Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

HEHI > Pediatric Growth & Development > Flashcards

Pediatric Growth & Development Flashcards

1
Q

Sensorimotor Stage

A

Birth to 2 years

  • knowledge gained on physical interaction/experiences & sense
  • Progress from reflex behavior –> simple repetitive tasks –> imitating activity
  • crucial events: object permanence, physical mobility, separation
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Object Permanence

A

infant realizes that objects continue to exist even when they can no longer see them; correlates to the development of memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Separation

A

infant learns to differentiate themselves from the objects in the environment; occurs with separation anxiety/stranger anxiety (major stressor from like 6-7 months to 3 years of age)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Infancy Cognitive development

A
  • Sensorimotor Stage

- Trust vs. mistrust

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Trust vs. Mistrust

A

Birth to 12 months

  • complete dependency on caregiver for all needs to be met
  • Process: child expresses need through crying –> caregiver hears sounds & determines what the need is –> caregiver meets the need –> infant learns to express their needs & know they will be met
  • positive outcome: hope, build a sense of trust & bond attachment with caregiver
  • negative outcome: mistrust of people, environment & themselves
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Play in infancy

A
  • solitary: need to be played with too, not just left alone
  • need interaction with others via talking, singing, reading, rocking, etc..
  • Sensorimotor stimulation: visual, auditory, tactile & kinetic learning
  • play peek-a-boo (encourage memory & object permanence)
  • toys: rattles, soft cloth books, mobiles, teething toys, books with texture, blocks
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Care of hospitalized infant

A
  • encourage attachment: caregiver at bedside
  • appropriate stimulation: pacifier, Lovie, music, eliminate negative stimulation
  • meet needs immediately
  • separation anxiety normal
  • consistency in care
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Cognitive development of toddlers (12 months - 3 years)

A

-sensorimotor stage through 24 months
-language skills: main development
-inability to transfer information: repeat behaviors to see if the same result will occur each time the object does the same behavior
-inability to categorize
-egocentrism
pre-conceptual/pre-operational for 2-4 years (can’t think in a logical manner, problem solving is based on what they see/hear, not what they can recall)
-Autonomy vs. Shame/Doubt

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Autonomy vs. Shame/Doubt

A

1 - 3 years

  • Negativism
  • Ritualistic
  • Animism
  • Individualism
  • Conflict occurs between the need to develop autonomy & giving up dependence on others
  • Positive outcome: willpower
  • Negative outcome: shame/doubt, lack of independence
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Negativism

A

the practice of being negative or skeptical in attitude while failing to offer positive suggestions (toddlers love to say no)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Animism

A

giving lifelike qualities to an inanimate object

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Individualism

A

child has separated themselves

  • still need/depend on loved ones, but have autonomy
  • experience less stranger-danger
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Egocentrism

A

cognitive inability to see a situation from another person’s view/perspective

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Play of the toddler

A
  • parallel play: alongside but not with each other
  • imitative
  • freedom of expression
  • talking, reading, music, imitating animal sounds
  • toys: push/pull, trucks, balls, finger paints, puzzles, blocks, dolls, reading, tactile, bubbles, sand
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Care of the sick toddler

A
  • encourage autonomy
  • ritualism: stick to bedtime routines, eating, playing, etc…
  • inability to conserve: give as small cup as possible with liquid meds
  • separation: promote parents at beds
  • anxiety/fear the their body is going to leak out; fear invasive non-painful procedures
  • regression of developmental milestones (ie. potty training)
  • play: for coping, distraction…
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Pre-operational Cognitive Development

A

2 -7 years

  • egocentrism shifting to the beginning of social awareness & ability to consider other points of view
  • transductive thinking
  • animism
  • irreversibility
  • magical thinking: thoughts are all-powerful
  • inability to conserve: judge what they see by the immediate perceptual clues
  • global organization: if you change one thing, you change their whole world
  • centration
  • time: vague, base don what they know
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Transductive thinking

A

unable to perceive from general to specific (deduction) or specific to general (induction)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Irreversibility

A

cannot undo something cognitively

-ex: “stop running” doesn’t mean start walking, need to say “stop running & walk”

19
Q

Centration

A

there’s a focus on one specific aspect rather than all possibilities
-ex: if they don’t like spinach, they’ll say all green food is bad and won’t eat all green food

20
Q

Initiative vs. Guilt

A

3 - 6 years

  • looking for balance between their new individuality & responsibilities, and learning to control their impulses
  • individuation complete: stranger anxiety is over
  • conscience developing: start to learn right from wrong
  • positive outcome: purpose (discipline so they know what is right/wrong, without hindering their ability to live & think to the fullest)
  • negative outcome: guilt (negative feedback when exploring); they feel it’s wrong to be independent
  • very sociable & willing to please
21
Q

Play of a preschooler

A
  • associative: have group play in similar/identical activities, but without rigid organization or rules; only some interaction
  • imagination: make-believe is reality when playing; imaginary friends
  • imitative: imitate peers, parents, etc…
22
Q

Care of sick/hospitalized preschooler

A
  • encourage independence
  • pre-conceptual thinking: hard from them to imagine an event without experiencing it first; respond well to anticipatory guidance; need repetition for a sense of mastery
  • anxiety/ fear of loss of body parts
  • regression
  • loss of control: perceived restriction & increased dependency
  • play
23
Q

Concrete operational cognitive development

A

7-11 years

  • move from perceptual thinking to conceptual thinking (look through options & understand what consequences are without having to experience it); base their judgement on reason
  • decrease in egocentrism: understand a variety of perspectives
  • conservation
  • classification
  • reversibility
  • read
24
Q

Conservation

A

understand that physical matter doesn’t appear/reappear by magic

25
Q

Classification

A
  • group objects according to shared attributes

- time of collection (ie. rocks, stickers)

26
Q

Reversibility

A

can think through an action, consider the consequences & don’t need to experience the action to anticipate the results

27
Q

Industry vs. Inferiority

A

6-12 years

  • stage of accomplishment
  • reinforcement: extrinsic vs. intrinsic
  • want to engage in completing tasks that have real world impacts (socially useful work0
  • discover pleasure in intellectual activities & have a sense of purpose
  • positive outcome: compétence (goal = achieve a sense of personal & interpersonal competence through acquisition of social & technical skills)
  • negative outcome: inferiority (failure to gain a sense of accomplishment); happens because child was repeatedly told they’re a failure, and they become unwilling to attempt a new task
28
Q

School age (6-11) social development

A
  • peer approval
  • sexual tranquility: boys are friends with boys, girls with girls
  • hero worship
  • body image begins to develop: need reassurance about uniqueness & sameness of their bodies
  • form groups clubs: learn to argue, persuade & compromise to maintain friendships
  • aware of social norms: modify their norms in order to be accepted
  • parents: primary influence on shaping values & personality, standard for behavior
  • kids begin to develop emotional ties to other adults
  • still want someone else to be in charge; want & need restrictions
29
Q

Play of school age child

A

-cooperative: learn to play together for a common goal
teams, rules: give them a sense of belonging, have a strong need for conformity
-increase in physical & intellectual ability

30
Q

Care of hospitalized school age child

A
  • use real words & honesty; can understand simple causal explanations
  • want a sense of accomplishment: allow them to help with various tasks
  • separation: fear separation from their peers
  • anxiety/fear of unknown: they want the facts/information so they gain a sense of control
  • regression
  • loss of control: allow them to make decisions when appropriate
  • boredom is a huge problem
31
Q

Adolescent major tasks achieved

A

-physical/sexual maturity
-education/occupational decisions
Early adolescence: 12-14 year; changes in puberty
Middle adolescence: 15-17 year; dominate peer orientation
Late adolescence: 18-20 year; transition to adult

32
Q

Formal operational thinking

A

11-15 years

  • ability to think in abstract terms, possibilities etc…
  • can consider long-term consequences related to behavior
  • adolescent egocentrism
  • imaginary audience
  • personal fable
33
Q

Adolescent egocentrism

A

extreme self-absorption that’s significant in their development of a sense of self

34
Q

Imaginary audience

A

so self aware that they think everyone is focused on their behavior

35
Q

Personal fable

A

the belief that one’s feelings are completely unique to them

36
Q

Identity vs. Role Confusion

A

12-18 years

  • integrate the past, present & future to ask themselves “where am I going?”
  • goal is to become a self-governing, autonomous person capable o making independent decisions & take responsibility for your actions
  • sexuality & emotions
  • positive outcome: stable picture of self
  • negative outcome: confusion
37
Q

Play in adolescence

A
  • group sports

- video games, music

38
Q

Care of hospitalized adolescent

A
  • can talk about health promotion & be future oriented; help them to be actively involved in decision making
  • fear separation from their peers & a loss of status
  • anxiety: surrounding body image; need privacy; need to know what they’ll look like if something is going to change
  • loss of control: feel isolated & act with fear, acting out, withdrawing
  • encourage self-care, wear their own clothes, make choices
39
Q

Cognition

A

mental process by which knowledge is acquired

  • assimilate, process & act on information
  • leads to ability to reason, think logically, organize & think abstractly
40
Q

Jean Piaget’s cognitive stage of development

A

Sensorimotor: birth - 2 years
Pre-operational: 2 - 7 years
Concrete operational: 7 - 11 years
Formal operational: 11-15 years

41
Q

Erik son’s stages of psychosocial development

A 
Trust vs. mistrust: birth - 12 months
Autonomy vs. shame/doubt: 1 - 3 years
Initiative vs. guilt: 3 - 6 years
Industry vs. inferiority: 6 - 12 years
Identity vs. role confusion: 12 - 18 years
42
Q

Play - the work of a child

A
  • major socializing agent
  • vehicle for exploring, experimenting
  • essential to emotional, mental & social well-being
  • gives a sense of control
  • provides diversion, recreation
  • effective for managing stress
43
Q

Communication with children

A
  • be honest
  • use developmentally appropriate language
  • talk directly to the chid
  • listen to the child
  • recognize & acknowledge mastery of skills

HEHI (1 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions