancy and toddlerhood, Physical, cognitive, and psychosocial
maturation is ___

A

changeable

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6
Q

during infancy and toddlerhood, The main focus of instruction is geared towards ___

A

the parent

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7
Q

during infancy and toddlerhood, considered to be the primary learners rather than the very young child

A

the parent

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8
Q

Physical maturation is ___ during infancy to
toddlerhood

A

rapid

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9
Q

during infancy to toddlerhood, Patient education must focus on teaching the
parents for:

A
  • need for stimulation
  • good nutrition
  • safety measures to prevent illness and injury
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10
Q

___ labeled the stage of infancy to toddlerhood as the ___, wherein children learn through their senses

A

Piaget
sensorimotor period

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11
Q

help them (infants-toddlers) understand their world and develop an awareness of themselves as well as how others respond to their actions

A

Motor activities

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12
Q

___ has the capacity for basic reasoning, the beginnings of memory, and begins to develop a simple understanding of what causes something to happen.

A

Toddler

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13
Q

Between ages 7 and 9 months, infants begin to realize that an object exists even if it can
no longer be seen – known as ___

A

object permanence

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14
Q

Children at this stage (infancy-toddler)

A

a.have short attention span
b. easily distracted
c. egocentric in their thinking
d. not easily swayed from their own ideas

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15
Q

Erikson’s Psychosocial Development

A

Infancy: trust versus mistrust
Toddler: Autonomy versus Shame and Doubt
Toddler: Autonomy versus Shame and Doubt

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16
Q

Must develop a sense of trust with their primary caregivers

A

Infancy: trust versus mistrust

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17
Q

-must learn to balance feelings of love and hate and learn to cooperate and control willful desire
-with peers, play is a parallel activity

A

Toddler: Autonomy versus Shame and Doubt

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18
Q

likes routine because it gives them a
sense of security when carrying out
activities of daily living
separation anxiety is a characteristic of
this stage

A

Toddler: Autonomy versus Shame and Doubt

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19
Q

(infant-toddler) Patient education usually centers on ___

A

wellness care

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20
Q

(infant-toddler) Time is spent with parents on teaching them the aspects of ___

A

normal development
safety
health promotion
disease prevention

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21
Q

(infant-toddler) When the child is ill, the first priority before teaching is to ___

A

assess the parent’s and child’s anxiety levels

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22
Q

(infant-toddler )Nurse should establish a relationship with the child and parents to provide ___ which will ___

A

consistency
help reduce the child’s fear of stranger

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23
Q

(infant-toddler) ___ should be present during
learning activities to ___

A

Parents
decrease stress caused by separation anxiety

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24
Q

(infant-toddler) Health teaching should take place in ___

A

an environment familiar to the child

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25
Q

(infant-toddler)During hospitalization, the environment should be safe and secure, such as the ___, to increase the child’s sense of feelings protected

A

child’s bed or the playroom

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26
Q

(infant-toddler) Nursing interventions should promote ___ and that stimulate their visual, auditory, and tactile senses

A

children’s use of their motor abilities

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27
Q

(infant-toddler) Approach should be ___

A

warm, honest, calm, accepting, and matter-of-fact

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28
Q

(infant-toddler) Read simple stories from books with lots of pictures or use simple audiotapes with music and videotapes with cartoon characters to help them ___

A

understand what is happening

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29
Q

(infant-toddler) Use ___ for children to act out their feelings

A

dolls and puppets

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30
Q

(infant-toddler) ___ to bring the child’s imagination closer to reality

A

Role play

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31
Q

(infant-toddler) Perform procedures on a teddy bear or doll first to help the child ___

A

understand what an experience will be like

32
Q

(infant-toddler) Give the child something to do ___

A

squeeze your hand, hold a band-aid, cry if it hurts

33
Q

(infant-toddler) Give the child something to do ___

A

squeeze your hand, hold a band-aid, cry if it hurts

34
Q

(infant-toddler) Keep teaching sessions brief ( no longer than ___) because of ___

A

about 5 minutes each
the child’s short attention span

35
Q

(infant-toddler) Cluster teaching sessions close together so that children can
___

A

remember what they learned

36
Q

(infant-toddler) Explain things in ___
terms because children ___

A

simple, straightforward, and non-threatening
take their world literally and concretely

37
Q

(infant-toddler) Pace teaching according to ___

A

the child’s responses and level of attention

38
Q

(infant-toddler) ___ of information to hold the child’s attention

A

Focus on rituals, imitation, and repetition

39
Q

(infant-toddler) Use ___ as an opportunity for children to learn through ___

A

reinforcement
practice

40
Q

(infant-toddler) Use ___ as a means by which children
can learn about the world and test their ___

A

games
ideas

41
Q

(infant-toddler) Encourage parents to ___ because they influence the child’s development of attitudes and behaviors

A

act as role models

42
Q

3 – 6 years of Age

A

PRESCHOOLER

43
Q

Children acquire new behaviors that allow them to care for themselves more
independently

A

Preschooler

44
Q

Learning occurs through interactions with others and through mimicking or
modeling the behaviors of playmates and adults

A

Preschooler

45
Q

(preschooler) Cognitive development is the ___

A

preoperational period

46
Q

Continue to be egocentric and is essentially unaware of others’ thoughts
or the existence of others’ points of view

A

Preschooler

47
Q

Can classify objects into groups and categories but have only a vague
understanding of their relationships

A

Preschooler

48
Q

Thinking remains literal and concrete – they believe what is seen and heard

A

Preschooler

49
Q

Curious and ask questions almost anything; they mix fact and fiction; think magically,
develop imaginary playmates

A

Preschooler

50
Q

Limited sense of time so being made to wait for 15 minutes before they can do
something can feel like an eternity for them

A

Preschooler

51
Q

Attention span begins to lengthen such that they can usually remain quiet long
enough to listen to a song or hear a short story read

A

Preschooler

52
Q

An understanding of their bodies and can name external body parts but do
not know the function of internal organs

A

Preschooler

53
Q

See illness as a punishment for something they did wrong

A

Preschooler

54
Q

Health allows them to play with friends while illness prevents them from doing so

A

Preschooler

55
Q
  • take on tasks for the sake of being involved and on the move
  • Growing imagination can lead them to many fears – of separation,
    disapproval, pain, punishment, and aggression from others
A

Erikson: Initiative versus guilt

56
Q

Begin interacting with playmates rather than just playing alongside one another

A

Preschooler

57
Q

Through play, the ___ also begins to share ideas

A

preschoolers

58
Q

Imitate parents of the same sex

A

preschoolers

59
Q

Role playing is typical of this stage

A

preschoolers

60
Q

(preschooler) Nurse’s interactions with preschool children and their parents are ___

A

sporadic

61
Q

(preschooler) Occurring during occasional well-child visits to the pediatrician’s
office or

A

when minor medical problems arise

62
Q

(preschooler) ___ should be included in all aspects of the teaching plan since
they can provide insights into the child’s ___

A

Parents
disabilities, likes and dislikes

63
Q

(preschoolers) Nurses should reassure and allow preschoolers to express their fears of
___

A

pain and bodily harm, fantasies and active imaginations

64
Q

(preschoolers) Choose words carefully when ___

A

describing procedures

65
Q

(prescooler) Using terms like “cut” or “knife” is frightening so instead use words like
___ are much understandable terms

A

“fix,” “sew,” or “cover up the hole”

66
Q

(preschooler) Provide ___ because language ability is still
limited

A

physical and visual stimuli

67
Q

(preschooler) Keep teaching sessions short (no more than ___) and
scheduled at close intervals so that information is not forgotten

A

15 minutes

68
Q

(preschooler) Relate information needs to ____

A

activities and experiences familiar to the child

69
Q

(preschooler) Encourage the child to participate by choosing the instructional methods and tools, such as ___

A

playing with dolls or reading a story

70
Q

(preschool) Arrange ___ to make teaching less threatening and more fun

A

small group sessions with peers

71
Q

(preschool) Give praise and approval through ___ which are real motivators for learning

A

verbal expressions and non-verbal gestures,

72
Q

(prescool) Give tangible rewards, such as ___, to reinforce learned skills

A

badges or small toys

73
Q

(preschool) Allow the child to ___ to learn about body parts

A

manipulate equipment and play with replicas or dolls

74
Q

(preschool) Special kidney dolls, ostomy dolls with stomas, or orthopedic dolls
with splints and tractions provide opportunity for ___

A

hands-on experience

75
Q

(preschool) Use storybooks to help the child ___

A

identify with particular people and situation

76
Q

(preschool) Have the parents help by being role models of healthy habits, such as
___

A

practicing safety measures and eating a balanced diet

77
Q

(preschool) Reinforce ___ and new skills learned

A

positive health behaviors

NCM134 (4 decks)

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