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

C. Learning Styles of Different Age Groups Flashcards

(77 cards)

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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
(infant-toddler)During hospitalization, the environment should be safe and secure, such as the ___, to increase the child’s sense of feelings protected
child’s bed or the playroom
26
(infant-toddler) Nursing interventions should promote ___ and that stimulate their visual, auditory, and tactile senses
children’s use of their motor abilities
27
(infant-toddler) Approach should be ___
warm, honest, calm, accepting, and matter-of-fact
28
(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 ___
understand what is happening
29
(infant-toddler) Use ___ for children to act out their feelings
dolls and puppets
30
(infant-toddler) ___ to bring the child’s imagination closer to reality
Role play
31
(infant-toddler) Perform procedures on a teddy bear or doll first to help the child ___
understand what an experience will be like
32
(infant-toddler) Give the child something to do ___
squeeze your hand, hold a band-aid, cry if it hurts
33
(infant-toddler) Give the child something to do ___
squeeze your hand, hold a band-aid, cry if it hurts
34
(infant-toddler) Keep teaching sessions brief ( no longer than ___) because of ___
about 5 minutes each the child’s short attention span
35
(infant-toddler) Cluster teaching sessions close together so that children can ___
remember what they learned
36
(infant-toddler) Explain things in ___ terms because children ___
simple, straightforward, and non-threatening take their world literally and concretely
37
(infant-toddler) Pace teaching according to ___
the child’s responses and level of attention
38
(infant-toddler) ___ of information to hold the child’s attention
Focus on rituals, imitation, and repetition
39
(infant-toddler) Use ___ as an opportunity for children to learn through ___
reinforcement practice
40
(infant-toddler) Use ___ as a means by which children can learn about the world and test their ___
games ideas
41
(infant-toddler) Encourage parents to ___ because they influence the child’s development of attitudes and behaviors
act as role models
42
3 – 6 years of Age
PRESCHOOLER
43
Children acquire new behaviors that allow them to care for themselves more independently
Preschooler
44
Learning occurs through interactions with others and through mimicking or modeling the behaviors of playmates and adults
Preschooler
45
(preschooler) Cognitive development is the ___
preoperational period
46
Continue to be egocentric and is essentially unaware of others’ thoughts or the existence of others’ points of view
Preschooler
47
Can classify objects into groups and categories but have only a vague understanding of their relationships
Preschooler
48
Thinking remains literal and concrete – they believe what is seen and heard
Preschooler
49
Curious and ask questions almost anything; they mix fact and fiction; think magically, develop imaginary playmates
Preschooler
50
Limited sense of time so being made to wait for 15 minutes before they can do something can feel like an eternity for them
Preschooler
51
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
Preschooler
52
An understanding of their bodies and can name external body parts but do not know the function of internal organs
Preschooler
53
See illness as a punishment for something they did wrong
Preschooler
54
Health allows them to play with friends while illness prevents them from doing so
Preschooler
55
- 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
Erikson: Initiative versus guilt
56
Begin interacting with playmates rather than just playing alongside one another
Preschooler
57
Through play, the ___ also begins to share ideas
preschoolers
58
Imitate parents of the same sex
preschoolers
59
Role playing is typical of this stage
preschoolers
60
(preschooler) Nurse’s interactions with preschool children and their parents are ___
sporadic
61
(preschooler) Occurring during occasional well-child visits to the pediatrician’s office or
when minor medical problems arise
62
(preschooler) ___ should be included in all aspects of the teaching plan since they can provide insights into the child’s ___
Parents disabilities, likes and dislikes
63
(preschoolers) Nurses should reassure and allow preschoolers to express their fears of ___
pain and bodily harm, fantasies and active imaginations
64
(preschoolers) Choose words carefully when ___
describing procedures
65
(prescooler) Using terms like “cut” or “knife” is frightening so instead use words like ___ are much understandable terms
“fix,” “sew,” or “cover up the hole”
66
(preschooler) Provide ___ because language ability is still limited
physical and visual stimuli
67
(preschooler) Keep teaching sessions short (no more than ___) and scheduled at close intervals so that information is not forgotten
15 minutes
68
(preschooler) Relate information needs to ____
activities and experiences familiar to the child
69
(preschooler) Encourage the child to participate by choosing the instructional methods and tools, such as ___
playing with dolls or reading a story
70
(preschool) Arrange ___ to make teaching less threatening and more fun
small group sessions with peers
71
(preschool) Give praise and approval through ___ which are real motivators for learning
verbal expressions and non-verbal gestures,
72
(prescool) Give tangible rewards, such as ___, to reinforce learned skills
badges or small toys
73
(preschool) Allow the child to ___ to learn about body parts
manipulate equipment and play with replicas or dolls
74
(preschool) Special kidney dolls, ostomy dolls with stomas, or orthopedic dolls with splints and tractions provide opportunity for ___
hands-on experience
75
(preschool) Use storybooks to help the child ___
identify with particular people and situation
76
(preschool) Have the parents help by being role models of healthy habits, such as ___
practicing safety measures and eating a balanced diet
77
(preschool) Reinforce ___ and new skills learned
positive health behaviors

NCM134 (4 decks)

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