MODULE 1 Chapter 13
Pediatric Growth & Development
Temperament (pg 437)
Temperament refers to a child’s natural disposition, including how they react to situations, regulate emotions, and engage
with their environment. It is an inherent part of personality that influences behavior.
Nature (Biology): Genetics play a significant role in determining temperament. Some children are naturally more active,
social, or cautious.
Nurture (Environment): Parenting styles, life experiences, and social interactions shape how a child's temperament is
expressed and managed.
Growth vs Development (pg 430)
Growth: Refers to the physical increase in size and mass of the body (height, weight, head circumference).
Development: Involves the progressive increase in skills and abilities, including cognitive, motor, social, and emotional
growth.
Developmental Theories
Freud’s Psychosexual Stages (pg 431-432)
Oral Stage (0-1 year): Infant derives pleasure from oral activities such as sucking and biting.
Anal Stage (1-3 years): Focus on toilet training, control over body functions.
Phallic Stage (3-6 years): Awareness of gender identity; Oedipus/Electra complex.
Latency Stage (6-12 years): Socialization and skill development.
Genital Stage (12+ years): Maturation of sexual interests and relationships.
Erikson’s Psychosocial Stages (pg 432-433) – WE WILL FOCUS ON THIS ONE THE MOST!
Trust vs. Mistrust (0-1 year): Developing trust in caregivers.
Autonomy vs. Shame/Doubt (1-3 years): Gaining independence (feeding, dressing).
Initiative vs. Guilt (3-6 years): Exploration and taking initiative.
Industry vs. Inferiority (6-12 years): Developing skills and a sense of accomplishment.
Identity vs. Role Confusion (12-18 years): Exploring self-identity and personal values.
Piaget’s Cognitive Development (pg 434)
Sensorimotor (0-2 years): Learning through sensory experiences and motor activities.
Preoperational (2-7 years): Egocentric thinking, symbolic play.
Concrete Operational (7-11 years): Logical thinking, understanding conservation.
Formal Operational (12+ years): Abstract reasoning and problem-solving.
Kohlberg’s Moral Development (pg 435-436)
Pre-conventional Level (0-6 years): Behavior motivated by rewards and punishments.
, Conventional Level (7-12 years): Following rules and seeking social approval.
Post-conventional Level (12+ years): Personal ethical principles guide behavior.
Sleep Guidance (pg 448)
Infants (0-5mo): 17-20 hours/day, including naps (newborn to 2 yrs)
6MO – 12-16 hours/day, including naps
Toddlers (2 years): 12-14 hours/day.
Preschoolers (3-6 years): 10-12 hours/day.
School-age (6-12 years): 8-12 hours/day.
Adolescents (12-18 years): 8-10 hours/day.
Tips: Establish routines, avoid screens before bed, provide a comfortable sleep environment.
Importance of Early Detection of Growth/Developmental Delays (pg 445-446)
Early intervention can improve long-term outcomes by addressing delays in speech, motor, cognitive, or social
development.
Screening tools help identify potential concerns before they significantly impact the child’s future.
Informed Consent (pg 453)
Legal and ethical process in which a caregiver (or, in some cases, the child) is given information about a procedure or
treatment to make an informed decision.
See and study chart on next page
Pediatric Growth & Development
Temperament (pg 437)
Temperament refers to a child’s natural disposition, including how they react to situations, regulate emotions, and engage
with their environment. It is an inherent part of personality that influences behavior.
Nature (Biology): Genetics play a significant role in determining temperament. Some children are naturally more active,
social, or cautious.
Nurture (Environment): Parenting styles, life experiences, and social interactions shape how a child's temperament is
expressed and managed.
Growth vs Development (pg 430)
Growth: Refers to the physical increase in size and mass of the body (height, weight, head circumference).
Development: Involves the progressive increase in skills and abilities, including cognitive, motor, social, and emotional
growth.
Developmental Theories
Freud’s Psychosexual Stages (pg 431-432)
Oral Stage (0-1 year): Infant derives pleasure from oral activities such as sucking and biting.
Anal Stage (1-3 years): Focus on toilet training, control over body functions.
Phallic Stage (3-6 years): Awareness of gender identity; Oedipus/Electra complex.
Latency Stage (6-12 years): Socialization and skill development.
Genital Stage (12+ years): Maturation of sexual interests and relationships.
Erikson’s Psychosocial Stages (pg 432-433) – WE WILL FOCUS ON THIS ONE THE MOST!
Trust vs. Mistrust (0-1 year): Developing trust in caregivers.
Autonomy vs. Shame/Doubt (1-3 years): Gaining independence (feeding, dressing).
Initiative vs. Guilt (3-6 years): Exploration and taking initiative.
Industry vs. Inferiority (6-12 years): Developing skills and a sense of accomplishment.
Identity vs. Role Confusion (12-18 years): Exploring self-identity and personal values.
Piaget’s Cognitive Development (pg 434)
Sensorimotor (0-2 years): Learning through sensory experiences and motor activities.
Preoperational (2-7 years): Egocentric thinking, symbolic play.
Concrete Operational (7-11 years): Logical thinking, understanding conservation.
Formal Operational (12+ years): Abstract reasoning and problem-solving.
Kohlberg’s Moral Development (pg 435-436)
Pre-conventional Level (0-6 years): Behavior motivated by rewards and punishments.
, Conventional Level (7-12 years): Following rules and seeking social approval.
Post-conventional Level (12+ years): Personal ethical principles guide behavior.
Sleep Guidance (pg 448)
Infants (0-5mo): 17-20 hours/day, including naps (newborn to 2 yrs)
6MO – 12-16 hours/day, including naps
Toddlers (2 years): 12-14 hours/day.
Preschoolers (3-6 years): 10-12 hours/day.
School-age (6-12 years): 8-12 hours/day.
Adolescents (12-18 years): 8-10 hours/day.
Tips: Establish routines, avoid screens before bed, provide a comfortable sleep environment.
Importance of Early Detection of Growth/Developmental Delays (pg 445-446)
Early intervention can improve long-term outcomes by addressing delays in speech, motor, cognitive, or social
development.
Screening tools help identify potential concerns before they significantly impact the child’s future.
Informed Consent (pg 453)
Legal and ethical process in which a caregiver (or, in some cases, the child) is given information about a procedure or
treatment to make an informed decision.
See and study chart on next page
