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NCM-N 107 > growth and development > Flashcards

growth and development Flashcards

1
Q

used to denote an increase in physical size
or a quantitative change

A

GROWTH

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2
Q

used to indicate an increase in skill or the
ability to function; a qualitative change
* can be measured by observing a child’s
ability to perform specific tasks

A

DEVELOPMENT

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3
Q

head-to-tail, direction, and reflect the physical development and maturation
of neuromuscular function.

A

Cephalocaudal

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3
Q

growth rate of neonate

A

most rapid (1st 28 days of life)

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3
Q

Near-to far, direction (midline to periphery). In the infant, shoulder Control
precedes mastery of the hands, the entire hand is used as a unit before the
fingers can be manipulated.

A

Proximodistal

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3
Q

development from simple operations to more complex activities and
functions.

A

differentiation

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3
Q

PRINCIPLES OF GROWTH & DEVELOPMENT

A

Process that is continuous
Elevation of skills from gross to fine motor
Development from proximal to distal
It needs an optimum time for initiation of learning experiences
A must to proceed in an orderly sequence
To follow a predictable & definite pattern
Requires practice to learn behavior & skills
It is cephalocaudal
Can develop when neonatal reflexes disappear
Systems in the body don’t develop at the same rate

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4
Q

growth rate of toddler

A

Slow (1-3 y.o)

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4
Q

growth rate of presschooler

A

alternating

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4
Q

growth rate of schooler

A

slower

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4
Q

Weight: doubles by 5 or 6 months; triples by 1 year

A

infant

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4
Q

Teeth: erupt by 6 months; has 6-8 deciduous teeth by 1
year of age

A

infant

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4
Q

Weight: Gains 8 oz or more a month from 1 to 2 years;
Gains 3 to 5 lbs a year from 2 to 3 years of age

A

toddler

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5
Q

growth rate of adolescent

A

rapid

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5
Q

Height: increase of 1 ft by 1 year of age

A

infant

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6
Q

Height: grows 3-5 inches from 1-2 years of age; from 2-3
years, grows 2-2.5 inches per year

A

toddler

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7
Q

Teeth: has 20 deciduous teeth by 3 years

A

toddler

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8
Q

Weight: gains 3-5 lbs a year

A

preschool and school

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9
Q

Height: grows 1.5-2.5 inches a year

A

preschool and school

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10
Q

The nurse observes that during feeding the newborn looks at the mother’s face and holds
her finger. According to Piaget, these observations indicate the child is in which phase of
development

A

Sensorimotor

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11
Q

The nurse is caring for a toddler who has recently turned 2 years old. Of the following behav
iors by the toddler, which would indicate the toddler is attempting to become autonomous?
The toddler

A

walks alone around the room.

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12
Q

Oral Stage/ Phase nursing intervention

A

*Provide oral stimulation by giving pacifiers.

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13
Q

Anal Stage NI

A

Help children achieve bowel and bladder control undue emphasis on shame

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14
Q

phallic stage NI

A

Accept children’s sexual interest, such as fondling their own genitals, as a normal area of
exploration. Help parents answer child’s questions about birth or sexual differences.

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15
Q

Latency Stage (NI)

A

*Help children have positive experiences with learning so their self-esteem continues to
grow and they can prepare for the conflicts of adolescence.

16
Q

Genital Stage (NI)

A

*Provide appropriate opportunities for the child to relate with opposite sex; allow to child to
verbalize feelings about new relationships.

17
Q

Trust vs Mistrust (NI)

A

Provide a primary caregiver.
 Provide experiences that add security, such as soft sounds and touch.
 Provide visual stimulation for active child involvement.

18
Q

Autonomy vs Shame & Doubt (NI)

A

 Provide opportunities for decision making, such as offering choices of clothes to wear or
toys to play with. Praise for ability to make decisions rather than judging correctness of
decision.

19
Q

Initiative vs Guilt (NI)

A

Provide opportunities for exploring new places or activities. Allow play to include activities
involving water, clay for modeling), or finger paint.

20
Q

Industry vs Inferiority (NI)

A

Provide opportunities such as allowing child to assemble and complete a short project so
that child feels rewarded for the accomplishment.

21
Q

identity vs Role confusion (NI)

A

Provide opportunities for adolescent to discuss feelings about events important to him or
her.
Offer support and praise for decision making.

22
Q

Intimacy is the ability to relate well with other people, not only with members of the opposite
sex but also with one’s own sex to form long-lasting friendships.

A

Intimacy vs Isolation

23
Q

People extend their concern from just themselves and their families to the community and
the world.

A

Generativity vs Stagnation

24
Q

People with a sense of _____– are self-confident and better able to juggle their various
lives

A

generativity

25
Q

Older adults with ______ feel good about the life choices they have made;

A

INTEGRITY

26
Q

those with a feeling of _____ wish life could begin over again so that things could turn out
differently.

A

DESPAIR

27
Q

refer to activities related to a child’s own body

A

*“primary”

28
Q

refers to activities that are separate from a child’s body

A

secondary

29
Q

to show that repetition of behavior occurs

A

circulatory reaction

30
Q

Stimuli are assimilated into beginning mental images.
Behavior entirely reflective

A

Neonatal Reflex

31
Q

Hand-mouth and ear-eye coordination develop.
Enjoyable activity: a rattle or tape of parent’s voice

A

Primary Circular Reaction

32
Q

Infant learns to initiate, recognize and repeat pleasurable
experiences from environment. Good toy: mirror; Good
game: peek-a-boo

A

Secondary Circular Reaction

33
Q

INfant can plan activities to attain specific goals. Good
toy: nesting toys (colored boxes)

A

Coordination of Secondary
Reaction

34
Q

Child is able to experiment to discover new properties of
objects and events. Good game: throw and retrieve

A

Tertiary Circular Reaction

35
Q

Transitional phase to preoperational thought period.
Good toys: those with several uses (blocks, colored
plastic rings)

A

Invention of new means
through mental combinations

36
Q

child in this phase of development is egocentric

A

Preoperational Phase (Ages 2–7 Years)

37
Q

child has no concept of quantity; if it looks like more, it is more sense of time is not yet
developed

A

Preoperational Phase (Ages 2–7 Years)

38
Q

children are able to use symbols to represent objects.

A

Preoperational Phase (Ages 2–7 Years)

39
Q

Toddlers draw conclusions only from obvious facts they see

A

Preoperational Phase (Ages 2–7 Years)

40
Q

Good toy for this period: items that require imagination, such as modeling clay

A

Preoperational Phase (Ages 2–7 Years)

41
Q

children develop the ability to begin problem solving in a concrete, systematic way.

A

Concrete Operations (Ages 7–11 Years)

42
Q

Concrete Operations (Ages 7–11 Years) (NI)

A

Good activity for this period: collecting and classifying natural objects such as native plants,
sea shells, etc.

43
Q

Formal Operations (Ages 12–15 Years) (NI)

A

*Good activity for this period: “talk time” to sort through attitudes and opinions.

44
Q

1.OBEDIENCE & PUNISHMENT ORIENTATION
2.INDIVIDUALISM & EXCHANGE

A

PRE CONVENTIONAL

45
Q

FOLLOWS RULES SET
BY THOSE IN AUTHORITY
ADJUST BEHAVIOR AC
CORDING TO GOOD/
BAD & RIGHT/WRONG

A

PRE CONVENTIONAL

46
Q

GOOD
INTERPERSONAL
RELATIONSHIPS

  1. MAINTAINS SOCIAL
    ORDER
A

CONVENTIONAL

47
Q

SEEKS CONFORMITY
& LOYALTY

  • FOLLOWS RULES
    *MAINTAINS SOCIAL
    ORDER
A

CONVENTIONAL

48
Q

SOCIAL
CONTRACT & IN
DIVIDUAL RIGHTS

  1. UNIVERSAL
    PRINCIPLES
A

POST CONVENTIONAL

49
Q

*CONSTRUCTS A
PERSONAL &
FUNCTIONAL VALUE SYSTEM INDE
PENDENT OF AUTHORITY FIGURES & PEERS

A

POST CONVENTIONAL

50
Q

Refers to the totality of being a person which includes all aspects of the human being that
relate specifically to being a boy or a girl, a man or a woman

A

SEXUALITY

51
Q

SEXUALITY Nursing Responsibilities (FACES)

A

Factual and accurate information
Appropriate language for explanations
Correct terminology to dispel misconceptions
Ensure cultural sensitivity and respect local beliefs
Support open communication with parents

52
Q

SELF-CONCEPT

A

a subject sense of self and complex mixture of unconscious and conscious thoughts, attitudes and perception
a positive self concept gives a sense of meaning, wholeness, consistency
healthy self concept has a high degree of stability a nd generates positive feeling towards the self
self esteem is closely related

NCM-N 107 (11 decks)

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