Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
wvc peds dev
wvc peds development and growth
| Question | Answer |
|---|---|
| Infancy Piaget | Period 1 (Birth-2 yr): Sensorimotor Period Reflexive behavior is used to adapt to the environment; egocentric view of the world; development of object permanence. |
| Infancy Erikson | Trust vs. Mistrust Development of a sense that the self is good and the world is good when consistent, predictable, reliable care is received; characterized by hope. |
| Infancy Kohlberg Premorality or Preconventional Morality, Stage 0 (0-2 yr): | Naivete and Egocentrism No moral sensitivity; what pleases the child; infants like or love what helps them & dislike what hurts them; no awareness of the effect of their actions on others. “Good is what I like & want.” |
| Toddlerhood Piaget | (2-7 yr): Preoperational Thought Thinking remains egocentric, becomes magical, and is dominated by perception. |
| Erikson toddlerhood | Autonomy vs. Shame and Doubt Development of sense of control over the self and body functions; exerts self; characterized by will. |
| Toddlerhood KohlbergPremorality or Preconventional Morality, Stage 1 (2-3 yr): | Punishment-Obedience Orientation Right or wrong is determined by physical consequences: “If I get caught and punished for doing it, it is wrong. If I am not caught or punished, then it must be right.” |
| Preschool age erikson | Initiative vs. Guilt Development of a can-do attitude about the self; behavior becomes goal-directed, competitive, and imaginative; initiation into gender role; characterized by purpose |
| Kholberg Premorality or Preconventional Morality, Stage 2 (4-7 yr): | Instrumental Hedonism and Concrete Reciprocity Child conforms to rules out of self-interest: “I'll do this for you if you do this for me”;“eye for an eye” orientation. “If you do something bad to me, then it's OK if I do something bad to you.” |
| School Age Piaget | Period 3 (7-11 yr): Concrete Operations Thinking becomes more systematic and logical, but concrete objects and activities are needed. |
| Erickson school age | Industry vs. Inferiority Mastering of useful skills and tools of the culture; learning how to play and work with peers; characterized by competence. |
| Kohlberg school age Morality of Conventional Role Conformity, Stage 3 (7-10 yr): | Good-Boy or Good-Girl Orientation Morality is based on avoiding disapproval or disturbing the conscience; child is becoming socially sensitive. |
| Kohlberg late school age Morality of Conventional Role Conformity, Stage 4 (begins at about 10–12 yr): | Law and Order Orientation Right takes on a religious or metaphysical quality. Child wants to show respect for authority, and maintain social order; obeys rules for their own sake. |
| Adolescence Piaget | Period 4 (11 yr- Adulthood): Formal Operations New ideas can be created; situations can be analyzed; use of abstract and futuristic thinking; understands logical consequences of behavior. |
| Erikson Adolescent | Identity vs. Role Confusion Begins to develop a sense of “I”; this process is lifelong; peers become of paramount importance; child gains independence from parents; characterized by faith in self. |
| Kohlberg Adolescent Morality of Self- Accepted Moral Principles, Stage 5: Social Contract Orientation | Right is determined by what is best for the majority; exceptions to rules can be made if a person's welfare is violated; the end no longer justifies the means; laws are for mutual good and mutual cooperation. |
| Fontanels | anterior fontanel closes by 12-18 months/ posterior fontanel closes 6-8 weeks |
| Raises head and holds position | 2 wk-2 mo |
| moves all extremities, kicking arms and legs when prone | 2 mo |
| Draws up knees and raises abdomen off table; rocks back and forth while up on hands and knees; rolls over | 3-6 mo |
| Sits alone, using hands for support (tripod fashion) | By 7 mo |
| Lurches forward and pulls legs to chest in “inchworm” fashion, may move backward in same fashion; creeps and rolls | By 9 mo |
| Crawls in one-sided manner (moves arm and leg on same side of body, then other side) | 6-9 mo |
| Crawls in regular fashion, alternating arm and opposite leg | 6-9 mo |
| Begins to pull up | By 11 mo |
| Cruises: attempts to walk with support or holding on to something stable | By 12 mo |
| Momentarily lets go and maintains balance for a few seconds | 12 mo |
| sits from a standing posture | By 12 mo |
| Walks alone | By 15 mo |
| Infants (0-12 mo) language development | Crying, babbling, cooing; Single-word production; able to name some simple objects. |
| Infants (0-12 mo) emotional development | Dependent on others; high need for cuddling & security; Responsive to environment (e.g., sounds, visual stimuli); Distinguish between happy & angry voices &between familiar & strange voices; Beginning to experience separation anxiety. |
| Infants (0-12 mo) cognitive development | Interactions largely reflexive; Beginning to see repetition of activities and movements; Beginning to initiate interactions intentionally; Short attention span (1-2 min). |
| Infants (0-12 mo) suggested communication approach | Use calm, soft, soothing voice; Be responsive to cries; Engage in turn-taking vocalizations (adult imitates baby sounds); Talk & read regularly to infants; talk to infant about what you are about to do; slow approach & allow child time to get to know you |
| Toddlers (1-2 yr) language development | Two-word combinations emerge; Participate in turn taking in communication (speaker/listener); “No” becomes favorite word; Able to use gestures and verbalize simple wants and needs. |
| Toddlers (1-2 yr) emotional development | Strong need for security objects; Separation/stranger anxiety heightened; Participate in parallel play; Thrive on routines; Beginning development of independence; Still very dependent on significant adults. |
| Toddlers (1-2 yr) cognitive development | Experiment with objects; Participate in active exploration; Begin to experiment with variations on activities; Begin to identify cause-and-effect relationships; Short attention span (3-5 min). |
| Toddlers (1-2 yr) suggested communication approach | Learn toddler's words for common items; Describe activities &procedures as they are about to be done; Use picture books; Use play for demonstrations; Be responsive to child's receptivity toward you and approach cautiously. |
| Preschool Children (3-5 yr) language development | Further development & expansion of word combination (able to speak in full sentences); Growth in correct grammatical usage; Use pronouns; Clearer articulation of sounds; Vocabulary rapidly expanding. |
| Preschool Children (3-5 yr) emotional development | Like to imitate activities & make choices; Strive for independence but need support &encouragement; Demonstrate purposeful attention-seeking behaviors; Learn cooperation &turn taking in game playing; clear boundries. |
| Preschool Children (3-5 yr) cognitive development | Begin developing concepts of time, space, & quantity; Magical thinking; egocentric; Short attention span (5-10 min). |
| Preschool Children (3-5 yr) suggested communication approach | offer choices; Use play to explain procedures; simple sentences, Use picture & story books, puppets ;Describe activities &d procedures as they are about to be done; Be concise; limit length of explanations (5 min). |
| School-Age Children (6-11 yr) language development | ; Expanding vocabulary enables child to describe concepts, thoughts, & feelings; Development of conversational skills. |
| School-Age Children (6-11 yr) Emotional development | Interact well with others; Understand rules to games; Very interested in learning; Build close friendships; Beginning to accept responsibility for own actions; Competition emerges; Still dependent on adults to meet needs. |
| School-Age Children (6-11 yr) Cognitive development | Able to grasp concepts of classification, conversation; Concrete thinking emerges; Become very oriented to “rules.”; Able to process information in serial format; Lengthened attention span (10-30 min). |
| School-Age Children (6-11 yr) suggested communication approach | Use photographs, books, diagrams, charts, videos to explain; Make explanations sequential; Engage in conversations that encourage critical thinking; Establish limits and set consequences; Use medical play techniques. |
| Adolescents (12 yr and older) language development | Able to verbalize and comprehend most adult concepts; |
| Adolescents (12 yr and older) emotional development | Beginning to accept responsibility for actions; “imaginary audiences.”; Need independence; Competitive drive; Strong need for group identification; small group of very close friends; Question authority; Strong need for privacy. |
| Adolescents (12 yr and older) cognitive development | Able to think logically and abstractly; Attention span up to 60 min. |
| Adolescents (12 yr and older) suggested communication approach | Engage in conversations about adolescent's interests ;Use photographs, books, diagrams, charts, and videos to explain ;Use collaborative approach and foster and support independence; privacy needs. |
| Acquired Immunity | immunization has been Credited w/ Elimination & Control of many Serious Infectious Illnesses; Acquired immunity can be natural or artificial & be obtained actively or passively |
| Active Immunity | when the child gets a dz & develops antibodies against that dz |
| Artificial immunity, | which is obtained w/immunization; Antigen is introduced into the body as a accine, |
| Antigen stimulates body to produce | antibodies against that specific dz without causing the dz. Some immunizations require more than one dose to achieve immunity |
| Passive Immunity | Natural immunity is obtained by the neonate from the mom (in utereo); Immunity only last a few months; Measles immunity lasts up to 1 year; MMR immunization timed to match |
| Artificial immunity | which is obtained when antibodies, in the form of immunoglobins, are administered when an individual is exposed to a dz & requires protection more quickly than the body could respond to the agent |
| Vaccines Inactivated | composed of micro-organisms that have been killed w/ chemicals/heat & no longer infectious. The micro-organisms are dead. Ex. vaccines against flu, cholera, bubonic plague, and hepatitis A. Most vaccines of this type are likely to require booster shots. |
| Vaccines Live, (attenuated) | vaccines are composed of micro-organisms that have been cultivated under conditions which disable their ability to induce disease. These responses are more durable and do not generally require booster shots. Examples include yellow fever, mmr |
| Vacines Toxoids are | inactivated toxic compounds from micro-organisms in cases where these (rather than the micro-organism itself) cause illness, used prior to an encounter with the toxin of the micro-organism. Examples of toxoid-based vaccines include tetanus and diphtheria. |
| Subunit vaccines: composed of | small fragments of disease - causing organisms. a characteristic example is the subunit vaccine against Hepatitis B virus |
| Antitoxin is synonymous with | toxoid: circulating antibody formed as active immunity, to act against a specific toxin. It is taken from blood of immunized animal or person and injected into a person to prevent a specific disease, as tetanus or diphtheria, reating passive immunity. |
| Immunobiological agent: | serum administered to induce or provide artificial immunity. Also referred to as ‘vaccine’. |
| Specific immune globulin: | good for a specific pathogen: ex - hep B immune globulin, rabies ig , Resp syncytial virus ig |
| Live attenuated | Polio and some Typhoid and Cholera vaccines are given orally in order to produce immunity based in the bowel. |
| Most vaccines are given by hypodermic injection | as they are not absorbed reliably through the gut. |
| Pain in Kids Myths | Addiction; Respiratory distress; Don’t feel pain; don’t remember pain; Child is “overreacting”; Child is “just getting attention” |
| Pain Assessment According to Developmental Levels | Unrelieved pain has negative consequences; Aggressive pain prevention ‘pays off’ (has benefits) |
| Assessment & pain control depend are multidimensional | Nurse and patient; Child and parent; Nurse and parent; Assessment is based upon assessment and reassessment |
| What pain tools can we use? | The Oucher (preschoolers); Poker Chip Tool (school age); Adolescent and Pediatric Pain Tool uses words & descriptions; Faces Tool (school age or adolescent); Numerical Rating (school age or older); Poker Chips; Wong-Baker FACES Pain Rating Scale |
Created by:
wvc
Popular Nursing sets