Pedatric Lecture - Exam 1 Flashcards
(41 cards)
Infant Normal Heart Rate
80-150
Infant Normal Respiratory Rate
25-55
Toddler Normal Heart Rate
70-110
Preschooler Normal Heart Rate
65-110
Toddler Normal Respiratory Rate
20-30
Preschooler Normal Respiratory Rate
20-25
School-age Normal Heart Rate
60-95
School-age Normal Respiratory Rate
14-22
Adolescent Normal Respiratory Rate
12-18
Adolescent Normal Heart Rate
55-85
Infant Age
Birth-1 year
Toddler Age
1-3
Preschooler Age
3-5
School Age
5-12
Adolescent Age
13+
Erikson Stage 1
Birth - 1 year
Trust VS Mistrust
Establishment of trust dominates the first year of life. Consistent loving care by a mothering person is essential for development of trust. Mistrust develops when trust-promoting experiences are deficient or lacking or when basic needs are inconsistently or inadequately met. Although shreds of mistrust are sprinkled throughout the personality, from a basic trust in parents stems trust in the world, other people, and oneself. The result is faith and optimism.
Erikson Stage 2
1 - 3 years
Autonomy VS Shame & Doubt
The development of autonomy during the toddler period is centered on children’s increasing ability to control their bodies, themselves, and their environment. They want to do things for themselves, using their newly acquired motor skills of walking, climbing, and manipulating and their mental powers of selecting and decision making. Much of their learning is acquired by imitating the activities and behavior of others. Negative feelings of doubt and shame arise when children are made to feel small and self-conscious, when their choices are disastrous, when others shame them, or when they are forced to be dependent in areas in which they are capable of assuming control. The favorable outcomes are self-control and willpower.
Erikson Stage 3
3 - 6 years
Initiative VS Guilt
Children explore the physical world with all their senses and powers and develop a conscience. No longer guided only by outsiders, they have an inner voice that warns and threatens. Children sometimes undertake goals or activities that are in conflict with those of parents or others, and being made to feel that thier activities or imaginings are bad produces a sense of guilt. Children must learn to retain a sense of initiative without impinging on the rights and privileges of others. The lasting outcomes are direction and purpose.
Erikson Stage 4
6 - 12 years
Industry VS Inferiority
Having acheived the more crucial stages in personality development, children are ready to be workers and producers. They want to engage in tasks and activities that they can carry through to completion. They need and want real achievement. Children learn to compete and cooperate with others, and they learn the rules. It is a decisive period in their social relationships with others. Feelings of inadequacy and inferiority may develop if too much is expected of them or if they believe that they cannot measure up to the standards set for them by others. The ego quality developed from a sense of industry is competence.
Erikson Stage 5
12 - 18 years
Identity VS Role Confusion
Rapid and marked physical changes. Previous trust in their bodies is shaken, and children become overly preoccupied with the way they appear in the eyes of others as compared with their own self concept. Adolescents struggle to fit the roles they have played and those they hope to play with the current roles and fashions adopted by their peers, to intergrate their concepts and values with those of society, and to come to a decision regarding an occupation. Inability to solve the core conflict results in role confusion. The outcome of successful mastery is devotion and fidelity to others and to values and ideologies.
Expected Developmental Level VS Actual Developmental Level
Developmental Level on Admission VS Throughout Admission
What should you expect in a sick/hospitalized child in reference to developmental levels?
Regression to a prior developmental level
Expected stressors in the infant
Separation anxiety, stranger anxiety
