NFDN 2005 UNIT 1-4 MIDTERM exam with correct
| | | | | | | |
detailed answers |
Growth |- |correct |answer | |a |quantitative |change |that |can |be |measured
- |Ex: |weight, |height, |head |circumference, |body |proportion, |body |systems
Development |- |correct |answer | |a |qualitative |change |in |skill |or |ability
- |Ex: |learning |to |tie |shoes |or |building |a |block |tower
Denver |II |Test |- |correct |answer | |a |test |for |screening |cognitive |and |behavioral |problems |in |preschool |
children
- |A |subject's |performance |against |the |regular |age |distribution |is |noted
Four |categories:
1. |Social |contact
2. |Fine |motor |skill |- |using |smaller |muscles |(holding |a |pen)
3. |Language
4. |Gross |motor |skills |- |using |larger |muscles |(kicking |a |ball)
Principles |of |Growth |and |Development |- |correct |answer | |- |Continuous |processes
- |Progress |in |an |orderly |sequence
- |Different |children |pass |through |the |predictable |stages |at |different |rates
- |Different |body |systems, |different |development |rates
- |Cephalocaudal |(starts |at |the |top |and |works |its |way |down)
,Factors |That |Influence |Growth |and |Development |- |correct |answer | |- |Genetics
- |Gender
- |Health |& |Nutrition
- |Family |interactions
- |Intelligence
- |Temperature |(reaction |patterns)
Erikson's |Theory |of |Psychological |Development |- |correct |answer | |examines |how |children |interact |with
|others |- |importance |of |culture |and |society
- |Stage |1 |(infancy) |= |trust |vs. |mistrust
- |Stage |2 |(toddlers) |= |autonomy |vs. |shame |and |doubt
- |Stage |3 |(preschoolers) |= |initiative |vs. |guilt
- |Stage |4 |(school-age) |= |industry |vs. |inferiority
- |Stage |5 |(adolescent) |= |identity |vs. |role |confusion
Piaget's |Theory |of |Cognitive |Development |- |correct |answer | |examines |how |children |grow |cognitively
- |Stage |1 |(infancy) |= |sensorimotor |stage
- |Stage |2 |(toddlers/preschoolers) |= |preoperational |thought
- |Stage |3 |(school-age) |= |concrete |operational |thought
- |Stage |4 |(adolescent) |= |formal |operational |thought |(abstract |thinking)
Kohlberg's |Theory |of |Moral |Development |- |correct |answer | |examines |how |children |develop |a |sense |of
|right |and |wrong
- |Level |1 |(preschoolers |or |under) |= |preconventional |level
- |Level |2 |(preschoolers |to |school-age) |= |conventional |level
- |Level |3 |(adolescents) |= |postconventional |level
,Infant |- |correct |answer | |- |Physical |Development
· |Begins |before |birth
· |Birth |weight |doubled |by |6 |months |and |tripled |by |a |year
· |Head |control |is |achieved |by |4 |months
· |Fontanelles |close |at |3-6 |months |(posterior) |and |12-18 |months |(anterior)
· |Sitting |up |at |8 |months
· |Crawling |at |9 |months
- |Cognitive |Development
· |Trust |vs. |Mistrust |(Erikson's)
· |Sensorimotor |stage |(Piaget's)
· |Develop |a |sense |of |object |permanence
· |Explore |the |world |through |their |mouths
- |Play
· |Infants |don't |have |a |good |pincer |grasp |until |10 |months
· |Can |handle |larger |toys
· |Teething |rings |helpful |for |teething |infants
· |Likes |toys |that |provide |sensory |stimulation |(toys |that |make |noise, |black |& |white |or |bright |colors |due
|to |poor |vision)
- |Nutrition
· |Breastfeed |or |bottle-feed
· |Growth |should |be |constant
· |Child |should |follow |same |percentile
· |Additional |source |of |iron |is |required |after |6 |months |(fortified |cereal |is |high |in |iron)
· |Breast/bottle |feed |should |continue |until. |1 |years |old
- |Safety
· |Household |safety |- |clean, |cords
· |Water |safety |- |only |takes |1 |inch |to |drown |an |infant
· |Electrical |safety |- |covers |on |electrical |outlets
, · |Falls |- |never |leave |infant |unattended
· |SIDS
Toddlers |- |correct |answer | |- |Physical |Growth
· |Walking
· |Talking |- |2-word |sentences |by |age |2
· |Potbelly |appearance
· |Lordosis |(change |in |center |of |gravity)
· |Toilet-training |- |2.5-3 |years
- |Cognitive |Development
· |Negativity |is |common |(favourite |word |is |no)
· |Want |to |have |more |choices
· |Tantrums |are |common
· |Autonomy |vs. |shame |and |doubt |(Erikson)
· |Preoperational |stage |(Piaget)
·Stranger/separation |anxiety |is |common
- |Nutrition
· |Appetite |decreases |after |1 |years |old
· |Homo |milk |should |be |given |until |2 |years |- |extra |fat |required |for |proper |brain |development
· |Food |refusal |is |common
· |Parents |should |offer |variety |of |food
· |Small |meals |and |snack
· |Children |will |self-regulate |their |own |intake
- |Play
· |Engage |in |parallel |play |(play |in |same |room |with |different |toys, |not |together)
· |Not |able |to |share |yet
· |Like |toys |that |promote |physical |activity
· |Use |deferred |imitative |skills
· |Like |to |stack |things |and |put |things |into |other |things
| | | | | | | |
detailed answers |
Growth |- |correct |answer | |a |quantitative |change |that |can |be |measured
- |Ex: |weight, |height, |head |circumference, |body |proportion, |body |systems
Development |- |correct |answer | |a |qualitative |change |in |skill |or |ability
- |Ex: |learning |to |tie |shoes |or |building |a |block |tower
Denver |II |Test |- |correct |answer | |a |test |for |screening |cognitive |and |behavioral |problems |in |preschool |
children
- |A |subject's |performance |against |the |regular |age |distribution |is |noted
Four |categories:
1. |Social |contact
2. |Fine |motor |skill |- |using |smaller |muscles |(holding |a |pen)
3. |Language
4. |Gross |motor |skills |- |using |larger |muscles |(kicking |a |ball)
Principles |of |Growth |and |Development |- |correct |answer | |- |Continuous |processes
- |Progress |in |an |orderly |sequence
- |Different |children |pass |through |the |predictable |stages |at |different |rates
- |Different |body |systems, |different |development |rates
- |Cephalocaudal |(starts |at |the |top |and |works |its |way |down)
,Factors |That |Influence |Growth |and |Development |- |correct |answer | |- |Genetics
- |Gender
- |Health |& |Nutrition
- |Family |interactions
- |Intelligence
- |Temperature |(reaction |patterns)
Erikson's |Theory |of |Psychological |Development |- |correct |answer | |examines |how |children |interact |with
|others |- |importance |of |culture |and |society
- |Stage |1 |(infancy) |= |trust |vs. |mistrust
- |Stage |2 |(toddlers) |= |autonomy |vs. |shame |and |doubt
- |Stage |3 |(preschoolers) |= |initiative |vs. |guilt
- |Stage |4 |(school-age) |= |industry |vs. |inferiority
- |Stage |5 |(adolescent) |= |identity |vs. |role |confusion
Piaget's |Theory |of |Cognitive |Development |- |correct |answer | |examines |how |children |grow |cognitively
- |Stage |1 |(infancy) |= |sensorimotor |stage
- |Stage |2 |(toddlers/preschoolers) |= |preoperational |thought
- |Stage |3 |(school-age) |= |concrete |operational |thought
- |Stage |4 |(adolescent) |= |formal |operational |thought |(abstract |thinking)
Kohlberg's |Theory |of |Moral |Development |- |correct |answer | |examines |how |children |develop |a |sense |of
|right |and |wrong
- |Level |1 |(preschoolers |or |under) |= |preconventional |level
- |Level |2 |(preschoolers |to |school-age) |= |conventional |level
- |Level |3 |(adolescents) |= |postconventional |level
,Infant |- |correct |answer | |- |Physical |Development
· |Begins |before |birth
· |Birth |weight |doubled |by |6 |months |and |tripled |by |a |year
· |Head |control |is |achieved |by |4 |months
· |Fontanelles |close |at |3-6 |months |(posterior) |and |12-18 |months |(anterior)
· |Sitting |up |at |8 |months
· |Crawling |at |9 |months
- |Cognitive |Development
· |Trust |vs. |Mistrust |(Erikson's)
· |Sensorimotor |stage |(Piaget's)
· |Develop |a |sense |of |object |permanence
· |Explore |the |world |through |their |mouths
- |Play
· |Infants |don't |have |a |good |pincer |grasp |until |10 |months
· |Can |handle |larger |toys
· |Teething |rings |helpful |for |teething |infants
· |Likes |toys |that |provide |sensory |stimulation |(toys |that |make |noise, |black |& |white |or |bright |colors |due
|to |poor |vision)
- |Nutrition
· |Breastfeed |or |bottle-feed
· |Growth |should |be |constant
· |Child |should |follow |same |percentile
· |Additional |source |of |iron |is |required |after |6 |months |(fortified |cereal |is |high |in |iron)
· |Breast/bottle |feed |should |continue |until. |1 |years |old
- |Safety
· |Household |safety |- |clean, |cords
· |Water |safety |- |only |takes |1 |inch |to |drown |an |infant
· |Electrical |safety |- |covers |on |electrical |outlets
, · |Falls |- |never |leave |infant |unattended
· |SIDS
Toddlers |- |correct |answer | |- |Physical |Growth
· |Walking
· |Talking |- |2-word |sentences |by |age |2
· |Potbelly |appearance
· |Lordosis |(change |in |center |of |gravity)
· |Toilet-training |- |2.5-3 |years
- |Cognitive |Development
· |Negativity |is |common |(favourite |word |is |no)
· |Want |to |have |more |choices
· |Tantrums |are |common
· |Autonomy |vs. |shame |and |doubt |(Erikson)
· |Preoperational |stage |(Piaget)
·Stranger/separation |anxiety |is |common
- |Nutrition
· |Appetite |decreases |after |1 |years |old
· |Homo |milk |should |be |given |until |2 |years |- |extra |fat |required |for |proper |brain |development
· |Food |refusal |is |common
· |Parents |should |offer |variety |of |food
· |Small |meals |and |snack
· |Children |will |self-regulate |their |own |intake
- |Play
· |Engage |in |parallel |play |(play |in |same |room |with |different |toys, |not |together)
· |Not |able |to |share |yet
· |Like |toys |that |promote |physical |activity
· |Use |deferred |imitative |skills
· |Like |to |stack |things |and |put |things |into |other |things
