exam 1- PEDS Flashcards
(193 cards)
Jean Piaget (theorist)
swiss theorist on how children learn
framework for understanding how thinking during childhood progresses and differs from adult thinking
Piaget Infancy
Sensorimotor Period
Birth to 2yo
reflexive behavior used to adapt to environment
egocentric view of the world
development of object permanence [awareness object exists even when they disappear from sight]
at the end, infant shows more evidence of reasoning
Piaget Toddlerhood and Preschool Age
Preoperational Thoughts
2 to 7 yo
thinking remains egocentric
becomes magical [events due to wishing]
dominated by perception
language becomes useful
animism [all objects have life and meaning]
Piaget School Age
Concrete Operations
7 to 11yo
thinking becomes more systematic and logical
concrete objects and activities needed
concept of time becomes clear
far past and far future remain obscure
child cannot deal with abstractions or with socialized thinking
Piaget Adolescence and Adulthood
Formal operations
11yo to adulthood
concrete to abstract and symbolic
self-centered to other-centered
can develop hypothesis
improved organizational ability, task completion, behavioral attention, self control
understand logical consequences of behavior
significance of piaget’s theory
for nurses when developing teaching plans of care for children
believed that learning should be geared to the child’s level of understanding and should be an active participant in the learning process
Sigmund Freud (theorist)
theories to explain psychosexual development
early childhood experiences provide unconscious motivation for actions later in life
certain body parts assume psychological significance as foci of sexual energy
Freufd Infancy
oral stage
mouth is a sensory organ
1st half: infant takes in and explores during oral passive substage
2nd half: infant strikes out with teeth during oral aggressive substage
Freud Toddlerhood
Anal Stage
major focus of sexual interest is anus
control of body functions is major feature
toilet training a major developmental task
a time of holding on and letting go
Freud Preschool
Phallic or Oedipal/Electra Stage
genitals become focus of sexual curiosity
superego (conscience) develops
feelings of guilt emerge
possessiveness of child for opposite-sex parent, marked by aggressiveness toward the same sex parent
identifies with or become more like same-sex parent
superego develops [inner voice that reprimands and evoke guilt]
Freud School Age
Latency Stage
sexual feelings firmly repressed by the superego (less prominent in daily life)
period of relative calm
same-sex peer groups
younger: refuse to play with children of the opposite sex
older: desire companionship of opposite-sex friends
freud adolescence to adulthood
Puberty or Genital Stage
stimulated by increasing hormone levels
sexual energy wells up in force resulting in personal and family turmoil
interest in sex flourishes as search for identity
develop more adult view of sexuality
decisions often made based on emotional state
erik erikson (theorist)
viewed development as a lifelong series of conflicts affected by social and cultural factors
each conflict must be resolved for child and adult to progress emotionally
unsuccessful resolution leaves individual emotionally disabled
inspired by Freud
Erikson Infancy
Trust v Mistrust
infant’s physical and emotional needs met in timely manner = trustworthy
signs of unmet needs: restlessness, fretfulness, whining, crying, clinging, physical tenseness, vomiting, diarrhea, sleep disturbances
Erikson Toddlerhood
Autonomy v Shame and Doubt
development of sense of control over the self and body functions
exerts self
characterized by will
elimination accomplished
Erikson Preschool Age
Initiative v Guilt
development of a can-do attitude about the self
behavior becomes goal-directed
competitive and imaginative
initiation into gender role
characterized by purpose
Erikson School Age
Industry v Inferiority
mastering of useful skills and tools of the culture
learning how to play and work with peers
characterized by competence
Erikson Adolescence
Identity v Role Confusion
begins to develop a sense of “I”
peers become of paramount importance
child gains independence from parents
characterized by faith in self
Erikson Adulthood
Intimacy v Isolation
Development of ability to lose the self in genuine mutuality with another
characterized by love
Erikson Adulthood
Generativity v Stagnation
production of ideas and materials through work
creation of children
characterized by care
Erikson Adulthood
Ego Integrity v Despair
realization that there is order and purpose to life
characterized by wisdom
Significance of Erikson’s Theory
regression is a reactivation of behavior more appropriate to an earlier stage of development
provides a theoretic basis for much of the emotional care that is given to children
Lawrence Kohlberg (theorist)
moral development as a complicated process involving the acceptance of values and rules of society in a way that shapes behavior
closely parallels Piaget’s
Kohlberg Infancy
Premorality or Preconventional Morality
Stage 0 (0-2 yo)
Naivete and Egocentrism
no moral sensitivity
decisions made on basis of what pleases child
infants like or love what helps them (vice versa)
no awareness of the effect of their actions on others