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MCN miss tabs Flashcards

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1
Q

Erik Erikson developmental theory?

A

Psychosocial Development

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2
Q

Piaget developmental theory?

A

Cognitive Development

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3
Q

Sigmund Freud developmental theory?

A

Psychosexual Development

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4
Q

ERIKSON’S THEORY OF PSYCHOSOCIAL
DEVELOPMENT: INFANT

A

Trust vs. Mistrust
-learns to be
love and be
loved

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5
Q

Picky eater

A

Toddler

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6
Q

ERIKSON’S THEORY OF PSYCHOSOCIAL
DEVELOPMENT: TODDLER

A

Autonomy vs. Shame and doubt.

– learns to be independent
and make decisions for self

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7
Q

ERIKSON’S THEORY OF PSYCHOSOCIAL
DEVELOPMENT: PRE-SCHOOL

A

Initiative vs guilt

–learns how to do things

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8
Q

ERIKSON’S THEORY OF PSYCHOSOCIAL
DEVELOPMENT: SCHOOL AGE

A

Industry vs. inferiority

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9
Q

ERIKSON’S THEORY OF PSYCHOSOCIAL
DEVELOPMENT: ADOLESCENTS

A

Identity vs. role confusion

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10
Q

FREUD’S STAGES OF PSYCHOSEXUAL
DEVELOPMENT THEORY: Infant

A

ORAL STAGE:
child explores the world by
using mouth, especially the
tongue

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11
Q

FREUD’S STAGES OF PSYCHOSEXUAL
DEVELOPMENT THEORY: Toddler

A

ANAL STAGE:
child learns to control
urination and defecation

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12
Q

FREUD’S STAGES OF PSYCHOSEXUAL
DEVELOPMENT THEORY: PRESCHOOLER

A

PHALLIC STAGE:
learns sexual identity through awareness of
genital area

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13
Q

FREUD’S STAGES OF PSYCHOSEXUAL
DEVELOPMENT THEORY: SCHOOL AGE

A

LATENT STAGE:
child’s personality development appears to be
nonreactive or dormant

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13
Q

FREUD’S STAGES OF PSYCHOSEXUAL
DEVELOPMENT THEORY: adolescents AGE

A

GENITAL STAGE:
Adolescent develops sexual maturity and learns to establish satisfactory relationships with the opposite sex

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14
Q

SENSORIMOTOR

Neonatal Reflex

Primary Circular Reaction

Secondary Circular Reaction

Coordination of Secondary Reactions

Tertiary Circular Reactions

Invention of new means through mental combinations

A

Neonatal Reflex
1month
Primary Circular Reaction
1-4mo.
Secondary Circular Reaction
4-8mo.
Coordination of Secondary Reactions
8-12 mo.
Tertiary Circular Reactions
12-18mo.
Invention of new means through mental combination
18-24 mo.

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15
Q

PREOPERATIONAL
THOUGHT

A

2-7 yr

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16
Q

CONCRETE OPERATIONAL
THOUGHT

A

7-12yr

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17
Q

FORMAL OPERATIONAL
THOUGHT

A

12 years old and above

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18
Q

Weight of the infant doubles at ___ months and triples at __ months

A

Weight of the infant doubles at 6 months and triples at 12 months

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19
Q

Height of infant increases by

A

.5-1inch/month

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20
Q

Anterior fontanel closes at _ mos, posterior at _ mos

A

Anterior fontanel closes at 18 mos, posterior at 2mos

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21
Q

Pediatric Milestones:
Supports head steadily

A

3 months

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22
Q

Pediatric Milestones:
Turns from back to side

A

4 months

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23
Q

Pediatric Milestones:
Sits with support and Pulls to sitting position

A

6 months

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24
Q

Pediatric Milestones:
Stranger anxiety (fears of stranger)

A

8 months

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25
Q

Pediatric Milestones:
Plays “peek-a-boo” (tika-tika)

A

10 months

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25
Q

Pediatric Milestones:
Separation anxiety peeks

A

10 months

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26
Q

Nutrition of infant

the most desirable complete diet for the infant during the first 6 months of life.

A

Breastfeeding

27
Q

Nutrition of infant:

at 6 months. GI tract has matured sufficiently to handle more complex nutrients and less sensitive to allergenic foods.

A

Solid foods

28
Q

Nutrition of infant:

A

 Extrusion reflex has disappeared
 Head control is well developed

29
Q

Infant:

aware that objects
exist even if not in view.

A

object permanence

30
Q

Infant: Fearful in strange situation or with strangers’ clings to
mother

A

Stranger anxiety

31
Q

Infant:
Separation Anxiety

A

 Gender, age, and size of the stranger- female, younger age and smaller size (including kneeling or sitting rather than standing) are less stressful.
 Approach – loud, sudden, intrusive approach causes more distress.
 Child’s proximity to parent – being closer to parent (on parent’s lap rather than in infant seat) is less stressful.
 Protest
 Despair
 Denial

31
Q

Infant’s Safety

A

 Lie on back avoid prone position to prevent SIDS

 Avoid giving choking hazard foods/ toys

 Car safety

32
Q

Developmental stage that develops EGOCENTRICITY and Negativism

A

TODDLER

33
Q

Autonomy VS shame and doubt

A

TODDLER
(If parents keep a toddler dependent in areas where he is capable of using skills, the toddler will develop a sense of doubt or shame)

34
Q

Their reply is always “NO” You may find them uncooperative, disrespectful, selfish, and hard-headed.

A

Negativism

35
Q

toddler use their spoon at mealtime or only use their own pillow, blanket at bedtime.

A

ritualistic behavior

36
Q

How to handle Negativism?

A

Eliminate restrictions, offer the child reasonable choices (Ex. are you going to eat egg or hotdog?), use distraction

37
Q

This occurs as a natural consequence of toddler’s development. It happens because toddlers are independent enough to know what they want, but they do not have the vocabulary or the wisdom to express their feelings in a more socially acceptable way. The toddler may kick, scream, bang their head, cry-out-loud.

A

Temper Tantrums

38
Q

How to manage temper tantrums?

A

Stay calm, ignore the behavior as long as the child is safe. Enforce a “time-out”

Do not offer “emotional bribes”

Sets limits however, if child shows aggressive behavior

39
Q

a technique to help children learn that actions have consequences. They are directed to go to a non-stimulating area such as a corner of a room and sit there for certain period of time, 1 minute per year of age

A

Enforce a “time-out”

40
Q

 Being separated from parents which starts during infancy and persists even until pre-school. No matter how prepared toddlers are they will cry when parents or caregivers leave. It helps if parents say goodbye firmly, repeat the explanation that they will be there when the child wakes up and leave. No prolong goodbyes, lead to more crying or sneaking out strengthen fear of abandonment.

 PROTEST
 DENIAL
 DETACHMENT

A

Toddler: Separation Anxiety

41
Q

Preferred toys and plays

A

PRESCHOOLER and SCHOOL AGE

42
Q

Predominantly “associative play” period

A

PRESCHOOLER

43
Q

Safety of Toddler

A

 Do not allow child to walk around with object such as lollipops in mouth

 Car safety rear-facing, 20-40lbs or less than 4 years. More than 4 years booster seat in the rear of the car.

 Supervise

44
Q

Magical thinking

A

PRE-SCHOOLER

45
Q

Preschooler may become engrossed in a fantasy role that they fear that they are “stuck” in the fantasy and are no longer themselves, believing thoughts and wishes can come true

A

Magical thinking

46
Q

refers to the strong attachment to of a preschool boy towards his mother

A

Oedipus complex

47
Q

refers to the strong attachment of a preschool girl towards her father

A

Electra Complex

48
Q

intense reaction to even simple injury as scraping a knee or having injection

A

Fear of mutilation or castration complex

Explain procedure on their level of understanding or provide demonstration like you do a wound dressing in a doll

48
Q

Major fears of PRESCHOOLER

A

Fear of mutilation or castration complex

Fear of the dark

49
Q

Extreme jealous of a child to the opposite sex parent

Electra Complex

Oedipus complex

A

The resolution of the Oedipus or Electra complex is identification of the same sex parent.

50
Q

Predominantly “parallel play” period.

A

Toddler

51
Q

Imitation of adults often part of play.

A

Toddler

52
Q

Begins imaginative and make-believe play

A

Toddler

53
Q

They enjoy games that use imitation such as pretending they are a teacher, nurse, cashier, gasoline boy or fairy-tale characters

A

PRESCHOOLER

54
Q

The middle years are most often referred to as school-age or the school years. This period begins with the entrance into the wider sphere of influence represented by the school environment, which has a significant impact on development and relationships of the child.

A

SCHOOL AGE

55
Q

It serves as an agent of transmitting societal values. As a socializing agent second only to the family, It exerts a profound influence on the social development of children.

A

School

56
Q

Characteristic Traits and Milestone:

Concrete Operational

A

Decentering

Accommodation

Conservation

57
Q

ability to project one’s self into other situations and see the world from their viewpoint rather than focusing only on their own view

A

Decentering

58
Q

ability to adapt though process to fit what is perceived such as understanding that there can be more one reason for other people’s actions

A

Accommodation

59
Q

ability to appreciate that a change in shape does not necessarily mean a change in size.
understands casuality (cause and effect)

A

Conservation

60
Q

 Competitive Play

 Sports such as basketball for boys; board games

 Reading books and collecting items

A

Preferred toys and plays of school age

61
Q

They are less fearful of body safety than they were preschoolers, although they are still fear of being hurt, kidnapped, or having to undergo surgery

A

School-age children

62
Q

They have fear of death

A

School-age children

63
Q

all primary teeth is completed

A

By 2 ½

64
Q

6 primary teeth appears in

A

By 12 m

65
Q

By 4 months old

A

Drools (drop saliva uncontrollably from the mouth.) appeared

Nursing (5 decks)

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