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NURS337 Exam 1
Developing Child
| Term | Definition |
|---|---|
| rooting | infants head turning and they begin to suck when lower lip is stroked |
| sucking | sucking motion of lips, mouth and tongue allows for infant to take in sustenance |
| moro | startle response to sudden jarring causes extension of the head; the arms abduct and move upward, hands form a c |
| grasping | palms of hands or soles of feet are stroked, causing fingers or toes to curl |
| babinski | turning in of the foot and fanning out of the toes when the sole of the foot is stroked |
| touch | first sense to develop |
| 3 - 6 months | doubled birth weight by 6 months, can hold head but still bobbing, shakes a rattle, hold bottle, respond to name, coos and babble |
| 9 - 12 months | triple birth weight, pulls self up, first steps, pincer grasp (feeds self finger foods), hand dominance, mama and dada |
| newborn anticipatory guidance | review breast and bottle feed guidelines; solid foods at 6 months |
| supervised tummy time | to increase arm, neck and torso strength |
| newborn sleep wake patterns | 12 - 16 hours of sleep |
| toddler physical development | gains 3 to 5 lbs, 3 inches; fine motor skills grow rapidly; remove socks and shoes, begins toileting |
| toddler development | understand cause and effects, imitation behavior, develops preferences - i do/ i want, parallel play |
| toddler anticipatory guidance | temper tantrums are a normal way of acting out, constant supervision, discipline |
| preschooler (3 - 6) development | imaginative, creative and curious; skip and hop, stand on one foot; handedness emerges |
| preschooler cognitive | concrete thinking, egocentric - it's all about me, self monolgue, why questions |
| school age development | 4 to 6 pounds per year, lose all primary teeth; girls may experience menarche, increase in coordination, strength and balance; fine motor - sew, swim, dance, draw |
| school age cognitive | wonders how things work, actions and consequences, hearing deficits emerge because of language development |
| school age anticipatory guidance | physical changes (puberty), privacy becomes important, may begin to be self conscious, need approval |
| adolescent girl growth | 15 - 55 punds, 2 - 8 inches |
| adolescent boy growth | 15 - 66 pounds, 4 - 12 inches |
| adolescent anticipatory guidance | decision making, safe sex, body image develops, romantic relationships |
| nature | traits inherent in the infant at birth, biologically how the person is |
| nurture | influence of external events; parenting, culture, time living |
| growth | continuous adjustment in the size of the child |
| cephalocaudal | head to toe (top to bottom) |
| proximodistal | near to far and midline to periphery; torso before arms and legs |
| gross motor skills | provide foundation for fine motor skills; running, jumping, rising a bike |
| fine motor skills | eating, coloring, buttoning a shirt |
| development | ongoing process of adapting through the lifespan; milestones, physical changes |
| freud psychosocial theory | based on resolution of conflicts surrounding urges and rules |
| freud id | emotional, present at birth, unregulated; cries, coos based on instinct |
| freud ego | sense of identity, begin to learn mother is not an extension of the body |
| freud superego | regulates behavior, learns rules and needs of others |
| erikson trust vs mistrust | birth and 1 year, requires infants to develop trust in a parenteral figure; mistrust - left in a crib, dirty diaper |
| erikson autonomy vs shame | 1 and 3 years, child learns to balance independence and self sufficiency, establish willpower, determination and a can do attitude |
| erikson initiative vs guilt | 3 and 6 years, develop resourcefulness to achieve and learn new things without receiving self reproach; confidence in trying new things |
| erikson industry vs inferiority | 6 and 12, sense of confidence through mastery of tasks |
| erikson identity vs role confusion | 12 - 18, acquiring clear sense as an individual at conflicting times, concentrates on goals and life plans |
| bowlby and Ainsworth attachment | quality of interaction between infant and mother |
| secure attachment | baby cries when the mother leaves and is happy when the mother returns |
| avoidant attachment | baby rarely cries when the mother leaves and avoids mother upon return |
| ambivalent atatchment | baby becomes anxious before the mother leaving, is very upset when the mother leaves and seeks contact with her pushing her away on return |
| piaget cognitive theory | how an individual thinks and how thinking influences worldview |
| piaget sensorimotor | birth - 2, senses used to process information |
| piaget preoperational | 2 - 7, development of motor skills, pre conceptual and intuitive |
| piaget concrete operational | 7 - 11, can organize thoughts, categorize and label objects, solve concrete problems |
| piaget formal operational | 11 - 15, abstract reasoning to handle difficult concepts |
Created by:
ahommel
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