SCHOOL NURSING Flashcards
T OR F: G&D are continuous processes from conception until death.
TRUE
T OR F:G&D proceed in an orderly manner
TRUE
T OR F: Different children pass through the predictable stages at different rates
EURT
T OR F: All body systems do not develop at the same rate
TRUE
T OR F: Development is cephalocaudal.
TRUE
T OR F: Development proceeds from proximal to distal body parts.
TRUE
Includes larger muscle to specific muscle use. Complex to integrate. Skills precede from simple to complex, from single acts to integrated acts
DEVELOPMENT PROCEEDS FROM GROSS TO REFINED SKILLS
*teach the basics first to a child; optimum time is the most conducive time
THERE IS AN OPTIUM TIME FOR INITIATION OF EXPERIENCES OR LEARNING
T OR F: Neonatal reflexes must be lost before development can proceed.
TRUE
T OR F: A great deal of skill & behavior is learned by practice.
TRUE
Present at birth and developed during infancy
ID
It is found in the unconscious
ID
Primitive (originates in the infant) and Instinctive
ID
Demands immediate gratification
ID
Governed by “Pleasure Principle”
ID
Develops during the toddlerhood stage
EGO
Arises from the ID
EGO
Comprises rational, logical thinking and
intelligence.
EGO
Integrator of personality - mediating force
between the ID and SUPEREGO.
EGO
Operates on the “REALITY PRINCIPLE”.
EGO
Balance the gratification demand of ID and
limitations of Superego
EGO
The automotive or parental directions which becomes incorporated into the personality as the “Censoring Force“
SUPEREGO
Arbitrator- judge
SUPEREGO
Prevent individual from expressing those
undesirable instincts that might the social
order, Do Not’s in society
SUPEREGO
Moral compass or moral arbitrator and
represents ideal
SUPEREGO
Developed during Preschool stage
Strives for perfection than pleasure
SUPEREGO
birth - 18mos
ORAL PHASE
infancy, stage of ID
ORAL PHASE
Pleasure is accomplished by exploring the
mouth and by sucking
ORAL PHASE
18mos -36mos
ANAL PHASE
Pleasure is accomplished by exploring the
organs of elimination
ANAL PHASE
Conflict is between those demand of society and the parents
ANAL PHASE
TASK TO ATTAIN: BOWEL AND BLADDER
CONTROL
ANAL PHASE
Stage of the ego, toddler
ANAL PHASE
3-6 years
PHALLIC PHASE
Pleasure is accomplished by exploring the
genitals
PHALLIC PHASE
preschooler; stage of the superego
PHALLIC PHASE
CHILD IS attracted to the parent of the
opposite sex
PHALLIC PHASE
Task to attain: Resolution of Oedipus complex (attachment of boy to the mother) Electra Complex (attachment of girl to the father)
PHALLIC PHASE
6 - 12 years
LATENCY PHASE
Pleasure is directed by focusing on
relationships with same sex peers and parents of the same sex
LATENCY PHASE
Ability to care and relate to others
LATENCY PHASE
stage of strict ego, schooler
LATENCY PHASE
12- adult years
GENITAL PHASE
Adolescent
GENITAL PHASE
Pleasure is directed in the development of
sexual relationship
GENITAL PHASE
Birth –1 month, behavior entirely
reflexive/involuntary
NEONATAL REFLEX
1-4 months, develops hand-mouth and eye-ear coordination
PRIMARY CIRCULAR REACTION
perception of events is centered
on the body
PRIMARY CIRCULAR REACTION
objects are extension of self
PRIMARY CIRCULAR REACTION
Toy: rattle or tape of parent’s voice
PRIMARY CIRCULAR REACTION
4-8 months, learns to initiate, recognize & repeat pleasurable experiences
SECONDARY CIRCULAR REACTION
Acknowledges the external environment
SECONDARY CIRCULAR REACTION
Memory traces are present
SECONDARY CIRCULAR REACTION
Beginning of object permanence
SECONDARY CIRCULAR REACTION
an object still exist
even you cannot see it
OBJECT PERMANENCE
Toy: mirror
Games: peek-a-boo
SECONDARY CIRCULAR REACTION
8-12 months, plan activities to achieve specific goals
COORDINATION OF SECONDARY SCHEMATA REACTION
can search for and retrieve toy that
disappears from view – already knows that things are not extension of them
COORDINATION OF SECONDARY SCHEMATA REACTION
recognizes shapes and sizes of different objects
COORDINATION OF SECONDARY SCHEMATA REACTION
increased sense of separateness
COORDINATION OF SECONDARY SCHEMATA REACTION
toy: nesting/stacking toys (colored boxes) –understand the concept of space
COORDINATION OF SECONDARY SCHEMATA REACTION
12-18 months, Child discovers new
way of solving problems
TERTIARY CIRCULAR REACTION
experiments to discover new properties of objects and events
TERTIARY CIRCULAR REACTION
“little scientists”
TERTIARY CIRCULAR REACTION
capable of space and time perception and
permanence
TERTIARY CIRCULAR REACTION
Game: throw and retrieve – give opportunity to try new ways just to get the
object
TERTIARY CIRCULAR REACTION
18-24 months, uses memory and imitation to act
* can solve basic problems
INVENTION OF NEW MEANS THROUGH MENTAL COMBINATIONS
Sensorimotor/ Practical intelligence of the child age
BIRTH - 2 YEARS OLD
Children are thinking at a symbolic level but are not yet cognitive operations.
PREOPERATIONAL THOUGHT (2-7 YEARS OLD)
2-4 years old, Uses an egocentric
approach to accommodate the demands of an environment;
PRECONEPTUAL THOUGHT
Cognitive bias, in that someone would assume that others share the same perspective as they do.
PRECONCEPTUAL THOUGHT
Display static thinking – child’s belief that the world is unchanging. unable to remember what they talk about; another topic in the middle of conversation
PRECONCEPTUAL THINKING
Concept of time is now
PRECONCEPTUAL THINKING
Concept of distance is only as far as they
can see
PRECONCEPTUAL THINKING
prelogical reasoning: draws conclusion from obvious facts
PRECONCEPTUAL THINKING
everything is significant and relates to “me”
PRECONCEPTUAL THINKING
explores the environment
PRECONCEPTUAL THINKING
language development is rapid associates words with objects
PRECONCEPTUAL THINKING
4-7 years old, Centering
INTUITIVE THOUGH
4-7 years old, Lack of conservation and
reversibility
INTUITIVE THOUGHT
Role fantasy thinking
INTUITIVE THOUGHT
Assimilation
INTUITIVE THOUGHT
magical thinking –animism –
inanimate objects are real
INTUITIVE THOUGHT
Accommodation
INTUITIVE THOUGHT
unable to state cause-effect relationship
INTUITIVE THOUGHT
7-12 years old, inductive reasoning
- SPECIFIC TO GENERAL
CONCRETE OPERATIONAL THOUGHT
solve everyday problems
CONCRETE OPERATIONAL THOUGHT
recognize cause-effect relationship
CONCRETE OPERATIONAL THOUGHT
with concept of conservation
CONCRETE OPERATIONAL THOUGHT
aware of reversibility
CONCRETE OPERATIONAL THOUGHT
understands conservation
CONCRETE OPERATIONAL THOUGHT
Activity: collecting and classifying objects
CONCRETE OPERATIONAL THOUGHT
12 years old, can solve hypothetical problems with scientific reasoning
FORMAL OPERATIONAL THOUGHT
12 years old, abstract thought rather than
concrete though
FORMAL OPERATIONAL THOUGHT
understands cause-effect relationship
FORMAL OPERATIONAL THOUGHT
Uses rational reasoning
FORMAL OPERATIONAL THOUGHT
number of times the woman has been pregnant
GRAVIDA
number of times that she has given birth, it should be termed. Babies that reach viability
PARITY
the baby reaches 38-42 weeks
TERM
how many preterm babies (born less than
28 weeks)
PRE-TERM
how many children are presently alive
LIVING
Simple, clinically useful tool
METRO MANILA DEVELOPMENT SCREENING TEST
Developed by Dr. Phoebe Dauz Williams
MMDST
A modification & standardization of the original Developmental Screening Test (DDST) by William Frankenburg & his associates.
MMDST
Designed to detect developmental delays in children 2 weeks to 6 ½ yrs old
MMDST
Evaluates 4 aspects of child development:
a. Personal-social
b. Fine-motor
c. Language
d. Gross motor
MMDST
Tasks which indicate the child’s ability to get along with people and take care of himself.
PERSONAL-SOCIAL
Tasks which indicate the child’s ability to see and to use his hands to pick up objects and to draw
FINE MOTOR ADAPTIVE
Tasks which indicates the child’s ability to
hear, follow directions and to speak
LANGUAGE
Task which indicate the child’s ability to sit, walk & jump
GROSS MOTOR
Establish rapport
PRELIMINARY PHASE
