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Peds Newborn- Adolescents > week 1-2 > Flashcards

week 1-2 Flashcards

1
Q

peds body is not mature until when? resp system until when?

A

2yrs, 8-9 yrs

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2
Q

speak to child first if:

A

school age or older

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3
Q

speak to parents first if:

A

younger than school age

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4
Q

confidentiality with adolecents

A
  • ask private questions without mom and dad
  • tell them you will not tell mom and dad unless they are hurting self or others
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5
Q

using an interpreter

A
  • have to use a certified medical interpreter
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6
Q

communicating through play

A

-allows kids to say what they are trying to say
- let them play with the instruments

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7
Q

when to we screen for ASD? what is the tool for screening called?

A

18 and 24 mo. Mchat

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8
Q

cephalocaudel development

A

starts in utero- head to toe gross motor development

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9
Q

proximal to distal developemnt

A

fine motor development- shoulder control before grasp

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10
Q

mass to specific development

A

there is gross, fine, cognitive, speech and socio-emotional development reflective of mass to specific.

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11
Q

definite, predicitable sequence

A
  • same sequence for EVERY child
  • because of CNS development and myelination of the spinal cord.
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12
Q

rate/pace development

A
  • factors that can effect the pace and rate of the development
  • genetics, environment, birth order, parenting style,e language exposure (ex. bilingual houses will speak later), culture
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13
Q

stranger anxiety

A

6 mo

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14
Q

primitive reflexes in infants and when they disappear

A

Moro, sucking and rooting, palmar grasp, tonic neck, startle reflex (all 4 months), plantar grasp and Babinski (8-12 mo)

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15
Q

girls vs boys adolescent presentation of handling anxiety and depression

A

girls: internalizing behaviors like anxiety and depression
boys: externalizing behaviors like aggression

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16
Q

devo screening tools paperwork (2 types) and what the scores mean

A

ages and stages questioner: 0-6 years

black area means need a referral, gray area means have come back sooner than regular follow-up, and white means normal. (high literacy level- so be aware)

There is also Denver development screening tool that is not used as much and is not as accurate

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17
Q

young infant vs older infant

A

0-6 mo,06-12mo

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18
Q

erikson infant

A

trust vs mistrust
consistency will help the infant develop trust

reactive attachment disorder can be a product of mistrust (foster, orphans etc.)

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19
Q

pieget infant- 2 years

A

learns about environment through senses and motor activities

learn object permanence

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20
Q

fontenelle closes

A

2 month (posterior)

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21
Q

6 months wt

A

doubles of birth wt

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22
Q

6 months motor

A

rolls one way, chews and bites, head control

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23
Q

7 months motor

A

transfer from hand to hand,
rolls over completely

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24
Q

8 mo motor

A

sit without support

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25
Q

9 month. motor

A

crawl and pulls up to standing position

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26
Q

11 mo motor

A

creeps and cruises, cause and effect with dropping items

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27
Q

10 mo motor

A

pincer grasp

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28
Q

ant fontanelle closes and when to refer

A

12-18 mo
earlier then 12 mo or later than 18 mo would indicate neuro referral

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29
Q

12 mo wt and ht

A

triple birth wt. and double ht

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30
Q

vocalization at 6 mo

A
  • begin imitating sounds/gestures
    -lack voaclization could mean deafness
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31
Q

stranger anxiety

A

peaks at 7-8 mo

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32
Q

9 mo vocalization

A

understand simple verbal commands
ex: “no”

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33
Q

10 mo vocalization

A

say first work dada and mama, and will respond (stop action) when they hear no

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34
Q

when will a child search for an object that was hidden?

A

9 mo

35
Q

12 mo vocalization/ attachment

A
  • say 2 words besides mom and dad
  • understand several words
  • have a security blanket or stuffy
36
Q

toddlers erikson

A

shame and doubt
want to do things for themselves

more in control of their bodies and environment

37
Q

piaget- 2-7

A

egocentric (preoperational)

limited concept of time, see only their perspective

38
Q

15 mo motor/physical

A

wide gait, pot bellies (lordosis), bowed legs

39
Q

15 mo fine motor

A

use a cup, rotate a spoon, builds a tower of 2 cubes or blocks

40
Q

18 mo motor/physical

A

ant font is closed, physiological anorexia, decreased growth needs. they will play with their food and not eat- it means they aren’t hungry. if they are hungry, they will eat.

can build a tower of 3-4 cubes

41
Q

24 mo motor/physical

A
  • chest circ exceeds head circ
  • about 1/2 of adult ht.
  • all systems except resp, endocrine and reproductive are mature
  • ready for daytime bladder/bowel control
  • unscrew lids
  • open doorknobs
  • can dress self simply
42
Q

30 mo motor/physical

A
  • have all teeth
  • can jump with two feet
  • builds tower of 8 cubes
  • hold crayon with fingers rather than fist
43
Q

15 mo senses/vocalization/ socialization

A
  • interested in pictures
  • uses pointing to ask for objects
  • NEGATIVISTIC (says no even if that not the answer)
  • give 2 options
  • no reasoning
  • will not share
44
Q

18 mo senses/vocalization/ socialization

A
  • says 10 or more words
  • temper tantrums increasingly evident if tired, hungry, language delay (teach to ignore if no injurty to self)
  • separation anxiety pearks
45
Q

24 mo senses/vocalization/ socialization

A
  • 300 words, uses pronouns, some sense of time,
  • dawdles- take time and waste time
  • ritualistic
46
Q

30 mo senses/vocalization/ socialization

A
  • states first and last name
    knows sex
  • separates more easily from parent
47
Q

erikson 3-5

A

initiative vs guilt

explore, imaginative

develop conscience morals

magical thinking

48
Q

3 years motor/ physical

A

may have night time control of bowel and bladder
- go up stairs alternating feet
- completlyl feed self
-pour from bottle
- copies circle
- buttons/ unbottons things

49
Q

4 years motor/ physical

A

walks down stairs using alternating feet
- skips/ hops on one foot
- copies a square

50
Q

5 years motor/ physical

A

permentn teeth errupt
- handness is established (r sided is 90% of kids)
- ties shoes
- thwos and catches a ball
- uses scissors/ penicl will
- prints a few numbers, letter and words (first name)

51
Q

3 years language/socialization

A
  • BIG talkers
  • talks when no one is listening
  • constantly asks questions
  • may stutter
    able to share toys
  • animistic- give lifelike qualities to inanimant objects
52
Q

about preschoolers fears

A
  • NORMAL
  • fears: dark, going to bed, monsters, being swallowed down the drain
  • dont dismiss
  • very real to the child
  • HELPS: night light, no scary content intake, no news on
53
Q

4 years language/socialization

A

-1500 word vocab
selfish, impatient, boastful, tattles
- likes to pretend/ dramatize
- imaginary playmates are common
-plays doctor or nurse
- magical thinking (thoughts cause events
- do’s and don’ts are important
- obey parents (not because they understand right and wrong)
- may run away from home
- strong identification with parent of opposite sex

54
Q

5 years language/socialization

A
  • 2100 word vocab
  • names the coins and 4 or more colors
  • less rebellious, more responsible, fewer fears
  • needs occasional help with dress/hygiene
55
Q

school age erikson

A

industry vs inferiority
want to produce and achieve

56
Q

school age piaget

A
  • concrete operation
    can categorize and organize facts
    inductive reasoning
57
Q

cognative devo school age

A

6- concrete thinkers
12- start abstract
master language

57
Q

physical growth school age

A

12 years- adult size brain
spine and leg straight
tonsils are largest at age 6
go through a growth spurt
increase fine motor ability

58
Q

6 years activities

A

cheat to win, likes to color
deals with tension by grumbling/muttering, likes simple games

59
Q

7 years activities

A
  • can copy a diamond
  • can use a table knife
    -good at bedtime routine
    -prefers play with same gender
60
Q

8-9 years activities

A
  • strict about rules
  • likes school
    curious about meaning of words
  • writes in cursive
  • strong loyalty
61
Q

10-12 activities

A

reads for enjoyment
- sometimes left at home alone for short times
- affectionate and respectful to parents
- judges acts by intent rather than consequenses
- begins to be capable of abstractions and deductive reasoning at 11.

62
Q

bully triad

A

has to be all three to be considered bullying
- victim, bully and the bystanders

63
Q

conversations for late school age child at home or visit

A
  • screen time
    bullying
    assign chores
    girls: periods
    puberty in general and sexual activity
    safety: helmets, seatbelts, online, home alone, accepting a dare
64
Q

adolecents age

A

12-21

65
Q

erikson adolecents

A

role confusion vs identity, concerned with who they are and how they look to others

66
Q

piaget adolecents

A

formal operations, think abstractly, draw logical conclusions, can make and test hypothesis (deductive reasoning)

67
Q

12-14 phyicial changes

A
  • rapid physical changes
  • max increase in ht means need for more sleep
  • growth of pubic hair and underarm hair
  • more oil (skin and hair), apocrine glad development and body odor
68
Q

girls vs boys early adolecents

A
  • girls are two years ahead of boys
  • menses begins 11-14 years (average 12 1/2)
  • breast buds means period is about 2 years away

boys testicles and penis grow
nocturnal emissions is normal
deepening of voice
growth of hair on face in boys

69
Q

Tanner staging OR (SMR)
is 1-5

A

stage 1 is before puberty hits
stage 5 is complete development

70
Q

mid-adolecents social changes

A

conflicts about independence with parents
parent child relationship is at a LOW point
self involved
very concerned about appearance and body

71
Q

mid-adolescents cognitive changes

A
  • think abstractly but not in all instances (still taking dares/risks)
  • interest in intellectual things gain importance
72
Q

late adolecents (17-21) physical boy vs girls

A

most gals are fully developed
males are still gaining wt, ht and muscle. growth ends for males at 18-20

73
Q

late adolecents cognitive devo

A

more defined work habits
higher level of concern for the future
thoughts about ones own role in life

74
Q

three developmental terms we assess on:

A
  • developmental surveillance
  • developmental screening
  • developmental evaluation
75
Q

developmental screening

A

using a standardized screening tool to recognize developmental delays
- ages and stages questionnaire (ASQ) sis commonly used. in infants/toddlers , the months of screening is done at 9,18, 24, 30 mo.
if Positive screen, devo evaluation is done

76
Q

developmental surveillance

A

ongoing process of recognizing weather a child may be at risk for developmental delays

77
Q

developmental evaluation

A

in-depth assessment involcing a formal peds devo tool.
typically done. by a specialist (speech patho), needs refferal

78
Q

5 domains of development

A
  • physical
  • neurodevelopment maturation (gross/fine)
    -cognitive development
  • language development
    -socio-emotional developement
79
Q

motor developmental concern: whats next?

A

increase tone: imaging needed/considered
decreased: labs should be drawn to check thyroid and creatinine kinase

should also be asking more in depth about activity within the past year: car accident, bike fall, etc.

80
Q

notice a develpemntal delay and have assessed it/ documented it. whats next?

A

refer to developmental specialist for a developmental evaluation and then get the family connected to either early intervention or head start

81
Q

early intervention

A

0-3 years
federally/state funded
speech/OT/PT and developmental

82
Q

head start

A

3-5 years, after they expire from head start, school and

Peds Newborn- Adolescents (5 decks)

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