g
NFDN 2005 P g g
EDIATRICS g
QUESTIONS g
AND ANSWE g
RS
nursinggfundamentalsg(NorQuestgCollege)
,
, g
lOMoAR cPSD|
g 7187254
NFDNg2005:gPEDIATRICS
Unitg1:gPrinciplesgofgGrowthgandgDevelopmentgingChildren
Whatgisggrowth?
• Agquantativegchangegthatgcangbegmeasured
• Ex:gHeight,gweight
Whatgisgdevelopment?
• Agqualitativegchangegingskillgorgability
• Notghowgmanygblocksgcangtheygstack,gbutgcangtheygstackgblocks
• Ex:gStandardizedgtestinggsuchgasgthegDenvergIIgtestgused
DenvergIIgtest
• Fourgcategories
• Agtestgforgscreeninggcognitivegandgbehavioralgproblemsgingpreschoolgchildren
• Agsubject’sgperformancegagainstgthegregulargagegdistributiongisgnoted
Whygdogwegwantgtogknowgthegdifferencegbetweenggrowthgandgdevelopment?
• Wegwantgtogknowgwhatgtheirgdevelopmentalglevelgis,gorgifgtheyghavegagdevelopmentalgdelay
• Developmentgfollowsgagparticulargpattern
Growthgandgdevelopment
• Aregcontinuousgprocesses
• Progressgingangorderlygsequence
• Differentgchildrengpassgthroughgthegpredictablegstagedgatgdifferentgrates
• Differentgbodygsystems,g differentgdevelopmentgrates
• Developmentgisgcephalocaudalg(startsgfromgtheghead,gworksgitsgwaygdown)
Cephalocaudal
gGrossgtogfine
Sensitivegperiods:gCriticalgperiodsgingdevelopmentgthatgcannotgbegmissed
Factorsgthatgcangaffectggrowthgandgdevelopmentgofgchildren
• Environment
o Socioeconomicglevel
o Parent-childgrelationship
o Ordinalgpositiongingthegfamily
o Health
• Nutritionalg intake
• Prenatalghealth
• Genetics
o Influencegthegrategofgbothggrowthgandgdevelopment
• Gender
• Health
• Intelligence
• Temperament
o Reactiongpatterns
▪ Activityglevels
▪ Rhythmicityg (routines)
▪ Approachg(howgtheygrespondgtognewgstimuli)
▪ Adaptabilityg(howgtheygadaptgtogchangesgingroutines)
, g
lOMoAR cPSD|
g 7187254
▪ Intensitygofgreactions
▪ Distractibilityg(howgwellgcangtheygshiftgattentiongtogsomethinggdifferent)
▪ AttentiongspangandgPersistence
▪ Thresholdgofgresponseg(what’sgneededgtoggetgthemgtogrespond)
▪ Moodgquality
o CategoriesgofgTemperament
▪ Thegeasygchild
▪ Thegdifficultgchild
▪ Theg slow-to-warm-upgchild
TheoriesgofgGrowthgandgDevelopment
▪ ErikgErikson
o Examineghowgchildrenginteractgwithgothers
o Stressesgthegimportancegofgculturegandgsociety
o Dividedgtheghumanglifegspangintogeightgstages
o Twogopposinggforcesgthatgconflictgwithgeachgother
▪ 1stgstagegisginginfancyg–gTrustgvs.gMistrust
▪ 2ndgstagegisgforgtoddlersg–gautonomygvsgshamegandgdoubt
▪ 3rdgstagegisgforgpreschoolersg–ginitiativegvsgguilt
▪ 4thgstagegisgforgthegschoolgagedgchildg–gindustrygvs.ginferiority
▪ 5thgstagegisgthegindolence’sgtaskg–gidentitygvsgrolegconfusion
▪ JoangPiaget
o Examinesghowgchildrenggrowgcognitively
o Dividedgchildhoodgintogfourgstages,galthoughgthegfirstgstagesghavegseveralgschemagwithingthem
▪ 1stgstagegisginginfancyg–gsensorimotorgstage
▪ 2ndgstagegisgforgtoddlergandgpreschoolersg-gpreoperationalgthought
▪ 3rdgstagegisgforgthegschoolgagedgchildg–gconcretegoperationalgthought
▪ 4thgstagegisgthegadolescentgstageg–gformalgoperationalgthoughtg(Abstractgthinking)
▪ LawrencegKohlberg
o Examinesghowgchildrengdevelopgagsensegofgrightgandgwrong
o CloselygrelatedgtogPiaget’sgcognitivegtheorygasgchildrenghavegtogbegablegtogthinkgatgagcertainglevel
o Dividesgchildhoodgintogthreeglevels
▪ 1stglevelg–gpreconventional
▪ 2ndglevelg–gconventionalg(schoolgagedgkids)
▪ 3rdglevelg–gpostgconventionalg(adolescent)
BasicgDivisiongofgChildhood
▪ Infant
o Onegmonth-1gyear
▪ Toddler
o 1-3gyears
▪ Preschooler
o 3-5gyears
▪ Schoolgagegchild
o 6-12gyears
▪ Adolescence
o 13-20gorg21gyears
NFDN 2005 P g g
EDIATRICS g
QUESTIONS g
AND ANSWE g
RS
nursinggfundamentalsg(NorQuestgCollege)
,
, g
lOMoAR cPSD|
g 7187254
NFDNg2005:gPEDIATRICS
Unitg1:gPrinciplesgofgGrowthgandgDevelopmentgingChildren
Whatgisggrowth?
• Agquantativegchangegthatgcangbegmeasured
• Ex:gHeight,gweight
Whatgisgdevelopment?
• Agqualitativegchangegingskillgorgability
• Notghowgmanygblocksgcangtheygstack,gbutgcangtheygstackgblocks
• Ex:gStandardizedgtestinggsuchgasgthegDenvergIIgtestgused
DenvergIIgtest
• Fourgcategories
• Agtestgforgscreeninggcognitivegandgbehavioralgproblemsgingpreschoolgchildren
• Agsubject’sgperformancegagainstgthegregulargagegdistributiongisgnoted
Whygdogwegwantgtogknowgthegdifferencegbetweenggrowthgandgdevelopment?
• Wegwantgtogknowgwhatgtheirgdevelopmentalglevelgis,gorgifgtheyghavegagdevelopmentalgdelay
• Developmentgfollowsgagparticulargpattern
Growthgandgdevelopment
• Aregcontinuousgprocesses
• Progressgingangorderlygsequence
• Differentgchildrengpassgthroughgthegpredictablegstagedgatgdifferentgrates
• Differentgbodygsystems,g differentgdevelopmentgrates
• Developmentgisgcephalocaudalg(startsgfromgtheghead,gworksgitsgwaygdown)
Cephalocaudal
gGrossgtogfine
Sensitivegperiods:gCriticalgperiodsgingdevelopmentgthatgcannotgbegmissed
Factorsgthatgcangaffectggrowthgandgdevelopmentgofgchildren
• Environment
o Socioeconomicglevel
o Parent-childgrelationship
o Ordinalgpositiongingthegfamily
o Health
• Nutritionalg intake
• Prenatalghealth
• Genetics
o Influencegthegrategofgbothggrowthgandgdevelopment
• Gender
• Health
• Intelligence
• Temperament
o Reactiongpatterns
▪ Activityglevels
▪ Rhythmicityg (routines)
▪ Approachg(howgtheygrespondgtognewgstimuli)
▪ Adaptabilityg(howgtheygadaptgtogchangesgingroutines)
, g
lOMoAR cPSD|
g 7187254
▪ Intensitygofgreactions
▪ Distractibilityg(howgwellgcangtheygshiftgattentiongtogsomethinggdifferent)
▪ AttentiongspangandgPersistence
▪ Thresholdgofgresponseg(what’sgneededgtoggetgthemgtogrespond)
▪ Moodgquality
o CategoriesgofgTemperament
▪ Thegeasygchild
▪ Thegdifficultgchild
▪ Theg slow-to-warm-upgchild
TheoriesgofgGrowthgandgDevelopment
▪ ErikgErikson
o Examineghowgchildrenginteractgwithgothers
o Stressesgthegimportancegofgculturegandgsociety
o Dividedgtheghumanglifegspangintogeightgstages
o Twogopposinggforcesgthatgconflictgwithgeachgother
▪ 1stgstagegisginginfancyg–gTrustgvs.gMistrust
▪ 2ndgstagegisgforgtoddlersg–gautonomygvsgshamegandgdoubt
▪ 3rdgstagegisgforgpreschoolersg–ginitiativegvsgguilt
▪ 4thgstagegisgforgthegschoolgagedgchildg–gindustrygvs.ginferiority
▪ 5thgstagegisgthegindolence’sgtaskg–gidentitygvsgrolegconfusion
▪ JoangPiaget
o Examinesghowgchildrenggrowgcognitively
o Dividedgchildhoodgintogfourgstages,galthoughgthegfirstgstagesghavegseveralgschemagwithingthem
▪ 1stgstagegisginginfancyg–gsensorimotorgstage
▪ 2ndgstagegisgforgtoddlergandgpreschoolersg-gpreoperationalgthought
▪ 3rdgstagegisgforgthegschoolgagedgchildg–gconcretegoperationalgthought
▪ 4thgstagegisgthegadolescentgstageg–gformalgoperationalgthoughtg(Abstractgthinking)
▪ LawrencegKohlberg
o Examinesghowgchildrengdevelopgagsensegofgrightgandgwrong
o CloselygrelatedgtogPiaget’sgcognitivegtheorygasgchildrenghavegtogbegablegtogthinkgatgagcertainglevel
o Dividesgchildhoodgintogthreeglevels
▪ 1stglevelg–gpreconventional
▪ 2ndglevelg–gconventionalg(schoolgagedgkids)
▪ 3rdglevelg–gpostgconventionalg(adolescent)
BasicgDivisiongofgChildhood
▪ Infant
o Onegmonth-1gyear
▪ Toddler
o 1-3gyears
▪ Preschooler
o 3-5gyears
▪ Schoolgagegchild
o 6-12gyears
▪ Adolescence
o 13-20gorg21gyears
