Chapter 19 Lecture 3 PART II Flashcards
Preschool Child
SENSORY PERCEPTION: Language
- In terms of language, what kind of development do we see in preschool children? (3)
- Speech sound development
- Receptive/expressive skill development (receptive is greater)
- Speech maturation: issues of speech rhythm, fluency
ERIKSON:
-Where does self-concept emerge from?
the infant’s personal struggle for autonomy
ERIKSON:
-How do they refine their sense of self?
through task-oriented and socially oriented experiences
ERIKSON:
-What stage are they in according to him?
-Explain
- initiative vs. guilt
-Sense of inititiative: vigorous activity and active imagination
ERIKSON:
-How can the parent promote initiative? (3)
- Through nurture ideas
- Encouraging behaviors for positive self-concept
- Let them explore!!
COPING - STRESS TOLERANCE PATTERN:
-Play approach is what kind of counseling?
-What kinds of things can be used?
-Counseling through play
1. Doll or puppet play
-the doll represents the child
-the child usually continues the scenario and tells their personal stories
- Mutual storytelling
-the nurse begins a story and the child finishes it; pause for them to continue
COPING - STRESS TOLERANCE PATTERN: Coping
-They have coping mechanisms similar to who?
-What are they?
-toddler
1. regression
2. repression
3. projection
4. separation anxiety
5. denial
COPING - STRESS TOLERANCE PATTERN: Coping
-Name 4 behaviors that preschool children will exhibit
- Maturing coping skills (fewer tantrums)
- More problem-solving abilities
- Use of projection and fantasy
- Controlling behavior
COPING - STRESS TOLERANCE PATTERN: Coping
-Give an example of use of projection and fantasy
- parent asks “Did you break this?” and they say “No, Teddy did it”
-they may even come up with a story of how the stuffed animal did it
COPING - STRESS TOLERANCE PATTERN: Coping
-Preschoolers want to win games, so what do they tend to do?
-What is recommended?
-What should the parents do?
-they structure the rules to ensure they will win
-gentle, consistent adult direction is recommended
-They should teach them how to play fairly
VALUES: Beliefs Pattern
-What do preschool children lack?
-At what age do they demonstrate some interal controls?
-full developed conscience
-Age 4-5
VALUES: Beliefs Pattern
-What things influence moral behaviors?
-Modeling and inductive explanation (moving from specific to general)
-Modeling: they imitate behaviors and copy what they see
-Inductive explanation: Adults explain why a behavior is right or wrong
VALUES: Beliefs Pattern
-Name 2 typical preschool behaviors
- Control their behavior to retain parental love/approval
-they believe that disapproval means that they are less important to their parent - Express likes/dislikes, ask endless questions
VALUES: Beliefs Pattern
-How do preschoolers see death/ the beginning of life?
-They are fascinated by life beginning/death concepts
-They may not understand it, so they ask a lot about it
VALUES: Beliefs Pattern
-To cope with a loss, preschoolers may need what?
-Support and possible counseling
ENVIRONMENTAL PROCESSES: Injuries
-In case of MVA, parents must make sure that preschool age children have what?
-What else should be a concern?
-What should firearms have to ensure the safety of the child?
-car seats and ride in the back seat
-Household furniture/tools/equipment
-child access protection
ENVIRONMENTAL PROCESSES: Burns
-What kind of burns can they get?
-What should parents teach their children?
-scald and direct flame
-the danger of matches, open flames, and hot objects
ENVIRONMENTAL PROCESSES: Drowning
-Having a swimming pool presents a (greater/lower) risk of drowning?
-What are 2 things to have in the pool?
-What should parents teach their children?
-What should parents do?
-greater
-fencing, flotation devices
-water survival
-always supervise and never leave them alone in the pool/water
MECHANICAL FORCES: Bicycle
-What is needed when they are riding a bicycle?
-What should they be wearing?
-age-appropriate limits
-helemts, especially with transition from tricycle to bicycle
MECHANICAL FORCES: Automobile-related risk
-What should parents teach their children when crossing the street?
-Parents should _____ their children when crossing the street
-Proper street-crossing techniques
-Supervise
MECHANICAL FORCES: Automobile-related risk
-There should be ______ and ______ use of restraint devices in the car
consistent and proper
MECHANICAL FORCES: Automobile-related risk
-When children transition, they should have what kind of seat with what?
-What is that?
-Forward facing seat with 5-point harness
-A safety restraint with five straps that secure a child’s shoulders and hips to a car seat (2 shoulder straps, 2 hip straps, 1 between legs)
MECHANICAL FORCES: Automobile-related risk
-When should they transition into a booster seat?
-When they reach the appropriate height and weight indicated by the seat
