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NUR240 - Pediatrics > Chapter 4: Growth and Development > Flashcards

Chapter 4: Growth and Development Flashcards

1
Q

Increase in physical size – height, weight, blood pressure, number of words in vocabulary.

A

growth

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2
Q

Increase in capabilities or function – ability to sit without support, throw ball overhand.

A

development

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3
Q

the process by which development proceeds from the head downward through the body and toward the feet

A

cephalocaudal development

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4
Q

the process by which development proceeds from the center of the body outward to the extremities

A

proximodistal development

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5
Q

the process of understanding upcoming developmental needs and then teaching caretakers to meet those needs

A

anticipatory guidance

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6
Q

In normal __________ growth, the child gains control of the head and neck before the trunk and limbs.

a. cephalocaudal
b. proximodistal

A

a. cephalocaudal

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7
Q

In normal __________ growth, the child controls arm movements before hand movements.

a. cephalocaudal
b. proximodistal

A

b. proximodistal

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8
Q

Name this age group.

includes infants or babies up to 1 year of age, all of whom require a high level of care in daily activities

a. infancy; birth-12 months

b. toddlerhood; 1-3 years

c. preschool; 3-6 years

d. school age; 6-12 years

e. adolescence; 12-18 years

A

a. infancy; birth-12 months

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9
Q

Name this age group.

characterized by increased motor ability and independent behavior

a. infancy; birth-12 months

b. toddlerhood; 1-3 years

c. preschool; 3-6 years

d. school age; 6-12 years

e. adolescence; 12-18 years

A

b. toddlerhood; 1-3 years

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10
Q

Name this age group.

refines gross and fine motor ability and language skills and often participates in a learning program

a. infancy; birth-12 months

b. toddlerhood; 1-3 years

c. preschool; 3-6 years

d. school age; 6-12 years

e. adolescence; 12-18 years

A

c. preschool; 3-6 years

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11
Q

Name this age group.

begins with entry into a school system and is characterized by growing intellectual skills, physical ability, and independence

a. infancy; birth-12 months

b. toddlerhood; 1-3 years

c. preschool; 3-6 years

d. school age; 6-12 years

e. adolescence; 12-18 years

A

d. school age; 6-12 years

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12
Q

Name this age group.

mature cognitive thought, formation of identity, and influence of peers are important characteristics

a. infancy; birth-12 months

b. toddlerhood; 1-3 years

c. preschool; 3-6 years

d. school age; 6-12 years

e. adolescence; 12-18 years

A

e. adolescence; 12-18 years

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13
Q

Which physician believed that “early childhood experiences form the unconscious motivation for actions in later life”?

a. Sigmund Freud

b. Erik Erikson

c. Jean Piaget

d. Lawrence Kohlberg

A

a. Sigmund Freud

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14
Q

Which physician believed that “sexual energy is centered in specific parts of the body at certain ages”?

a. Sigmund Freud

b. Erik Erikson

c. Jean Piaget

d. Albert Bandura

A

a. Sigmund Freud

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15
Q

the basic sexual energy that is present at birth and drives the individual to seek please

a. id

b. ego

c. superego

A

a. id

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16
Q

the realistic part of the person, which develops during infancy and searches for acceptable methods of meeting impulses

a. id

b. ego

c. superego

A

b. ego

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17
Q

moral/ethical system, which develops in childhood and contains a set of values and a conscience

a. id

b. ego

c. superego

A

c. superego

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18
Q

techniques used by the ego to unconsciously change reality, thereby protecting itself from excessive anxiety

A

defense mechanisms

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19
Q

Name the stages of Sigmund Freud’s theory in order from youngest to oldest.

A

oral (birth to 1 year)

anal (1 to 3 years)

phallic (3 to 6 years)

latency (6 to 12 years)

genital (12 years to adulthood)

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20
Q

Name this stage of Sigmund Freud’s theory.

derives pleasure largely from the mouth, with sucking and eating as primary desires

a. oral (birth to 1 year)

b. anal (1 to 3 years)

c. phallic (3 to 6 years)

d. latency (6 to 12 years)

e. genital (12 years to adulthood)

A

a. oral (birth to 1 year)

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21
Q

Name this stage of Sigmund Freud’s theory.

pleasure is centered in the anal area, with contorl over body secretions as a prime force in behavior

a. oral (birth to 1 year)

b. anal (1 to 3 years)

c. phallic (3 to 6 years)

d. latency (6 to 12 years)

e. genital (12 years to adulthood)

A

b. anal (1 to 3 years)

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22
Q

Name this stage of Sigmund Freud’s theory.

sexual energy becomes centered in the genitalia as the child works out relationships with parents of the same and opposite sexes

a. oral (birth to 1 year)

b. anal (1 to 3 years)

c. phallic (3 to 6 years)

d. latency (6 to 12 years)

e. genital (12 years to adulthood)

A

c. phallic (3 to 6 years)

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23
Q

Name this stage of Sigmund Freud’s theory.

sexual energy is at rest in the passage between earlier stages and adolescence

a. oral (birth to 1 year)

b. anal (1 to 3 years)

c. phallic (3 to 6 years)

d. latency (6 to 12 years)

e. genital (12 years to adulthood)

A

d. latency (6 to 12 years)

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24
Q

Name this stage of Sigmund Freud’s theory.

mature sexuality is achieved as physical growth is completed and relationships with others occur

a. oral (birth to 1 year)

b. anal (1 to 3 years)

c. phallic (3 to 6 years)

d. latency (6 to 12 years)

e. genital (12 years to adulthood)

A

e. genital (12 years to adulthood)

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25
Q

Name this developmental theory physician.

Child’s view of world influenced by age/maturational ability. Give nurturing experiences, child’s ability to think matures naturally.

a. Sigmund Freud

b. Lawrence Kohlberg

c. Jean Piaget

d. Albert Bandura

A

c. Jean Piaget

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26
Q

Name this developmental theory physician.

Developmental challenges throughout life.

a. Sigmund Freud

b. Erik Erikson

c. Jean Piaget

d. Albert Bandura

A

b. Erik Erikson

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27
Q

Name this development stage of Erik Erikson’s psychoanalytic theory.

the task is to establish trust in the people providing care; trust is fostered by provision of food, clean clothing, touch, and comfort; if basic needs are not met, this age group will eventually learn to mistrust others

a. Trust vs Mistrust (Birth to 1 Year)

b. Autonomy vs Shame and Doubt (1 to 3 Years)

c. Initiative vs Guilt (3 to 6 Years)

d. Industry vs inferiority (6 to 12 Years)

e. Identity vs Role Confusion (12 to 18 Years)

A

a. Trust vs Mistrust (Birth to 1 Year)

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28
Q

Name this development stage of Erik Erikson’s psychoanalytic theory.

sense of autonomy or independence is shown by controlling bodily excretions, saying no when asked to do something, and directing motor activity and play; children who are consistently criticized for expressions of autonomy or for lack of control will develop a sense of shame about themselves and doubt their actions.

a. Trust vs Mistrust (Birth to 1 Year)

b. Autonomy vs Shame and Doubt (1 to 3 Years)

c. Initiative vs Guilt (3 to 6 Years)

d. Industry vs inferiority (6 to 12 Years)

e. Identity vs Role Confusion (12 to 18 Years)

A

b. Autonomy vs Shame and Doubt (1 to 3 Years)

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29
Q

Name this development stage of Erik Erikson’s psychoanalytic theory.

characterized by development of new interests and by involvement in activities; takes pride in accomplishments in sports, school, home, and community; if they cannot accomplish what is expected, they will not feel good enough

a. Trust vs Mistrust (Birth to 1 Year)

b. Autonomy vs Shame and Doubt (1 to 3 Years)

c. Initiative vs Guilt (3 to 6 Years)

d. Industry vs inferiority (6 to 12 Years)

e. Identity vs Role Confusion (12 to 18 Years)

A

d. Industry vs inferiority (6 to 12 Years)

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29
Q

Name this development stage of Erik Erikson’s psychoanalytic theory.

initiatives new activities and considers new ideas; this interest in exploring the world creates someone who is involved and busy; constant criticism leads to feelings of guilt and lack of purpose

a. Trust vs Mistrust (Birth to 1 Year)

b. Autonomy vs Shame and Doubt (1 to 3 Years)

c. Initiative vs Guilt (3 to 6 Years)

d. Industry vs inferiority (6 to 12 Years)

e. Identity vs Role Confusion (12 to 18 Years)

A

c. Initiative vs Guilt (3 to 6 Years)

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30
Q

Name this development stage of Erik Erikson’s psychoanalytic theory.

as the body matures and thought processes become more complex, a new sense of self is establish; the self, family, peer group, and community are all examined and redefined; the one who is unable to create a meaningful definition of self will experience hard times in one or more areas of life

a. Trust vs Mistrust (Birth to 1 Year)

b. Autonomy vs Shame and Doubt (1 to 3 Years)

c. Initiative vs Guilt (3 to 6 Years)

d. Industry vs inferiority (6 to 12 Years)

e. Identity vs Role Confusion (12 to 18 Years)

A

e. Identity vs Role Confusion (12 to 18 Years)

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31
Q

Name Erik Erikson’s developmental stages in order from youngest to oldest. (pediatric ages only)

A

Trust vs Mistrust (Birth to 1 Year)

Autonomy vs Shame and Doubt (1 to 3 Years)

Initiative vs Guilt (3 to 6 Years)

Industry vs inferiority (6 to 12 Years)

Identity vs Role Confusion (12 to 18 Years)

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32
Q

Which physician believed that “sexual energy is centered in specific parts of the body at certain ages”?

a. Lawrence Kohlberg

b. Erik Erikson

c. Jean Piaget

d. John Watson

A

c. Jean Piaget

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33
Q

the process of incorporating new experiences into an individual’s cognitive awareness; the process of incorporating traits of the new culture within one’s practice

A

assimilation

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34
Q

the process of changing one’s cognitive structures to include data from recent experiences

A

accommodation

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35
Q

the knowledge that something continues to exist even when out of sight

A

object permanence

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36
Q

Name this stage of Jean Piaget’s developmental theory.

learn about the world by input obtained through the senses and by their motor activity. Six substages are characteristic of this stage

a. sensorimotor (Birth to 2 Years)

b. preoperational (2 to 7 Years)

c. concrete operational (7 to 11 Years)

d. formal operational (11 Years to Adulthood)

A

a. sensorimotor (Birth to 2 Years)

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37
Q

Name this stage of Jean Piaget’s developmental theory.

can reason quite well if concrete objects are used in teaching or experimentation

a. sensorimotor (Birth to 2 Years)

b. preoperational (2 to 7 Years)

c. concrete operational (7 to 11 Years)

d. formal operational (11 Years to Adulthood)

A

c. concrete operational (7 to 11 Years)

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38
Q

Name this stage of Jean Piaget’s developmental theory.

fully mature intellectual thought has now been attained

a. sensorimotor (Birth to 2 Years)

b. preoperational (2 to 7 Years)

c. concrete operational (7 to 11 Years)

d. formal operational (11 Years to Adulthood)

A

d. formal operational (11 Years to Adulthood)

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39
Q

Name Lawrence Kohlberg’s developmental stages in order from youngest to oldest.

A

preconventional (4 to 7 Years)

conventional (7 to 12 Years

postconventional (12 Years and Older)

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40
Q

Name this stage of Lawrence Kohlberg’s developmental theory.

decisions are based on the desire to please others and to avoid punishment

a. preconventional (4 to 7 Years)

b. conventional (7 to 12 Years

c. postconventional (12 Years and Older)

A

a. preconventional (4 to 7 Years)

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41
Q

Name this stage of Lawrence Kohlberg’s developmental theory.

conscience, or an intersal set of standards, becomes important; rules are important and must be followed to please other people and “be good”

a. preconventional (4 to 7 Years)

b. conventional (7 to 12 Years

c. postconventional (12 Years and Older)

A

b. conventional (7 to 12 Years

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42
Q

Name this stage of Lawrence Kohlberg’s developmental theory.

the individual has internalized ethical standards on which to base decisions; social responsibility is recognized; the value in each of two differing moral approaches can be considered and a decision is made

a. preconventional (4 to 7 Years)

b. conventional (7 to 12 Years

c. postconventional (12 Years and Older)

A

c. postconventional (12 Years and Older)

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43
Q

T/F

Behaviorism has been criticized for being simplistic and for its denial of people’s inherent capacity to respond willfully to events in the environment.

A

true

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44
Q

behaviorism

a. Sigmund Freud

b. John Watson

c. Jean Piaget

d. Albert Bandura

A

b. John Watson

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45
Q

T/F

Both nature and nurture are important in determining individual patterns of development.

A

true

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46
Q

By what age does teeth begin to erupt?

a. right away at birth

b. 1 month

c. 6 months

d. 9 months

A

c. 6 months

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47
Q

T/F

Physical growth is not associated with type and quality of feeding.

A

false; it is closely associated

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48
Q

T/F

Reflexes help infant receive input, nourishment, comfort.

A

true

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49
Q

when infants play by themselves

A

solitary play

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50
Q

The play of infants begins in a __________ manner.

A

reflexive

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51
Q

T/F

When an infant moves extremities or grasps objects, the foundations of play are established.

A

true

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52
Q

T/F

Play is not a reflection of every aspect of development, as well as a method for enhancing learning and maturation.

A

false; play IS a reflection

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53
Q

Match the milestone with the correct age group.

physical growth
- gains 5 to 7 oz in a week
- grows 1.5 cm in the first month
- head circumferences increased 1.5 cm a month

a. birth to 1 month

b. 2 to 4 months

c. 4 to 6 months

d. 6 to 8 months

e. 8 to 10 months

f. 10 - 12 months

A

a. birth to 1 month

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54
Q

Match the milestone with the correct age group.

fine motor ability
- holds hand in fist
- draws arms and legs to body when crying

a. birth to 1 month

b. 2 to 4 months

c. 4 to 6 months

d. 6 to 8 months

e. 8 to 10 months

f. 10 - 12 months

A

a. birth to 1 month

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55
Q

Match the milestone with the correct age group.

gross motor ability
- inborn reflexes such as startle and rooting are predominant activity
- may lift head briefly if prone
- alerts to high-pitched voices
- comforts with touch

a. birth to 1 month

b. 2 to 4 months

c. 4 to 6 months

d. 6 to 8 months

e. 8 to 10 months

f. 10 - 12 months

A

a. birth to 1 month

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56
Q

Match the milestone with the correct age group.

sensory ability
- prefers to look at faces and black-and-white geometric designs
- follows objects in line of vision

a. birth to 1 month

b. 2 to 4 months

c. 4 to 6 months

d. 6 to 8 months

e. 8 to 10 months

f. 10 - 12 months

A

a. birth to 1 month

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57
Q

Match the milestone with the correct age group.

physical growth
- gains 140–200 g/week
- grows 1.5 c m month
- head Head circumference increases 1.5 c m month
- posterior fontanelle closes
- ingests 120 mL/k g/24 hr

a. birth to 1 month

b. 2 to 4 months

c. 4 to 6 months

d. 6 to 8 months

e. 8 to 10 months

f. 10 - 12 months

A

b. 2 to 4 months

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58
Q

Match the milestone with the correct age group.

fine motor ability
- holds rattle and other objects when placed in hand
- looks at and plays with own fingers
- brings hands to midline

a. birth to 1 month

b. 2 to 4 months

c. 4 to 6 months

d. 6 to 8 months

e. 8 to 10 months

f. 10 - 12 months

A

b. 2 to 4 months

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59
Q

Match the milestone with the correct age group.

gross motor ability
- moro reflex fading in strength
- can turn from side to back and then return
- decrease in head lag when pulled to sitting position; sits with head held in midline with some bobbing
- when prone, holds head and supports weight on forearms

a. birth to 1 month

b. 2 to 4 months

c. 4 to 6 months

d. 6 to 8 months

e. 8 to 10 months

f. 10 - 12 months

A

b. 2 to 4 months

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60
Q

Match the milestone with the correct age group.

sensory ability
- follows objects 180 degrees
- turns head to look for voices and sounds

a. birth to 1 month

b. 2 to 4 months

c. 4 to 6 months

d. 6 to 8 months

e. 8 to 10 months

f. 10 - 12 months

A

b. 2 to 4 months

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61
Q

Match the milestone with the correct age group.

physical growth
- Gains 140–200 g/week
- doubles birth weight at 5–6 months
- grows 1.5 cm month
- head circumference increases 1.5 c m one half inches month
- teeth may begin erupting by 6 months
- ingests 100 mL/k g/24 hr

a. birth to 1 month

b. 2 to 4 months

c. 4 to 6 months

d. 6 to 8 months

e. 8 to 10 months

f. 10 - 12 months

A

c. 4 to 6 months

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62
Q

Match the milestone with the correct age group.

fine motor ability
- grasps rattles/other objects at will; drops to pick up another offered object
- mouths objects
- holds feet and pulls to mouth
- holds bottle
- grasps with whole hand
- manipulates objects

a. birth to 1 month

b. 2 to 4 months

c. 4 to 6 months

d. 6 to 8 months

e. 8 to 10 months

f. 10 - 12 months

A

c. 4 to 6 months

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63
Q

Match the milestone with the correct age group.

gross motor ability
- head held steady when sitting
- no head lag when pulled to sitting
- turns from abdomen to back by 4 months and then back to abdomen by 6 months
- when held standing supports much of own weight

a. birth to 1 month

b. 2 to 4 months

c. 4 to 6 months

d. 6 to 8 months

e. 8 to 10 months

f. 10 - 12 months

A

c. 4 to 6 months

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64
Q

Match the milestone with the correct age group.

sensory ability
- examines complex visual images
- watches the course of a falling object

a. birth to 1 month

b. 2 to 4 months

c. 4 to 6 months

d. 6 to 8 months

e. 8 to 10 months

f. 10 - 12 months

A

c. 4 to 6 months

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65
Q

Match the milestone with the correct age group.

physical growth
- gains 85–140 g/week
- grows 1 cm/month
- growth rate slower than first 6 months

a. birth to 1 month

b. 2 to 4 months

c. 4 to 6 months

d. 6 to 8 months

e. 8 to 10 months

f. 10 - 12 months

A

d. 6 to 8 months

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66
Q

Match the milestone with the correct age group.

fine motor ability
- bangs objects held in hands
- transfers objects from one hand to the other
- beginning pincer grasp at times

a. birth to 1 month

b. 2 to 4 months

c. 4 to 6 months

d. 6 to 8 months

e. 8 to 10 months

f. 10 to 12 months

A

d. 6 to 8 months

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67
Q

Match the milestone with the correct age group.

gross motor ability
- most inborn reflexes extinguished
- sits alone steadily without support by 8 months
- likes to bounce on legs when held in standing position

a. birth to 1 month

b. 2 to 4 months

c. 4 to 6 months

d. 6 to 8 months

e. 8 to 10 months

f. 10 to 12 months

A

d. 6 to 8 months

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68
Q

Match the milestone with the correct age group.

sensory ability
- responds readily to sounds
- recognizes own name and responds by looking and smiling
- enjoys small and complex objects at play

a. birth to 1 month

b. 2 to 4 months

c. 4 to 6 months

d. 6 to 8 months

e. 8 to 10 months

f. 10 to 12 months

A

d. 6 to 8 months

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69
Q

Match the milestone with the correct age group.

physical growth
- gains 85–140 g (3–5 oz)/week
- grows 1 cm/month

a. birth to 1 month

b. 2 to 4 months

c. 4 to 6 months

d. 6 to 8 months

e. 8 to 10 months

f. 10 to 12 months

A

e. 8 to 10 months

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70
Q

Match the milestone with the correct age group.

fine motor ability
- picks up small objects
- uses pincer grasp well

a. birth to 1 month

b. 2 to 4 months

c. 4 to 6 months

d. 6 to 8 months

e. 8 to 10 months

f. 10 to 12 months

A

e. 8 to 10 months

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71
Q

Match the milestone with the correct age group.

gross motor ability
- crawls or pulls whole body along floor by arms
- creeps by using hands and knees to keep trunk off floor
- pulls self to standing and sitting by 10 months
- recovers balance when sitting

a. birth to 1 month

b. 2 to 4 months

c. 4 to 6 months

d. 6 to 8 months

e. 8 to 10 months

f. 10 to 12 months

A

e. 8 to 10 months

72
Q

Match the milestone with the correct age group.

sensory ability
- understands words such as “no” and “cracker”
- may say one word in addition to “mama” and “dada”

a. birth to 1 month

b. 2 to 4 months

c. 4 to 6 months

d. 6 to 8 months

e. 8 to 10 months

f. 10 to 12 months

A

e. 8 to 10 months

73
Q

Match the milestone with the correct age group.

physical growth
- gains 85–140 g/week
- grows 1 cm/month
- head circumference equals chest circumference
- triples birth weight by 1 year

a. birth to 1 month

b. 2 to 4 months

c. 4 to 6 months

d. 6 to 8 months

e. 8 to 10 months

f. 10 to 12 months

A

f. 10 to 12 months

74
Q

Match the milestone with the correct age group.

fine motor ability
- may hold crayon or pencil and make mark on paper
- places objects into containers through holes

a. birth to 1 month

b. 2 to 4 months

c. 4 to 6 months

d. 6 to 8 months

e. 8 to 10 months

f. 10 to 12 months

A

f. 10 to 12 months

75
Q

Match the milestone with the correct age group.

gross motor ability
- stands alone
- walks holding onto furniture
- sits down from standing

a. birth to 1 month

b. 2 to 4 months

c. 4 to 6 months

d. 6 to 8 months

e. 8 to 10 months

f. 10 to 12 months

A

f. 10 to 12 months

76
Q

Match the milestone with the correct age group.

sensory ability
- plays peek-a-boo and patty cake

a. birth to 1 month

b. 2 to 4 months

c. 4 to 6 months

d. 6 to 8 months

e. 8 to 10 months

f. 10 to 12 months

A

f. 10 to 12 months

77
Q

__________ is sometimes called the first adolescence.

A

toddlerhood

78
Q

Two toddlers tend to play with similar objects side by side, occasionally trading toys and words.

A

parallel play

79
Q

__________ communication includes pointing, pulling an adult over to a room or object, and speaking in expressive jargon.

A

toddler

80
Q

using unintelligible words with normal speech intonations as if truly communicating in words

A

expressive jargon

81
Q

T/F

Sometimes an upset toddler responds well to holding, rocking, and stroking.

A

true

82
Q

T/F

The nurse shouldn’t allow the toddler to cry. Do not acknoelwdge the fear.

A

false

83
Q

Match the milestone with the correct age group.

physical growth
- gains 227 g or more per month
- grows 9-12 cm during the year
- anterior fontanelle closes

a. 1 to 2 years

b. 2 to 3 years

c. 3 to 4 years

d. 4 to 5 years

A

a. 1 to 2 years

84
Q

What is the correct way to restrain a toddler?

A

above or below joints

85
Q

Match the milestone with the correct age group.

fine motor ability
- by end of second year, builds a tower of 4 blocks
- scribbles on paper
- can undress self
- throws a ball

a. 1 to 2 years

b. 2 to 3 years

c. 3 to 4 years

d. 4 to 5 years

A

a. 1 to 2 years

86
Q

Match the milestone with the correct age group.

gross motor skills
- runs
- shows growing ability to walk and finally walks with ease
- walks up and down stairs a few months after learning to walk with ease
- likes push-and-pull toys

a. 1 to 2 years

b. 2 to 3 years

c. 3 to 4 years

d. 4 to 5 years

A

a. 1 to 2 years

87
Q

Match the milestone with the correct age group.

physical growth
- gains 1.4-2.3 kg/year
- grows 5.6 cm/year

a. 1 to 2 years

b. 2 to 3 years

c. 3 to 4 years

d. 4 to 5 years

A

b. 2 to 3 years

88
Q

Match the milestone with the correct age group.

fine motor ability
- draws a circle and other rudimentary forms
- learns to pour learning to dress self

a. 1 to 2 years

b. 2 to 3 years

c. 3 to 4 years

d. 4 to 5 years

A

b. 2 to 3 years

89
Q

Match the milestone with the correct age group.

gross motor ability
- jumps
- kicks ball
- throws ball overhand

a. 1 to 2 years

b. 2 to 3 years

c. 3 to 4 years

d. 4 to 5 years

A

b. 2 to 3 years

90
Q

Match the milestone with the correct age group.

plays and toys
- refines fine motor skills by use of cloth books, large pencil and paper, wooden puzzles
- facilitates imitative behavior by playing kitchen, grocery shopping, toy telephone

a. infant to 1 year

b. 1 to 3 years

c. 3 to 6 years

d. 6 to 9 years

A

b. 1 to 3 years

91
Q

Match the milestone with the correct age group.

play and toys
- learns gross motor activities by riding Big Wheel tricycle, playing with soft ball and bat, molding water and sand, tossing ball or bean bag
- cognitive skills develop with exposure to educational television, shows, music, stories, and books

a. infant to 1 year

b. 1 to 3 years

c. 3 to 6 years

d. 6 to 9 years

A

b. 1 to 3 years

92
Q

Match the milestone with the correct age group.

communication
- increasingly enjoys talking
- exponential growth of vocabulary, especially when spoken and read to

a. infant to 1 year

b. 1 to 3 years

c. 3 to 6 years

d. 6 to 9 years

A

b. 1 to 3 years

93
Q

Match the milestone with the correct age group.

communication
- needs to release stress by pounding board, frequent gross motor activities, and occasional temper tantrums
- likes contact with other children and learns from interpersonal skills

a. infant to 1 year

b. 1 to 3 years

c. 3 to 6 years

d. 6 to 9 years

A

b. 1 to 3 years

94
Q

Match the milestone with the correct age group.

physical growth
- gains 1.5-2.5 kg/year
- grows 4-6 cm/year

a. infant to 1 year

b. 1 to 3 years

c. 3 to 6 years

d. 6 to 9 years

A

c. 3 to 6 years

95
Q

Match the milestone with the correct age group.

fine motor ability
- uses scissors
- draws circle, square, cross
- draws at least a six-part person

a. infant to 1 year

b. 1 to 3 years

c. 3 to 6 years

d. 6 to 9 years

A

c. 3 to 6 years

96
Q

Match the milestone with the correct age group.

fine motor ability
- enjoys art projects such as pasting, stringing beads, using clay
- learns to tie shoes at end of preschool years
- buttons clothes

a. infant to 1 year

b. 1 to 3 years

c. 3 to 6 years

d. 6 to 9 years

A

c. 3 to 6 years

97
Q

Match the milestone with the correct age group.

fine motor ability
- brushes teeth
- uses spoon, fork, knife
- eats three meals with snacks

a. infant to 1 year

b. 1 to 3 years

c. 3 to 6 years

d. 6 to 9 years

A

c. 3 to 6 years

98
Q

Match the milestone with the correct age group.

gross motor ability
- throws a ball overhand
- climbs wall
- rides bicycle

a. infant to 1 year

b. 1 to 3 years

c. 3 to 6 years

d. 6 to 9 years

A

c. 3 to 6 years

99
Q

Match the milestone with the correct age group.

sensory ability
- visual acuity continues to improve
- can focus on and learn letters and numbers

a. infant to 1 year

b. 1 to 3 years

c. 3 to 6 years

d. 6 to 9 years

A

c. 3 to 6 years

100
Q

Where does the most growth occur in preschool children?

a. the short bones of the arms and legs

b. the long bones of the hands and feets

c. the long bones of the arms and legs

d. the shorts bones of the hands and feet

A

c. the long bones of the arms and legs

101
Q

The preschool exhibits characteristics of __________ thought.

a. sensorimotor

b. preoperational

c. concrete operational

d. formal operational

A

b. preoperational

102
Q

ability to see things only from one’s point of view

a. egocentrism

b. transductive reasoning

c. centration

d. animism

A

a. egocentrism

103
Q

connecting two events in a cause-and-effect relationship simply because they occur together in time

a. egocentrism

b. transductive reasoning

c. centration

d. animism

A

b. transductive reasoning

104
Q

focusing on only one particular aspect of a situation

a. egocentrism

b. transductive reasoning

c. centration

d. animism

A

c. centration

105
Q

giving lifelike qualities to nonliving things

a. egocentrism

b. transductive reasoning

c. centration

d. animism

A

d. animism

106
Q

T/F

preschoolers do not interact with others during play

A

false

107
Q

when children interact with one another, engaging in similar activities and participating in groups

A

associative play

108
Q

a child acts out the drama of daily life or in which medical situations encountered are reenacted by the child

A

dramatic play

109
Q

Match the milestone with the correct age group.

play and toys
- associative play is facilitated by simple games, puzzles, nursery rhymes, songs
- dramatic play is fostered by dolls and doll clothes, play houses and hospitals, dress-up clothes, puppers

a. infant to 1 year

b. 1 to 3 years

c. 3 to 6 years

d. 6 to 9 years

A

c. 3 to 6 years

110
Q

Match the milestone with the correct age group.

play and toys
- stress is relieved by pens, paper, glue, scissors
- cognitive growth is fostered by educational television shows, music, stories, and books

a. infant to 1 year

b. 1 to 3 years

c. 3 to 6 years

d. 6 to 9 years

A

c. 3 to 6 years

111
Q

Match the milestone with the correct age group.

communication
- all parts of speech are developed and used, occasionally incorrectly
- communicates with a widening array of people
- play with other children is a favorite activity

a. infant to 1 year

b. 1 to 3 years

c. 3 to 6 years

d. 6 to 9 years

A

c. 3 to 6 years

112
Q

Which of the following physical changes are typically observed in school-age children? (Select all that apply.)

A. Increase in muscle mass and a leaner appearance
B. Rapid growth in height for both boys and girls equally at age 12
C. Loss of deciduous teeth and eruption of permanent teeth beginning around age 6
D. Decrease in size and body proportions compared to pre-school years
E. Maturation of the immune system leading to fewer illnesses

A

A. Increase in muscle mass and a leaner appearance
C. Loss of deciduous teeth and eruption of permanent teeth beginning around age 6
E. Maturation of the immune system leading to fewer illnesses

113
Q

A school-age child is being evaluated for appropriate physical development. Which of the following findings would be considered normal?

A. Permanent molars have all erupted by age 10.
B. The child’s urinary system adjusts to changes in fluid status efficiently.
C. Deciduous teeth are still intact at age 8 without any permanent teeth erupting.
D. The child demonstrates limited fine motor skills compared to a toddler.

A

B. The child’s urinary system adjusts to changes in fluid status efficiently.

Rationale: By the school-age period, the urinary system is more developed and can effectively handle changes in fluid status.

114
Q

During a well-child check-up, the nurse teaches parents about proper dental care for their 7-year-old. Which of the following instructions are appropriate? (Select all that apply.)

A. Ensure fluoride supplementation if the water supply is not fluoridated.
B. Monitor for loose teeth prior to events like surgery.
C. Focus exclusively on brushing; flossing is unnecessary at this age.
D. Regularly schedule dental examinations to assess tooth alignment.
E. Avoid fluoride treatments to prevent enamel damage.

A

A. Ensure fluoride supplementation if the water supply is not fluoridated.
B. Monitor for loose teeth prior to events like surgery.
D. Regularly schedule dental examinations to assess tooth alignment.

115
Q

A nurse is assessing a school-age child’s growth and development. Which finding indicates that the child may be experiencing a normal growth spurt?

A. Increased complaints of muscle pain and fatigue

B. Loss of appetite

C. Stable height with no changes over a year

D. Rapid increase in weight with no change in height

A

A. Increased complaints of muscle pain and fatigue

Rationale: Growth spurts often lead to muscle pain and fatigue as bones and muscles grow rapidly.

116
Q

Which of the following statements accurately describes a typical characteristic of school-age children’s physical growth and development?

A. Boys typically start their growth spurt around age 8.

B. Permanent teeth begin to replace deciduous teeth around age 6.

C. The immune system of school-age children is still immature, causing frequent illnesses.

D. School-age children generally have shorter limbs compared to earlier stages of development.

A

B. Permanent teeth begin to replace deciduous teeth around age 6.

117
Q

A nurse is educating parents about nutritional needs during a growth spurt for school-age children. Which statement by the parents indicates a need for further teaching?

A. “We will increase the amount of protein in our child’s diet during this period.”

B. “Our child does not need any more calories than before since their size is similar.”

C. “We’ll make sure our child has access to healthy snacks throughout the day.”

D. “We’ll ensure our child eats meals that are rich in essential vitamins and minerals.”

A

B. “Our child does not need any more calories than before since their size is similar.”

Rationale: Nutritional needs, including caloric intake, increase during growth spurts due to rapid physical changes.

118
Q

During a health assessment of a 9-year-old child, which finding is expected based on typical development during the school-age period?

A. Immature urinary system unable to handle fluid changes

B. Complete set of all 30 permanent teeth

C. Ability to participate in complex sports and refined physical activities

D. Decreased muscle mass with an increase in fat distribution

A

C. Ability to participate in complex sports and refined physical activities

Rationale: Physical skills are refined during this period, allowing children to engage in complex sports and physical activities.

119
Q

A 10-year-old child is scheduled for surgery. What preoperative dental-related care should the nurse prioritize?

A. Assessing the alignment of all permanent molars

B. Ensuring any loose teeth are identified and documented

C. Providing additional fluoride supplementation

D. Recommending a follow-up appointment for orthodontic care

A

B. Ensuring any loose teeth are identified and documented

120
Q

Which of the following cognitive abilities is typically developed during the school-age years?

A. Abstract thinking and hypothetical reasoning

B. Mastery of the concept of conservation

C. Complete independence from concrete experiences for understanding

D. Inability to consider alternative solutions to problems

A

B. Mastery of the concept of conservation

Rationale: School-age children learn the concept of conservation, understanding that matter remains the same even when its form changes.

121
Q

A nurse is explaining a procedure to an 8-year-old child. Which statement reflects the child’s cognitive development stage?

A. “The procedure will change how your arm works permanently.”

B. “Your arm will look the same after the cast is removed.”

C. “This treatment will alter your identity.”

D. “You should be able to imagine how your arm will feel after surgery.”

A

B. “Your arm will look the same after the cast is removed.”

Rationale: The concept of conservation allows a school-age child to understand that despite a temporary change (e.g., a cast), the arm will look and function as it did before.

122
Q

A school-age child asks why their incision will heal. Based on the cognitive stage of development, which of the following nursing explanations is most appropriate?

A. “Your body will change forever, but you’ll adapt.”

B. “The healing process is like your body’s way of fixing itself, and soon it will look like it did before.”

C. “You need to imagine that it never happened.”

D. “Your body can’t fully return to how it was, but you can learn to manage.”

A

B. “The healing process is like your body’s way of fixing itself, and soon it will look like it did before.”

Rationale: This explanation aligns with the child’s ability to understand that changes like incisions can heal and revert back to their original form, consistent with the concept of conservation.

123
Q

A nurse wants to explain a treatment plan to a school-age child. Which of the following approaches should the nurse use? Select all that apply.

A. Provide concrete examples and use visuals to explain concepts.

B. Ask the child to imagine hypothetical outcomes of the treatment.

C. Allow the child to handle equipment when safe.

D. Use abstract reasoning to discuss complex treatment scenarios.

E. Compare the treatment process to everyday experiences familiar to the child.

A

A. Provide concrete examples and use visuals to explain concepts.

C. Allow the child to handle equipment when safe.

E. Compare the treatment process to everyday experiences familiar to the child.

124
Q

A 7-year-old child struggles with the concept of conservation. Which scenario would best help the nurse evaluate if the child has mastered this concept?

A. Observing if the child understands complex mathematics involving fractions

B. Asking the child if a pile of coins spread out is still the same amount when gathered together

C. Discussing how characters change over time in a story

D. Asking the child about their favorite abstract piece of art

A

B. Asking the child if a pile of coins spread out is still the same amount when gathered together

Rationale: Testing with a concrete example, such as recognizing the unchanged quantity of coins when spread out versus grouped, is an effective way to evaluate mastery of conservation.

125
Q

Which of the following is a characteristic of cooperative play in school-age children?

A. Individual play without regard for rules

B. Play focused solely on winning, disregarding cooperation

C. Cooperation with others and adherence to rules in team-based activities

D. Role-playing imaginary characters with no rules or structure

A

C. Cooperation with others and adherence to rules in team-based activities

Rationale: School-age children engage in cooperative play, working together in team-based activities with a focus on following rules and fulfilling their roles.

126
Q

The nurse observes a group of school-age children playing a game together. Which behavior would the nurse expect to see?

A. Frequent arguments about rule changes

B. Cooperative role fulfillment and adherence to rules

C. Inability to maintain attention on the game

D. Playing independently with minimal social interaction

A

B. Cooperative role fulfillment and adherence to rules

127
Q

What is a common psychosocial impact of hospitalization on a school-age child?

A. Complete indifference to separation from friends

B. Increased desire to interact with hospital staff

C. Feelings of sadness and purposelessness due to separation from playmates

D. Total contentment as long as television and video games are available

A

C. Feelings of sadness and purposelessness due to separation from playmates

128
Q

Which statement about the impact of screen time on school-age children’s play is accurate?

A. Increased screen time has no effect on physical play.

B. Television viewing enhances cooperative play with peers.

C. Increased screen time is linked to poor nutritional status and high rates of overweight.

D. Screen time improves socialization skills among children.

A

C. Increased screen time is linked to poor nutritional status and high rates of overweight.

129
Q

A nurse is planning care for a hospitalized school-age child. Which intervention would best support their psychosocial development?

A. Restricting visits from friends to reduce noise and distraction

B. Encouraging solitary activities such as reading

C. Allowing frequent visits or calls from friends

D. Providing only passive forms of entertainment, such as movies

A

C. Allowing frequent visits or calls from friends

Rationale: Visits or calls from friends help mitigate feelings of sadness and maintain social connections during hospitalization.

130
Q

Which of the following would be an appropriate intervention when discharging a school-age child with a cast?

A. Informing the child that they cannot engage in any activities

B. Allowing all activities regardless of safety concerns

C. Discussing which activities are safe and which to avoid

D. Encouraging only passive play with minimal movement

A

C. Discussing which activities are safe and which to avoid

131
Q

The desire of school-age children to spend playtime with friends demonstrates which aspect of their development?

A. Independence from social interaction

B. Preference for solitary play

C. Importance of structured and cooperative play

D. Inability to understand social rules

A

C. Importance of structured and cooperative play

132
Q

Which behavior is typical of school-age children during team sports? Select all that apply.

A. Arguing over every rule

B. Cooperating to achieve a common goal

C. Taking turns and following rules

D. Struggling to understand team roles

E. Insisting on precise adherence to rules

A

B. Cooperating to achieve a common goal

C. Taking turns and following rules

E. Insisting on precise adherence to rules

133
Q

A school-age child expresses frustration when another child breaks a game rule. What does this behavior reflect?

A. A lack of social maturity

B. The child’s need for structure and order

C. Poor understanding of game mechanics

D. Disinterest in cooperative activities

A

B. The child’s need for structure and order

134
Q

A nurse observes a 6-year-old attempting to play baseball. What is a typical behavior for a child of this age?

A. Mastery of complex game strategies

B. Limited ability to hold the bat properly

C. Disinterest in rules of the game

D. Cooperation in understanding and fulfilling a team role

A

D. Cooperation in understanding and fulfilling a team role

Rationale: By age 6, children develop the ability to hold a bat, cooperate with teammates, and begin to understand game rules.

135
Q

The nurse is providing education to the parents of a child classified as “difficult” in temperament. Which recommendation should the nurse make?

A. Create a quiet environment for completing homework

B. Ignore any problematic behaviors and avoid correction

C. Enroll the child in multiple activities to prevent boredom

D. Limit rewards for focused effort to avoid dependence

A

A. Create a quiet environment for completing homework

136
Q

Which strategy would best support a “slow-to-warm-up” child in school?

A. Expect the child to adapt quickly without assistance

B. Encourage participation in new activities and group experiences

C. Discourage trying new activities to avoid discomfort

D. Place the child in highly competitive situations to build confidence

A

B. Encourage participation in new activities and group experiences

137
Q

A school-age child classified as “easy” in temperament is starting a new school. What behavior would the nurse expect?

A. Difficulty forming new friendships

B. High levels of anxiety and fear of change

C. Quick adaptation to the new environment

D. Resistance to change in routine

A

C. Quick adaptation to the new environment

138
Q

Which of the following are key considerations when discussing sexuality with school-age children? Select all that apply.

A. Provide factual, age-appropriate information

B. Assume children have limited interest in sexual topics

C. Avoid discussions to prevent embarrassment

D. Ask questions to gauge the child’s understanding

E. Encourage healthy self-image and body awareness

A

A. Provide factual, age-appropriate information

D. Ask questions to gauge the child’s understanding

E. Encourage healthy self-image and body awareness

139
Q

A nurse is teaching school-age children about body changes during puberty. Which approach is most appropriate?

A. Avoid the topic until the child raises questions

B. Use simple and factual explanations

C. Provide complex medical terminology

D. Give vague information to protect their innocence

A

B. Use simple and factual explanations

Rationale: Clear and factual explanations are best to foster a positive self-image and correct any misconceptions.

140
Q

A school-age child enjoys keeping a journal of their hospital experiences. This activity primarily supports which developmental need?

A. Physical activity

B. Cognitive development through creative expression

C. Social interaction with peers

D. Avoidance of new experiences

A

B. Cognitive development through creative expression

Rationale: Journaling allows for cognitive development through writing and creative expression, helping to process experiences.

141
Q

What is an appropriate communication strategy for a school-age child who makes grammatical errors?

A. Ignore the errors to avoid embarrassment

B. Correct errors gently and provide examples

C. Expect mastery of advanced grammar

D. Discourage writing activities until speech improves

A

B. Correct errors gently and provide examples

142
Q

The nurse is assessing a school-age child’s vocabulary. Which finding is typical at this age?

A. Limited understanding of new words
B. Declining interest in communication
C. Ability to understand parts of speech
D. Reliance solely on literal meanings of words

A

C. Ability to understand parts of speech

143
Q

Parents are advised to encourage a child with a “difficult” temperament to focus during homework. Which strategy should be recommended?

A. Avoid any form of rewards for concentration

B. Allow homework completion in a noisy setting

C. Offer a reward, such as screen time, after completing homework

D. Limit homework time to prevent stress

A

C. Offer a reward, such as screen time, after completing homework

144
Q

A child classified as “slow-to-warm-up” is hesitant to engage in a new sport. Which approach should the nurse suggest?

A. Insist on immediate participation

B. Encourage gradual involvement with support

C. Limit exposure to avoid discomfort

D. Focus on individual activities without social interaction

A

B. Encourage gradual involvement with support

145
Q

Which factor can contribute to sexual misconceptions in school-age children? Select all that apply.

A. Friends
B. Accurate information from parents
C. Television shows
D. Siblings
E. School lessons

A

A. Friends
C. Television shows
D. Siblings

146
Q

Why is it important for school-age children to understand the changes occurring in their bodies?

A. To develop a healthy self-image

B. To prevent curiosity about sexuality

C. To avoid discussions about puberty

D. To reduce interactions with peers

A

A. To develop a healthy self-image

147
Q

The nurse is working with a school-age child on improving communication. What activity might be recommended?

A. Passive screen time with minimal engagement
B. Keeping a journal of daily experiences
C. Avoiding written expression due to errors
D. Focusing only on verbal communication

A

B. Keeping a journal of daily experiences

148
Q

A parent is concerned about their school-age child’s difficulty adapting to a new classroom environment. The child was described as having a “slow-to-warm-up” temperament. Which nursing recommendation is most appropriate?

A. Encourage immediate involvement in all group activities

B. Limit interactions to only one peer to avoid overstimulation

C. Provide opportunities for gradual exposure and support new experiences

D. Expect the child to quickly overcome their adaptation difficulties without intervention

A

C. Provide opportunities for gradual exposure and support new experiences

149
Q

During adolescence, which of the following physical changes is typically the last to occur in girls?

A. Growth of pubic hair
B. Menstruation
C. Increase in breast size
D. Onset of growth spurt

A

B. Menstruation

150
Q

Which statement best describes the prepubescent growth spurt in boys?

A. It typically begins at an average age of 10 years.
B. It occurs concurrently with the onset of menstruation.
C. It usually starts around 13 years of age.
D. It is characterized solely by an increase in weight.

A

C. It usually starts around 13 years of age.

Rationale: The prepubescent growth spurt in boys typically begins at around 13 years of age. In girls, it tends to start earlier, at around 10 years.

151
Q

The nurse is assessing an adolescent’s growth and development. Which of the following changes should be expected? (Select all that apply)

A. Deepening of the voice in boys
B. Completion of all body organ maturation
C. Decrease in muscle mass
D. Onset of pubic hair growth in boys and girls

A

A. Deepening of the voice in boys
B. Completion of all body organ maturation
D. Onset of pubic hair growth in boys and girls

152
Q

A nurse is educating parents of adolescents about physical changes during puberty. Which statement would be appropriate to include?

A. “Physical changes occur uniformly among all adolescents.”
B. “Boys generally begin their growth spurt earlier than girls.”
C. “Adolescents must adapt to changes in height, weight, and body proportions.”
D. “Hormonal changes do not contribute significantly to identity formation.”

A

C. “Adolescents must adapt to changes in height, weight, and body proportions.”

153
Q

Which of the following characteristics is a hallmark of identity formation during adolescence?

A. Avoidance of social relationships

B. Role confusion and purposelessness

C. Physical changes with minimal psychological impact

D. Developing a sense of self-worth

A

D. Developing a sense of self-worth

Rationale: D. Developing a sense of self-worth and identity is a hallmark of adolescence. Role confusion may occur if a healthy identity is not formed.

154
Q

An adolescent expresses concerns about their body odor and increased sweating. The nurse explains that this is due to maturation of which glands?

A. Sebaceous and thyroid glands
B. Apocrine and eccrine glands
C. Endocrine and adrenal glands
D. Parotid and lymphatic glands

A

B. Apocrine and eccrine glands

Rationale: The maturation of apocrine and eccrine glands during adolescence leads to increased sweating and body odor.

155
Q

A nurse is counseling an adolescent who feels insecure about physical differences with peers. Which of the following responses is appropriate?

A. “All adolescents mature at the same rate.”
B. “It is normal for adolescents to experience variability in the timing of physical changes.”
C. “You should try to accelerate your growth.”
D. “These changes will be permanent.”

A

B. “It is normal for adolescents to experience variability in the timing of physical changes.”

Rationale: Adolescents experience great variability in the timing and progression of physical changes. This reassurance helps normalize their feelings.

156
Q

What is the expected outcome for adolescents who fail to establish a healthy sense of self-identity?

A. Increased interest in sports
B. Improved academic performance
C. Role confusion and purposeless struggling
D. Strong peer relationships

A

C. Role confusion and purposeless struggling

Rationale: Failure to develop a healthy self-identity can lead to role confusion and a lack of direction or purpose.

157
Q

The nurse is discussing the concept of puberty with a group of adolescents. Which of the following statements is true about puberty in boys?

A. Facial hair growth occurs before pubic hair growth.

B. Puberty ends with an increase in breast size.

C. The size of the penis and testes increases during puberty.

D. Boys generally experience puberty before girls

A

C. The size of the penis and testes increases during puberty.

158
Q

A parent asks about how to help their adolescent develop a healthy self-image during puberty. Which suggestion by the nurse is best?

A. “Avoid discussing physical changes with your child.”
B. “Provide factual information about bodily changes and sexual health.”
C. “Limit their social interactions to reduce peer pressure.”
D. “Do not address questions about sexuality.”

A

B. “Provide factual information about bodily changes and sexual health.”

159
Q

Which of the following best describes the cognitive abilities of an adolescent in Piaget’s stage of formal operational thought?

A. Reliance on concrete experiences for reasoning
B. Limited understanding of abstract concepts
C. Ability to reason abstractly about concepts like justice and power
D. Complete dependence on parental guidance for decision-making

A

C. Ability to reason abstractly about concepts like justice and power

160
Q

An adolescent’s newfound ability to reason abstractly is most likely to result in which of the following behaviors?

A. Increased dependence on parents for decisions
B. Disinterest in social and moral issues
C. More frequent engagement in debates and discussions about values
D. Avoidance of challenging societal norms

A

C. More frequent engagement in debates and discussions about values

161
Q

The nurse understands that the desire for independence in adolescents is primarily driven by which of the following?

A. A lack of parental support

B. The need to establish their own identity and values

C. Immaturity in cognitive development

D. Fear of responsibility

A

B. The need to establish their own identity and values

162
Q

Which of the following behaviors is consistent with cognitive development in adolescents according to Piaget’s theory? (Select all that apply)

A. An ability to think concretely and focus only on physical objects

B. Understanding complex concepts such as beauty and justice

C. Experimenting with risky behaviors to establish identity

D. Complete reliance on authority figures for moral guidance

A

B. Understanding complex concepts such as beauty and justice

C. Experimenting with risky behaviors to establish identity

163
Q

The nurse is providing education to parents about changes in cognitive development during adolescence. Which statement by the nurse is appropriate?

A. “Adolescents tend to think only in literal terms.”
B. “You should expect your child to challenge your beliefs and values.”
C. “Your child will always prioritize parental views over peer influence.”
D. “Concrete reasoning skills decrease during adolescence.”

A

B. “You should expect your child to challenge your beliefs and values.”

Rationale: Adolescents often challenge parental beliefs and values as they explore their identity and develop their own set of principles, which is a normal part of cognitive development in this stage.

164
Q

A nurse is discussing psychosocial development with the parents of a teenager. Which of the following activities should the nurse emphasize as a key component of adolescent socialization and identity formation?

A. Spending time primarily with family
B. Isolating themselves from social interactions
C. Engaging in peer group activities and social events
D. Limiting interactions to academic settings

A

C. Engaging in peer group activities and social events

Rationale: Peer group activities play a crucial role in adolescent development by helping teens establish their identity, learn social skills, and develop meaningful relationships. These interactions are central to their psychosocial development.

165
Q

An adolescent patient expresses interest in joining extracurricular school activities. The nurse understands that participation in these activities primarily contributes to which of the following aspects of adolescent development?

A. Increased dependence on parental guidance
B. Avoidance of peer pressure
C. Development of social skills and independence
D. Isolation from peers

A

C. Development of social skills and independence

166
Q

A nurse is educating parents on adolescent behavior. Which of the following statements by the parents indicates understanding of psychosocial changes during adolescence?

A. “Our child should continue to spend most of their time with family to avoid peer influence.”

B. “Peer interactions are important for our child’s social development and identity.”

C. “Adolescents do not benefit much from sports or group activities.”

D. “Our child should focus solely on academic activities to prepare for the future.”

A

B. “Peer interactions are important for our child’s social development and identity.”

167
Q

A nurse is discussing temperament with the parents of a teenage patient. Which of the following statements by the parents indicates a need for further teaching?

A. “Our teen’s temperament is likely to change drastically during adolescence.”

B. “Our teen’s personality traits are likely consistent with their early childhood temperament.”

C. “Our child may display more independence and potentially challenging behaviors during adolescence.”

D. “Understanding our teen’s personality type can help us provide structure and support.”

A

A. “Our teen’s temperament is likely to change drastically during adolescence.”

Rationale: While adolescence may bring changes in behavior, temperament is relatively stable from childhood to the teenage years. Changes may reflect responses to developmental challenges but do not typically indicate a drastic change in overall temperament.

168
Q

The nurse is counseling parents on managing their adolescent’s temperament. Which approach is recommended to support the adolescent’s development?

A. Providing structure while supporting the adolescent’s individuality
B. Ignoring any differences in personality type
C. Enforcing strict discipline with little room for autonomy
D. Expecting the adolescent to adopt the same temperament as their peers

A

A. Providing structure while supporting the adolescent’s individuality

169
Q

Which of the following is an example of how temperament may manifest in an adolescent who was an easily stimulated infant?

A. Maintaining a perfectly organized and quiet study space
B. Preferring routine and fixed schedules
C. Avoiding new and challenging activities
D. Displaying a chaotic schedule, messy room, and interest in various activities

A

D. Displaying a chaotic schedule, messy room, and interest in various activities

Rationale: An adolescent who was an easily stimulated infant may show similar characteristics as a teenager, such as having a busy schedule, a messy room, and engagement in multiple interests, reflecting their early temperament traits

170
Q

A nurse is caring for an adolescent patient with a chronic health condition. Which of the following interventions is most effective in promoting the adolescent’s adherence to care?

A. Providing repeated strict instructions on managing the condition

B. Allowing parents to handle all aspects of the condition management

C. Introducing the adolescent to peers who manage the same condition successfully

D. Focusing solely on educational pamphlets and handouts

A

C. Introducing the adolescent to peers who manage the same condition successfully

171
Q

A healthcare provider is taking a health history from an adolescent. To promote accurate disclosure of information, which of the following actions should the nurse take?

A. Ensure a parent is present at all times
B. Guarantee that the adolescent will not speak with the provider alone
C. Provide an opportunity for the adolescent to speak privately with the healthcare provider
D. Allow only group interviews with peers present

A

C. Provide an opportunity for the adolescent to speak privately with the healthcare provider

172
Q

Which developmental milestone is expected during the infancy period?

A. Mastery of abstract reasoning
B. Rapid physical growth and emerging cognitive skills
C. Increasing independence and social skill mastery
D. Significant social role experimentation

A

B. Rapid physical growth and emerging cognitive skills

173
Q

What does resiliency theory primarily focus on when assessing children and families?

A. The effect of genetic predispositions

B. Risk and protective factors during crises

C. Cognitive development milestones

D. Language and social skills

A

B. Risk and protective factors during crises

174
Q

In applying Bronfenbrenner’s ecologic theory, which of the following influences should a nurse consider as part of the child’s microsystem?

A. Mass media
B. Societal norms
C. Cultural beliefs
D. Family relationships

A

D. Family relationships

175
Q

When using Piaget’s theory of cognitive development, which stage is characteristic of a school-age child?

A. Concrete operational
B. Preoperational
C. Sensorimotor
D. Formal operational

A

A. Concrete operational

176
Q

According to Erikson’s psychosocial theory, which developmental task should be mastered during adolescence?

A. Trust versus mistrust
B. Industry versus inferiority
C. Identity versus role confusion
D. Initiative versus guilt

A

C. Identity versus role confusion

177
Q

During a routine visit, an adolescent reports engaging in sexual activity but denies using any form of birth control or protection. Which is the nurse’s priority action?

A. Reprimand the adolescent for their behavior
B. Provide education on contraceptive options and STI prevention
C. Instruct the adolescent to avoid further sexual encounters
D. Inform the parents immediately without consent

A

B. Provide education on contraceptive options and STI prevention

NUR240 - Pediatrics (7 decks)

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