Growth and Development- chapter 6

Question 1

growth depends on

Answer 1

genetics, environment, and nutrition

Question 2

Cephalocaudal

Answer 2

starts at the head and moves downward

Question 3

Proximodistal

Answer 3

starts in the center and processes to the periphery

Question 4

Differentiation

Answer 4

simple to complex progression of achievement of developmental milestones

Question 5

growth and development

Answer 5

follow an orderly pattern characterized by periods of rapid growth and plateaus (spurts and lulls)

Question 6

Childhood is divided into the following five stages:

Answer 6

Infant—birth to 1 year
Toddler—1 to 3 years
Preschool—3 to 6 years
School-age—6 to 12 years
Adolescence—12 to 18 years

Question 7

Failure to Thrive

Answer 7

children who fall below the 5th percentile ranges on height and weight charts. For infants, it usually presents first with an absence of weight gain or weight loss

Question 8

A few of the most common reflexes to watch for are:

Answer 8

Tonic neck/fencing reflex—disappears around 4–6 months
Moro/startle reflex—disappears around 4–6 months
Babinski’s—disappears by 1 year of age

Question 9

2–3 months

Fine motor

Answer 9

Grasps toys, can open and close hands
Blows bubbles
Eyes follow object to midline

Question 10

2–3 months

gross motor

Answer 10

Stretches legs out and kicks when lying on stomach or back

Supports upper body with arms when lying on stomach

Raises head and chest when lying on stomach

Question 11

6–8 months

Fine motor

Answer 11

Bangs objects on table
Can transfer objects from hand to hand
start of pincer grasp

Question 12

6–8 months

Gross motor

Answer 12

Supports whole weight on legs
Can sit unsupported by 7 or 8 months
Can roll from side to side

Question 13

1 year

Fine motor

Answer 13

Begins to use objects correctly

Can hold crayon, may mark on paper

Question 14

1 year

Gross motor

Answer 14

May walk two or three steps independently
Walks holding on to furniture
Pulls self up to stand

Question 15

2–3 years

fine motor

Answer 15

Can draw simple shapes (e.g., a circle)

Learning to dress self

Question 16

2–3 years

Gross motor

Answer 16

Learning to pedal tricycle
Kicks ball
Jumps

Question 17

4–5 years

Fine motor

Answer 17

Brushes teeth
Learning to tie shoes
Uses scissors
Dresses independently

Question 18

4–5 years

Gross motor

Answer 18

Hops on one foot
Throws a ball overhand
Goes up and down stairs independently

Question 19

Piaget

Answer 19

-Development is a sequential and orderly process, moving from stages that are relatively simple to more complex

Cognitive acts occur as the child adapts to the surrounding environment.

The child’s experience with the environment naturally encourages growth and maturation.

The child must accommodate to new or complex problems by drawing on past experiences.

There can be overlap between the child’s age and stage of development. Each stage does not start and end at exactly the same age for each child.

Question 20

Growth and development birth-1y

Answer 20

Weight:
• Doubles by 5–6 months
• Triples by 1 year
Height:
• Increase of 1 foot by 1 year of age
Teeth:
• Erupt by 6 months
• Has six to eight deciduous teeth by 1 year of age

Question 21

Toddler: age 1–3 years

Answer 21

Weight:
• Gains 8 oz or more a month from 1–2 years
• Gains 3–5 lb a year from 2–3 years of age
Height:
• From 1 to 2 years of age, grows 3–5 inches
• From 2 to 3 years of age, grows 2–2.5 inches per year
Teeth:
• By 3 years of age, has 20 deciduous teeth

Question 22

Preschool: age 3–6 years

Answer 22

Weight:
• Gains 3–5 lb a year
Height:
• Grows 1.5–2.5 inches a year

Question 23

School-age: age 6–12 years

Answer 23

Weight:
• Gains 3–5 lb a year
Height:
• Grows 1.5–2.5 inches a year

Question 24

Adolescence: age 12–18 years

Puberty usually will last somewhere around 2–5 years.

Answer 24

Variations Weight: The gain that occurs during puberty years
• Girls: Gain 15–55 pounds
• Boys: Gain 15–65 pounds
Height: The growth that occurs during puberty years
• Girls: 2–8 inches
Growth occurs during puberty. Girls usually stop growing taller 2 years after the start of their menstrual periods.
• Boys: 4.5–12 inches

Question 25

Sensorimotor—birth to 2 years:

Answer 25

The child learns through motor and reflex actions, and begins to understand that he or she is separate from the environment and from others.

Question 26

Stage 1: Reflexes—birth to 2 months

Answer 26

The child understands the environment purely through inborn reflexes such as sucking.

Question 27

Stage 2: Primary circular reactions—1 to 4 months

Answer 27

The child begins to coordinate reflexes and sensations. For example, he or she may find the thumb by accident, find pleasure in sucking it, then later repeat sucking it for pleasure.

Question 28

Stage 3: Secondary circular reactions—4 to 8 months

Answer 28

The child focuses on his or her environment and begins to repeat actions that will trigger a response. For example, the child puts a toy rattle in his or her mouth.

Question 29

Stage 4: Coordination of secondary schemata—8 to 12 months

Answer 29

To achieve a desired effect, the child will repeat the action, such as repeatedly shaking a rattle to make the sound.

Question 30

Stage 5: Tertiary circular reactions—12 to 18 months

Answer 30

The child begins trial-and-error approaches: for example, making a sound to see whether it will get attention from the caregiver.

Question 31

Stage 6: Inventions of new means/mental combinations—18 to 24 months

Answer 31

The child learns that objects and symbols represent events, such as that the appearance of a bowl and spoon means dinner is coming.

Question 32

Preoperational—2 to 7 years

Answer 32

Application of language Use of symbols to represent objects Ability to think about things and events that are not immediately present Oriented to the present; difficulty conceptualizing time Thinking influenced by fantasy Teaching must account for the child’s vivid fantasies and undeveloped sense of time

Question 33

Concrete operational—7 to 11 years

Answer 33

` Shows increase in accommodation skills Develops an ability to think abstractly and to make rational judgments about concrete or observable phenomena In teaching, give the opportunity to ask questions and explain things back to the nurse. This allows the child to mentally manipulate information.

Question 34

Formal operational—11 years to adulthood

Answer 34

This stage brings cognition to its final form. The individual no longer requires concrete objects to make rational judgments. Individuals are capable of hypothetical and deductive reasoning. Teaching for adolescents may be wide ranging because they can consider many possibilities from several perspectives.

Question 35

Id

Answer 35

the basic sexual energy that is present at birth and drives the seeking of pleasure

Question 36

Ego

Answer 36

—the realistic part of a person, which develops during infancy and searches for acceptable methods to meet impulses

Question 37

Superego

Answer 37

—the moral and ethical system that develops in childhood and contains values as well as conscious thoughts

Question 38

Rational intellect

Answer 38

—being able to think about others, and do what is right. Example: delayed gratification

Question 39

Irrational desires

Answer 39

—following the unconscious mind, which is driven by uncontrollable instincts that are irrational and pleasure seeking. Example: getting what you want when you want it even if the timing is not right or others are affected negatively

Question 40

psychosexual theory

Answer 40

based on the belief that experiences from our early childhood form the unconscious motivation for the things we do later in life as adults

Question 41

Oral—birth to 1 year

Answer 41

Children at this stage are preoccupied with activities associated with the mouth. Sexual urges are gratified with oral behaviors: sucking, biting, chewing, and eating. Children who do not have their oral needs met may become thumb suckers or nail biters. In adulthood, they may become compulsive eaters or smokers. Normal development requires not depriving oral gratification, such as weaning too soon or a rigid feeding schedule

Question 42

Anal—1 to 3 years of age

Answer 42

Preoccupied with the ability to eliminate Sexual urges gratified by learning to voluntarily defecate Sphincter muscles maturing

Question 43

Phallic stage—3 to 6 years

Answer 43

Preoccupation with the genitals Curious about childbirth, masturbation, and anatomic differences Girls experience penis envy and wish they had one; boys suffer from castration anxiety, the fear of losing the penis Children develop strong incestuous desire for caregiver of the opposite gender Oedipal complex—attachment of boy to his mother Electra complex—attachment of girl to her father Children need to identify with caregiver of same gender to form male or female identity

Question 44

Latency stage—6 to 11 years of age

Answer 44

Sexual drives submerged Energy focus on socialization and increasing problem-solving abilities Appropriate gender roles adopted Oedipal or Electra conflicts resolved Identifies with same-gender peers and same-gender caregiver Superego developed to a point where it keeps id under control

Question 45

Genital stage—begins at around 12 years of age and lasts to adulthood

Answer 45

Struggle with sexuality Sexual desires return and are related to physiological changes and fluctuating hormones Changing social relationships Dealing with struggle of dependence and independence issues with parents Learning to form loving, appropriate relationships Must manage sexual urges in socially accepted ways

Question 46

Freud’s Five Stages of Psychosocial Development

Answer 46

Infancy (birth to 1 year) Oral stage Comforted through the mouth Toddler (1–3 years) Anal stage Derives gratification from control of bodily excretions Preschool (3–6 years) Phallic stage Becomes aware of self as sexual being Identifies with the parent of the opposite sex, but by the end of stage will identify with same-sex parent Oedipal complex: attachment of a boy to his mother Electra complex: attachment of a girl to her father School age (6–12 years) Latency stage Focuses on peer relationships Emphasis on privacy and understanding the body Adolescent (12–18 years) Genital stage Focus on genital function and relationships

Question 47

Erik Erikson | Trust versus mistrust (birth to 1 year)

Answer 47

An infant requires that basic needs are met—food, clothing, touch, and comfort. If these needs are not met, the infant will develop a mistrust of others. If a sense of trust is developed, the infant will see the world as a safe place. Play is usually considered a psychosocial activity. During this stage play is referred to as solitary

Question 48

Autonomy versus shame and doubt (1–3 years)

Answer 48

The child is learning to control bodily functions. Independence starts to emerge; for example, toddlers control their worlds by deciding when and where elimination will occur. They vocalize by saying no to something and direct their motor activity. Children who are consistently criticized for showing independence and autonomy will develop shame and doubt in their abilities. Toddlers also need to recognize the feelings and needs of others; excessive autonomy could lead to disregard for and an inability to play with others Play during this stage is known as parallel

Question 49

Initiative versus guilt (3–6 years)

Answer 49

The preschool child is exposed to new people and new activities; the child becomes involved and very busy. The child learns about the environment through play. The child learns new responsibilities and can act based on established principles. The child develops a conscience. If the child is constantly criticized for his or her actions, this can lead to guilt and a lack of purpose. Play at this stage is known as associative play

Question 50

Industry versus inferiority (6–12 years)

Answer 50

The child develops interests and takes pride in accomplishments. The child enjoys working in groups and forming social relationships. Projects are enjoyable. The child follows rules and order. Developing a sense of industry provides the child with purpose and confidence in being successful. If a child is unable to be successful, this can result in a sense of inferiority. A child must learn balance, an understanding that he or she cannot succeed at everything and that there is always more to learn. Play during this stage is known as cooperative play

Question 51

Identity versus role confusion (12–18 years)

Answer 51

Children of this age are preoccupied with how they are seen in the eyes of others. They are working to establish their own identity. They are trying out new roles to see what best fits for them. If they are unable to provide a meaningful definition of self, they are at risk for role confusion in one or more roles throughout life. Some confusion is good and will result in self-reflection and self-examination.

Question 52

LGBTQ teens are more likely to experience:

Answer 52

``` Bullying Physical violence Rejection Suicidal thoughts High-risk behavior such as sexual and substance abuse ```

Question 53

Lawrence Kohlberg

Answer 53

children acquire moral reasoning in a specific developmental sequence established on the premise that at birth, we are void of morals or ethics; thus, moral development occurs through social interaction with the environment around us.

Question 54

Nature

Answer 54

refers to the traits, capacities, and limitations that a person inherits from parents at conception.

Question 55

Nurture

Answer 55

refers to the environmental influences that occur after conception, including the mother’s health before birth and the child’s environment thereafter.

Question 56

behaviorist and social learning theories

Answer 56

describe the importance of the environment and nurturing of a child.

Question 57

Classical conditioning

Answer 57

a learning process that occurs through associations between an environmental stimulus and a naturally occurring stimulus

Question 58

Operant conditioning

Answer 58

a change in behavior based on rewards, reinforcement, and punishment

Question 59

Growth Based on Experiences

Answer 59

children are born with a “blank slate,” and as they grow and develop they are changed based on their experiences.

Question 60

Albert Bandura

Answer 60

children learn through observing others in their environment, as well as from rewards and punishments.

Question 61

Intrauterine Factors

Answer 61

The mother’s health and nutritional status while pregnant affect the fetus.

Question 62

Birth Events (Prematurity, Birth Trauma)

Answer 62

Premature infants can experience delayed growth and development, and are thus expected to reach developmental milestones at the same age they would have reached them if born at normal gestational age. Age is adjusted for assessments: subtract the weeks/months that the infant was born prematurely from the current chronological age.

Question 63

Chronic Illness and Hospitalization

Answer 63

A child’s physical state of well-being can affect developmental levels, because illness may interfere with normal progression by causing the child delays in acquiring the skills needed to progress to the next level.

Question 64

Separation Anxiety

Answer 64

Ages 6 to 9 months often go through separation anxiety. They will often find more comfort in familiar people than strangers.

Question 65

Play as a Stress Reducer

Answer 65

Play can be a diversional activity and a stress reducer, and provides the hospitalized child with an opportunity to act out fears and anxieties

Question 66

Neglect/abuse affect on growth and development

Answer 66

experience problems in numerous areas of growth and development; examples of common problem areas are sleeping and feeding disorders. The child may also experience delays in learning to trust others and disorders of attachment.

Question 67

types of neglect

Answer 67

medical emotional educational abandonment

Question 68

types of abuse

Answer 68

physical emotional sexual

Question 69

Maslow’s hierarchy of needs

Answer 69

Level one: Physiological needs must be met first: food, rest, air, water. Level two: The child has the need to be protected from harm and feel safe. Level three: Feeling loved and part of a group. Level four: Esteem needs to develop—the need to respect yourself and be respected by others. Level five: Self-actualization, or becoming a complete person and reaching your greatest potential

Question 70

Socioeconomic Factors

Answer 70

Lack of income can affect a child’s health and development

Question 71

Cultural Background

Answer 71

Cultural background influences how children are socialized and how they experience the world around them. Beliefs, customs, and values are learned from cultural surroundings.