Growth And Development Flashcards
(40 cards)
When does wt double by and triple by?
Doubles by 6 month
Triples by 1 year
When anterior and posterior fontanelsclose?
Posterior - 2 months (6-8 weeks)
Anterior- 12-18 months
If a parent is unable to stay with the toddler when ill, encourage him or her to
designate another family member, such as a grandparent.
At birth, infants are dominated by biological needs and drives. The reliability and quality of their relationship with caregivers will influence the extent to which they develop a sense of trust (or mistrust) in others, themselves, and the world in general. The virtue of hope is associated with this stage.
Trust Versus Mistrust (Infancy) 0- 18 months
Social demands for self-control and bodily regulation (toilet training) influence feelings of self-efficacy versus self-doubt. The quality of will, the willful self-discipline to do what is expected and expectable, emerges at stage two.
Stage 2: Autonomy Versus Doubt and Shame (Early Childhood) 18 months-3 years?
Here children begin actively exploring their environment. Will they sense guilt about these self-initiated activities, or will they feel justified in planning and asserting control over their activities? The virtue of purpose—the courage to pursue personally valued goals in spite of risks and possible failure—now ascends.
Stage 3: Initiative Versus Guilt (Preschool Age) 3-6?
The societal context in which the first three psychosocial conflicts are negotiated is predominantly the home and immediate family. In stage four, however, children begin formal instruction of some sort. Mastery of tasks and skills valued by one’s teachers and the larger society becomes focal. The quality of competence is said to develop. (if they don’t complete tasks, they may feel inferior.)
Stage 4: Industry Versus Inferiority (School Age) 6-12?
Stage 5: Identity and Diffusion (Adolescence) 12-20
3/…?
This is the linchpin in Erikson’s scheme, a time when adolescents actively attempt to synthesize their experiences in an effort to formulate a stable sense of identity. Although this process is psychosocial in nature—a social fit or “solidarity with group ideals” must occur—Erikson emphasizes reality testing and the acquisition of credible self-knowledge. Youths come to view themselves as products of their previous experiences, and a unified sense of temporal self-continuity is experienced. Positive resolutions of prior crises—being trusting, autonomous, willful, and industrious—facilitate identity formation; previous failures may lead to identity diffusion. Fidelity, the the ability to maintain commitments in spite of contradictory value systems, is the virtue that emerges during adolescence.
Stage 5: Identity and Diffusion (Adolescence) 12-20
3/…?
Discipline
What to say”—Tips for effective discipline During effective discipline, allow for negotiation and flexibility, which can help build the child’s social skills. Also, allow the child to experience the consequences of behavior.
• Speak to the child as you would want to be spoken to if someone were reprimanding you.
• Neve Rationalizing
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○ Remember to be CONSISTENT! For example: do not tell a child that they can’t go to the football game because they forgot to do a chore; but then proceed to tell them their sibling wants to go and then allow them to go when they shouldn’t be able to.
r resort to name-calling, yelling, or disrespect
.• Be clear about what you mean
.• Be firm and specific. Whenever possible, the consequences must be delivered immediately, relate to the rule broken, be short enough in duration, and emphasize the positives. In addition, the consequences must be fair and appropriate to the situation and the child’s age.
: helps to educate and promote safety
● Time-outs/grounding
● Corporal punishments
● Withholding
Rationalize
Remember to be CONSISTENT! For example: do not tell a child that they can’t go to the football game because they forgot to do a chore; but then proceed to tell them their sibling wants to go and then allow them to go when they shouldn’t be able to.
Toddler Nutrition and Eating habits ?
Nutrition: Family meals; allow toddler to self-feed and use a cup at mealtimes;
allow child to make food choices;
provide finger foods;
provide two to three healthy snacks per day;
do not force eating
Instruct the family on good hygienic practices: infants
- Wash hands after changing diapers and using the toilet.
- Wash hands before food preparation and eating.
- Carefully dispose of soiled diapers.
- Wash linen or clothing contaminated with stool separately in hot water.
- Clean contaminated household surfaces with bleach and water (1/4 cup of bleach to 1 gallon of water).
- Teach families about the importance of the HAV and HBV vaccinations.
Children; grow from head to tail, middle to distal, simple to complex, grow at the same steps but not the same rates.
Yes
Babbling at 4 months • Roll front to back 5 months • Back to tummy at 6 months • Pick things up like food (handful) 4-6 months • Sitting by 8 months • Pick things up with Pincher 8-9 months • Object permanence by 9-10 months • Walk at 12 months
Yes
the infant knows that an object still exists even if covered up or removed from sight (9-10 month)
object permanence
concept of death
• Infant;
undefined due to level of cognition.
Toddler concept of death
• Toddlers; unable to distinguish fact from fantasy inhibits true perception of death (death may mean separation from parents; respond with fear and sadness).
Preschooler concept of death
Preschoolers: can understand that something is wrong. Fear of death as early as 3 years. Magical thinkers; don’t say death is like going to sleep (fear of sleeping).
School-age child: concept of death 8-9
realistic understanding of death but is not precise until they understand the concept of time (ages 8-9).
Adolescents: concept of death
can understand death, but difficulty in accepting it as reality. Thinks death can be defied. Emotional ability to face death is absent.
Growth during infancy (1 to 12 months)
Reflexes and growth
Weight: doubles birth weight in 6 months; triples birth weight in 1 year NCLEX ®
2. Height: increases 50% by 1 year
3. Head growth is rapid; brain increases in weight 2.5 times by 1 year a. Head circumference exceeds chest circumference b Posterior fontanel closes at 2 to 3 months NCLEX ® c. Anterior fontanel closes by 12 to 18 months
4. Reflexes present at birth NCLEX ® a.
Moro: startle reflex elicited by loud noise or sudden change in position
b. Tonic neck: elicted when infant lies supine and head is turned to one side; infant will assume a “fencing position”
c. Gag, cough, blink, pupillary: protective reflexes
d. Grasp: infant’s hands and feet will grasp
Rooting: elicited when side of mouth is touched, causing infant to turn to that side
f. Babinski: fanning of toes when sole of foot is stroked upward
5. Reflexes that appear during infancy
a. Parachute: involves extension of arms when suspended in prone position and lowered suddenly b. Landau: when infant is suspended horizontally, head is raised
c. Labyrinth righting: provides orientation of head in space
d. Body righting: when caregiver turns hips to the side, the body follows
6. Gross motor development: developmental maturation in posture, head balance, sitting, creeping, standing, and walking NCLEX ®
a. Gains head control by 4 months
b. Rolls from back to side by 4 months
c. Rolls from abdomen to back by 5 months
d. Rolls from back to abdomen by 6 months
Sits alone without support by 8 months
f. Stands holding furniture by 9 months
g. Crawls (may go backward initially) by 10 months
h. Creeps with abdomen off floor by 11 months i. Cruises (walking upright while holding furniture) by 10 to 12 months
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j. Can sit down from upright position by 10 to 12 months
k. Walks well with one hand held by 12 months
7. Fine motor development: use of hands and fingers to grasp objects NCLEX ®
a. Hand predominantly closed at 1 month
b. Desires to grasp at 3 months
Two-handed, voluntary grasp at 5 months
d. Holds bottle, grasps feet at 6 months
e. Transfers from hand to hand by 7 months
f. Pincer grasp established by 10 months
g. Neat pincer grasp (e.g., picks up raisin) with thumb and finger by 12 months
8. Sensory development
a. Hearing and touch well developed at birth
b. Sight not fully developed until 6 years; differentiates light and dark at birth; prefers human face; smiles at 2 months
c. Usually searches and turns head to locate sounds by 2 months
d. Has taste preferences by 6 months
Responds to own name by 7 months
f. Able to follow moving objects; visual acuity 20/50 or better; amblyopia (“lazy eye”) may develop by 12 months
g. Can vocalize four words by 1 year
Nutrition 0-1 year
Nutrition
a. Human breast milk is easily digested and most complete
b. Iron-fortified commercial formulas used for bottle-feeding closely resemble nutritional content of human milk; recommended for first 12 months
c Solids are introduced no sooner than 6 months to avoid exposure to allergens NCLEX ®
d. Iron-fortified rice cereal is introduced first because of its low allergenic potential e. Deciduous “baby” teeth erupt by 5 to 6 months; lateral incisors erupt first; increase in drooling and saliva; may be accompanied by slight elevated temperature
f. Gradual weaning from breast to bottle to cup during second 6 months of infancy
Juices may be introduced, diluted 1:1 at 6 months; preferably given by a cup
h. Introduction of fruits, vegetables, and meats (one food each week is recommended to identify any allergy)
i. Junior foods or chopped table foods introduced by 12 months
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j. Limit intake of formula to no more than 32 oz per 24 hours to avoid iron-deficiency anemia
Safety 0-1 year
a. Infants up to 20 lb (9 kg) and age 1 year should be restrained by law in a rear-facing car seat in back seat of car; the American Academy of Pediatrics recommends keeping toddlers in a rear-facing direction until they reach 2 years or the maximum height and weight allowed by car seat manufacturer
b. Keep side-rails of crib up
c. Never leave infant unattended on table, bed, or in bathtub
d. Check temperature of bath water, formula, and foods
e. Avoid giving bottles at naps or bedtime (may cause dental caries)
f. Parents should learn injury prevention, including aspiration of foreign objects (buttons, toys, peanuts, hotdogs), suffocation (plastic bags, strangulation), falls, poisonings, and burns (electric cords, wall outlets, radiators, pots and pans on stoves)
Play 0-1 year
Provide black/white contrasts for premature and newborn infants
b. Hang mobile 8 to 10 inches from infant’s face
c. Provide sensory stimuli (bath water) and tactile stimuli (feel of various shapes of objects), large toys, balls
d. Expose to environmental sounds: rattles, musical toys e. Use variety of primary-colored objects during infancy
f. Place unbreakable mirror in crib for infants to focus on own face
g. Provide toys that let infants practice skills to grasp and manipulate objects h. Vocalization provides pleasure in relationships with people (smiling, cooing, laughing)
TODDLER GROWTH AND DEVELOPMENT
Period from 1 to 3 years of age
B. Weight: growth rate slows considerably; weight is 4 times the birth weight by 2½ years
C. Height: at 2 years, height is 50% of future adult height
D. Head circumference: 19½ to 20 in. (49 to 50 cm) by 2 years; increases only 3 cm in second year; achieves 90% of adult-sized brain by 2 years
E. Anterior fontanel closes by 18 months NCLEX ®
F. Gross motor development: still clumsy at this age NCLEX
® 1. Walks without help (usually by 15 months)
2. Jumps in place by 18 months
Goes up stairs (with 2 feet on each step) by 24 months
4. Runs fairly well (wide stance) by 24 months
G. Fine motor development NCLEX ®
1. Uses cup well by 15 months
2. Builds a tower of two cubes by 15 months
3. Holds crayon with fingers by 24 to 30 months
4. Good hand–finger coordination by 30 months
5. Copies a circle by 3 years
H. Sensory development
1. Binocular vision well developed by 15 months
2. Knows own name by 12 months; refers to self
3. Identifies geometric forms by 18 months
4. Uses short sentences by 18 months to 2 years
5. Follows simple directions by 2 years
6. Able to speak 300 words by 2 years
7. Remembers and repeats 3 numbers by 3 years
I. Object permanence is knowledge that an object or person continues to exist when not seen, heard, or felt
J. Ritualistic behavior is exhibited during toddler period; ritualism is toddler’s need to maintain sameness and reliability; provides sense of comfort
5. Follows simple directions by 2 years
6. Able to speak 300 words by 2 years
7. Remembers and repeats 3 numbers by 3 years
I. Object permanence is knowledge that an object or person continues to exist when not seen, heard, or felt
4. Good hand–finger coordination by 30 months
5. Copies a circle by 3 years
H. Sensory development
1. Binocular vision well developed by 15 months
2. Knows own name by 12 months; refers to self
