Peds- Exam 3
Erikson (Psychosocial) My Silly Goose Is Bad
Trust (met) vs. Mistrust (not met):
Infant: ages 0-1
Need to develop trust
Basic needs must be met by a loving person: who addresses expressed needs. Such as if an infant is crying.
Outcome is faith and optimism.
Autonomy (they can do it) vs. Shame and doubt (too dependent- they can’t do it):
Toddler: ages 1-3
Toddlers’ ability to control their body, themselves, and their environment.
A favorable outcome is self-control and will power.
Trying to figure out what they can do on their own not needing help from anyone. Wants independence.
If they don’t get to try to figure it out = Shame and Doubt
o Ex: Trying to potty train or control their sphincters
~ Never SQUASH their Initiative! Just add to it and help correct. ~
Initiative (able to try things) vs. guilt (conflict w/ adults- I didn’t listen, so it's my fault):
Pre-school: ages 3-6
Vigorous, intrusive behavior/enterprise.
Strong imagination.
Develop a conscience with inner voice that warns and threatens.
Direct conflict with parents can be made to feel guilty.
Outcomes direction and person.
Praise them with a suggestion NICELY! DO NOT yell at them if they didn’t dress in warm clothes!
o Ex: suggest a jacket to go over her cute TUTU and stocking underneath.
Industry (prove they can do it) vs. inferiority (not good enough):
School age: ages 6-12
Ready to be workers and producers: wanting to do chores (industry) & completing it well.
o Ex: f they are admitted, give them things to do such as a craft or anything pertaining to school.
Engaging in tasks they can carry through to completion, Schoolwork work, what their peers are doing
Learn to complete and cooperate. They learn rules (Outcome competence)
Inferiority: if they are sick, stay up to date with schoolwork at home so they don’t fall far behind the other
students
Identity (figure out who they are) vs. role confusion (not allowed – so they don’t know):
Adolescents: ages 12-18
Rapid body changes: hormone and physical
Adolescents’ struggles to fit the roles they have played and ones they hope to play.
Peers are important. They worry about how others are viewing them
Concepts and values with those of society and to come to a decision about an occupation.
Outcome devotion and fidelity to others and to values and ideologies.
Core conflict is role confusion.
Trying to give themselves a sense of purpose
Set boundaries, but allow them to figure out who they are within those boundaries
,Piaget (Cognitive) Some People Can’t Fart
Sensorimotor - Senses and motor skills: Infants (ages 0-2)
Simple learning-behavior imitation
Problem solving through trial and error – learning environment using all 5 senses
Throwing and someone picking it up
“Cause and effect”
Preoperational: Toddler & Preschool (ages 2-7)
Egocentric: ONLY about them!
Able to make simple association; thought is concrete and tangible
Transudative reasoning; women with big bellies are pregnant,
o Due to their mother who had a belly growing and then they ended up with a baby brother/sister.
They don’t know how to see things differently
Thinking
Only understand how things will affect them
Object performance- blank/white, no abstract thinking
Concrete operations: School age (ages 7-11)
Thoughts become logical and coherent
Able to classify and sort think logically, sees a bigger grandma and knows they aren’t pregnant just
overweight
Problem solving is concrete and systemic.
Less self-centered.
Includes information from their peers
Problem solving (math, organized games)
Conservation understanding (knowing what you start with is the same you end with no matter what
o Ex: water + ice = same thing)
Formal operations: Adolescents (ages 11-15)
Thinking outside the box
Flexible thinking.
Adaptable and flexible.
Able to think in abstract terms, from hypotheses: possibilities
Broad questions
, Types Of Play
Unoccupied (infant- ages 0-1):
Child is not mobile and has random movements with no purpose, example crib mobile with fish swimming.
Just not interacting with toy. (Grab, reach, explore)
Solitary (infant/toddler- ages 1-3):
Play alone with their interest centered on their own activity.
INFANTS do not realize there is a choice, they do this by default.
Onlooker (infant/toddler- ages 1-3):
Watch what other children are doing but don’t attempt to play with them.
He/She is learning and thinking he/she is involved. (Start to notice others).
Parallel (toddler- ages 3-6):
Play independently but next to other children. (Socially aware).
Associative (preschooler- ages 6-12):
Children play together but without a goal (a disaster).
Pieces of a train set, and everyone has pieces here and there.
Cooperative (school age- ages 12-18):
Play is organized, and children play in a group with other children working to complete a goal.
There is a common goal in mind.
Communication with a Pediatric Patient
Infants (age birth-2): Respond to nonverbal cues- can’t understand verbal ones yet.
Cooing and crying are their main forms of communication.
Therapeutic touch, facial expression, and tone of voice.
Early childhood (ages 3-6): egocentric, respond best when you discuss what they are going to experience!
Think about how we phrase things
Talk thru procedure and tell them what they’re doing and what they’ll feel.
GIVE OPTIONS
School-age (ages 6-12): want explanations and reasons for everything. Allow enough time for questions.
Be able to answer those (needs to know why?)
Adolescents (ages 12-18): Confidentiality is KEY*
If they are talking to you this is GOOD
Privacy is huge!!
Things such as harm are mandated to be reported.
DON’T break trust! DO NOT run to parents.
Build trust / be direct
*Nurses will be creative when communicating with children*
Erikson (Psychosocial) My Silly Goose Is Bad
Trust (met) vs. Mistrust (not met):
Infant: ages 0-1
Need to develop trust
Basic needs must be met by a loving person: who addresses expressed needs. Such as if an infant is crying.
Outcome is faith and optimism.
Autonomy (they can do it) vs. Shame and doubt (too dependent- they can’t do it):
Toddler: ages 1-3
Toddlers’ ability to control their body, themselves, and their environment.
A favorable outcome is self-control and will power.
Trying to figure out what they can do on their own not needing help from anyone. Wants independence.
If they don’t get to try to figure it out = Shame and Doubt
o Ex: Trying to potty train or control their sphincters
~ Never SQUASH their Initiative! Just add to it and help correct. ~
Initiative (able to try things) vs. guilt (conflict w/ adults- I didn’t listen, so it's my fault):
Pre-school: ages 3-6
Vigorous, intrusive behavior/enterprise.
Strong imagination.
Develop a conscience with inner voice that warns and threatens.
Direct conflict with parents can be made to feel guilty.
Outcomes direction and person.
Praise them with a suggestion NICELY! DO NOT yell at them if they didn’t dress in warm clothes!
o Ex: suggest a jacket to go over her cute TUTU and stocking underneath.
Industry (prove they can do it) vs. inferiority (not good enough):
School age: ages 6-12
Ready to be workers and producers: wanting to do chores (industry) & completing it well.
o Ex: f they are admitted, give them things to do such as a craft or anything pertaining to school.
Engaging in tasks they can carry through to completion, Schoolwork work, what their peers are doing
Learn to complete and cooperate. They learn rules (Outcome competence)
Inferiority: if they are sick, stay up to date with schoolwork at home so they don’t fall far behind the other
students
Identity (figure out who they are) vs. role confusion (not allowed – so they don’t know):
Adolescents: ages 12-18
Rapid body changes: hormone and physical
Adolescents’ struggles to fit the roles they have played and ones they hope to play.
Peers are important. They worry about how others are viewing them
Concepts and values with those of society and to come to a decision about an occupation.
Outcome devotion and fidelity to others and to values and ideologies.
Core conflict is role confusion.
Trying to give themselves a sense of purpose
Set boundaries, but allow them to figure out who they are within those boundaries
,Piaget (Cognitive) Some People Can’t Fart
Sensorimotor - Senses and motor skills: Infants (ages 0-2)
Simple learning-behavior imitation
Problem solving through trial and error – learning environment using all 5 senses
Throwing and someone picking it up
“Cause and effect”
Preoperational: Toddler & Preschool (ages 2-7)
Egocentric: ONLY about them!
Able to make simple association; thought is concrete and tangible
Transudative reasoning; women with big bellies are pregnant,
o Due to their mother who had a belly growing and then they ended up with a baby brother/sister.
They don’t know how to see things differently
Thinking
Only understand how things will affect them
Object performance- blank/white, no abstract thinking
Concrete operations: School age (ages 7-11)
Thoughts become logical and coherent
Able to classify and sort think logically, sees a bigger grandma and knows they aren’t pregnant just
overweight
Problem solving is concrete and systemic.
Less self-centered.
Includes information from their peers
Problem solving (math, organized games)
Conservation understanding (knowing what you start with is the same you end with no matter what
o Ex: water + ice = same thing)
Formal operations: Adolescents (ages 11-15)
Thinking outside the box
Flexible thinking.
Adaptable and flexible.
Able to think in abstract terms, from hypotheses: possibilities
Broad questions
, Types Of Play
Unoccupied (infant- ages 0-1):
Child is not mobile and has random movements with no purpose, example crib mobile with fish swimming.
Just not interacting with toy. (Grab, reach, explore)
Solitary (infant/toddler- ages 1-3):
Play alone with their interest centered on their own activity.
INFANTS do not realize there is a choice, they do this by default.
Onlooker (infant/toddler- ages 1-3):
Watch what other children are doing but don’t attempt to play with them.
He/She is learning and thinking he/she is involved. (Start to notice others).
Parallel (toddler- ages 3-6):
Play independently but next to other children. (Socially aware).
Associative (preschooler- ages 6-12):
Children play together but without a goal (a disaster).
Pieces of a train set, and everyone has pieces here and there.
Cooperative (school age- ages 12-18):
Play is organized, and children play in a group with other children working to complete a goal.
There is a common goal in mind.
Communication with a Pediatric Patient
Infants (age birth-2): Respond to nonverbal cues- can’t understand verbal ones yet.
Cooing and crying are their main forms of communication.
Therapeutic touch, facial expression, and tone of voice.
Early childhood (ages 3-6): egocentric, respond best when you discuss what they are going to experience!
Think about how we phrase things
Talk thru procedure and tell them what they’re doing and what they’ll feel.
GIVE OPTIONS
School-age (ages 6-12): want explanations and reasons for everything. Allow enough time for questions.
Be able to answer those (needs to know why?)
Adolescents (ages 12-18): Confidentiality is KEY*
If they are talking to you this is GOOD
Privacy is huge!!
Things such as harm are mandated to be reported.
DON’T break trust! DO NOT run to parents.
Build trust / be direct
*Nurses will be creative when communicating with children*
