Table of Contents

I. Objectives
II. Introduction
III. Scope of Limitation
IV. Patient’s Profile
V. Physical Assessment
VI. Developmental Stages
a. Sigmund Freud’s Psychoanalytic Theory
b. Erik Erikson’s Psychosocial Development Theory
c. Jean Piaget’s Cognitive Theory of Development
d. Kohlberg’s Theory of Moral Development
VII. Nursing Care Plan
a. Risk for Injury related to Environmental Conditions as evidenced by
Slippery Floor and Wirings on the Floor
b. Risk for Fall related to Environmental Condition as evidenced by
Big Windows with No Screen and stairs
c. Risk for Poisoning related to Lack of Proper Precaution as evidenced by
Dangerous Products Placed Within Reach of Children
d. Risk for Suffocation
VIII. Drug Study
IX. Health Teachings
a. Poison Prevention and Safety for Toddlers
b. Physical Activities for Children at Home
c. Safety Environment for Growing Toddlers
d. Hygiene Habits for Kids
X. Bibliography
I. Objectives
General Objective:

The objective of the study is to bestow quality-nursing care to the patient,

utilizing the knowledge based on the nursing process and critical thinking skills. This
care study aims to guide the student nurses in providing client-centered nursing care
while applying critical thinking in all phases of nursing care.
Also, awareness and knowledge of the patient’s physical and mental condition
is vital in providing suitable intervention to the client. Thus, with accurate application
of pediatric physical assessment, actual and potential health problems are being
detected and resolved through the nursing care plan.

Specific Objective:

 Identify normal growth, development, behavior, and physical assessment

 Describe health maintenance and preventive care for toddlers, including
nutrition, safety, and vaccination
 Elaborate the process of developmental stages in toddlers
 Deliver a clear, properly timed and well-formatted case presentation
 Explain the importance of the case presentation
II. Introduction

Pediatric nursing involves providing care for infants, children, and adolescents
on a continuum from health to illness to recuperation and, when needed
rehabilitation. However, providing care to the pediatric population doesn’t stop
with the pediatric patient; pediatric nursing should incorporate parents and other
family members into the child’s care.

Toddlerhood, from ages 1 to 3 years, is the stage in which children start

displaying independence and pride in their accomplishments. They intensely
explore their environment, trying to figure out how things work. It’s also the time
when they begin to display negativism and have temper tantrums.

Our client is 2 years old, and the youngest in the family. She was born on July
28, 2017 at St. Ignatius Health Foundation, Incorp. Her family lives in 036 Zone-
1, Kauswagan, Cagayan de Oro City. She has not been diagnosed of any chronic
condition, and is physically, mentally, and spiritually stable. Her father is a driver
in a private company, and her mother is an assistant pharmacist in S&R.
III. Scope of Limitation

The primary concern of the study is health maintenance, and detection of

actual and potential health problem that could compromise the client’s health. The
pediatric assessment tool was used as a basis for the physical assessment in which
it was part of the Maternal and Child workbook, and it was scrutinized to detect
any possible health problem or knowledge deficit regarding family care.

This study will include the effort of the level II student nurses and the
parents/SO of the client. The data gathering for the study is limited from
September 7, 15, & 21, 2019. The study was directed towards the aforementioned
objectives. Attributes like the past child illness/medical/surgical history, familial
risk factor, and honesty of the response to the questions asked from the parents/SO
were the limits of the study.
 IV. Client’s Profile

General Information
Name: Client X
Age: 2 years old Sex: Female
Birthday: July 28, 2017 Birthplace: Cagayan de Oro City
Religion: I.F.I
Address: Zone-1, Kauswagan, Cagayan de Oro City
Informant: Mother of Client X
Relation: Parent

Past Child Illness/Medical/Surgical History

Illness Date
Diarrhea January, 2019

Familial Risk Factor

(Highlight all that apply & indicate which side: Maternal/Paternal)
Hypertension Maternal
Diabetes Maternal
Kidney disease N/A
Heart disease N/A
Cancer Paternal
Tuberculosis N/A
Epilepsy N/A
Mental Illness N/A
Cerebrovascular Accident/Stroke Maternal/Paternal
Other: (specify) N/A
 V. Physical Assessment

PEDIATRIC ASSESSMENT TOOL

Assessment: (Objective) (Normal Values)

Temperature: 36.3 36.5 ºC -37.5ºC
Heart rate: 148 90-150 bpm
Respiratory rate: 32 24-40 cpm
BP: 90/60 86-106/42-63 mmHg
Height: 84 cm
Weight: 9.7 kg 10-15 kg
BMI: 15.5 – Ideal Weight

Infant Data
Actual Date of Delivery: July 28, 2017 via NSVD
Time: 6:50 PM
Weight: 3 kg 2.5 kg to 3.4 kg
Head circumference: 34 cm 34 to 35 cm
Chest Circumference: 31 cm 32 to 33 cm
Length: 48.5 cm 46 to 54 cm
Child feeding: Breast Feeding

Assessment of systems
General appearance
Personal hygiene: GOOD
Grooming: GOOD
Clothing/manners of dress: GOOD
Respiration
Objective: respiratory rate: 32 24-40 cpm
Depth: 1.3 inches
Symmetry: Balance

Circulation
Objective: BP 90/60 86-106/42-63 mmHg
Heart sounds:
rate: 148 bpm 90-150 bpm
Rhythm: Normal
Pulse: Carotid: 148 bpm
Radial: 146 bpm
Popliteal: 148 bpm
Temporal: 144 bpm
Femoral: 145 bpm
Dorsalis pedis: 145 bpm
Capillary refill: <2 sec <2 sec.
Color: Pinkish
Nail beds: Pinkish

Nutrition/Metabolic Pattern
Skin color: Fair
Lesions: None
Hair color: Dark Brown
Texture: Smooth
Nail color: Pinkish
Condition of mucosa: GOOD
Teeth: White

Daily Food Intake

Breakfast: Milk
Lunch: Rice, Soup, Water
Snacks: Biscuit and Juice
Food supplements/Vitamins: Ceelin, Propan TLC, Cherifer
Food allergies: None

Elimination
Bowel Habits
Frequency: 2-3x a day
Consistency: Morning-Afternoon
Color: Yellow
Constipation: None
Bladder Habit
Frequency: 2-4x diaper per day
Amount: 100-300 ml
Color: Slightly Yellow

Activity/Exercise: N/A
Daily activities: Playing

Sleep-rest
Time of sleep: 9:00 PM
Sleep Aids: Pillow, Foam, Blanket, Pacifier
Quality: 9 hours
Sensory-Perceptual:
Vision: 20/20 (Normal)
Hearing: Normal; Client danced as she heard the music
Smell: Normal; Able to recognize her cologne
Aids for vision: None
Aids for Hearing: None

Mental Status: Oriented

Pupil reaction
Right: Normal; 3mm
Left: Normal; 3mm
Posturing: Normal
Speech Impairment: None
Ability to express: Able to express emotions using one to three words
Others: N/A
Safety
Allergies/sensitivity: None
Reaction: None
History of Accident/Injuries: None
Fractures/Dislocation: None
Back problem: None
Changes in Mole: None
Enlarged Mole: None
Pain discomfort: None

Immunization Received

Client was immunized at Barangay Kauswagan Health Center.

Hepatitis B 7/28/17
BCG 8/8/17
Pentavalent vaccine 9/12/17 10/24/17 11/28/17
(DPT-HepB-HiB)
Oral polio vaccine 9/12/17 10/24/17 11/28/17
(OPV)
Inactive polio 11/28/17
vaccine
(IPV)
Pneumococcal 9/20/17 11/27/17 1/10/18
Conjugate vaccine
(PVC)
Measles, Mumps, 6/19/18
Rubella (MMR)
VI. Developmental Stages

A. Sigmund Freud’s Psychoanalytic Theory

The psychosexual stages of Sigmund Freud are five different developmental

periods during which the individual seeks pleasure from different areas of the body
associated with sexual feelings. Each stage of development is marked by conflicts that
can help build growth or stifle development, depending upon how they are resolved.
If these psychosexual stages are completed successfully, a healthy personality is the
result.

Our patient falls under Anal Stage of Freud’s theory. It is the second
development, from one to three years. The primary focus of this stage is controlling
bladder and bowel movements. The major conflict at this stage is toilet training--the
child has to learn to control his or her bodily needs. Developing this control leads to a
sense of accomplishment and independence. Stages of Freud’s Psychoanalytic Theory
are as follows:

STAGE AGE PERIOD EROGENOUS ZONE

Oral 0 – 1 year Mouth
Anal 1 – 3 years Bowel and Bladder Control
Phallic 3 – 6 years Genitals
Latent 6 – Puberty Sexual Feelings Are Inactive
Genital Puberty - Death Maturing Sexual Interests

B. Erik Erikson’s Psychosocial Development Theory

Erik Erikson looked at actions that lead to mental health. One of the main tenets of
his theory, that a person’s social view of self is more important than instinctual drives
in determining behavior, allows for a more optimistic view of the possibilities of
human growth. Each stage shows a conflict between two opposing forces. He believed
that the resolution of each conflict, or accomplishment of the developmental task of
that stage, allows the individual to go on to the next phase of the development. Stages
of Erikson’s Psychosocial Theory are as follows:

STAGE AGE PERIOD DEVELOPMENTAL TASK

Infant 0 – 1 year Trust vs. Mistrust
Toddler 1 – 3 years Autonomy vs. Shame & Doubt
Preschooler 3 – 5 years Initiative vs. Guilt
School-Age Child 6 – 12 years Industry vs. Inferiority
Adolescent 13 – 17 years Identity vs. Role Confusion
Late Adolescent 18 – 21 years Intimacy vs. Isolation
Adulthood 25 – 65 years Generativity vs. Stagnation
Maturity 65 years – death Integrity vs. Despair

Basing on this theory, our patient is in the Toddler Stage. The development
task at this time is autonomy versus shame and doubt. Children at this stage are
focused on developing a sense of personal control over physical skills and a sense of
independence.
If children in this stage are encouraged and supported in their increased
independence, they become more confident and secure in their own ability to survive
in the world. If children are criticized, overly controlled, or not given the opportunity
to assert themselves, they begin to feel inadequate in their ability to survive, and may
then become overly dependent upon others, lack of self-esteem, and feel a sense of
shame or doubt in their abilities.

C. Jean Piaget’s Cognitive Theory of Development

Cognitive development refers to how a person perceives, thinks, and gains

understanding of his or her world through the interaction and influence of genetic and
learning factors. This is divided into five major phases:

STAGE AGE PERIOD

Sensorimotor Phase 0 – 2 years
Pre-conceptual Phase 2 – 3 years
Intuitive Thought 4 – 6 years
Concrete Operations 7 – 11 years
Formal Operational 12 – adulthood

Basing on this theory, our patient belongs to the Pre-conceptual Phase. At this
stage, kids learn through pretend play but still struggle with logic and taking the point
of view of other people. They also often struggle with understanding the idea of
constancy. Children begin to think symbolically and learn to use words and pictures to
represent objects. They tend to be egocentric and struggle to see things from the
perspective of others. While they are getting better with language and thinking, they
still tend to think about things in very concrete terms.

D. Kohlberg’s Theory of Moral Development

Lawrence Kohlberg developed a theory on the way children gain knowledge of

right and wrong or moral reasoning based on Piaget’s developmental stages. People
can only pass through these levels in the order listed. Each new stage replaces the
reasoning typical of the earlier stage. Not everyone achieves all the stages. Kohlberg
defined three (3) levels of moral development:
STAGE AGE PERIOD DESCRIPTION
Preconventional (Level I)
1 2 – 3 years Punishment/Obedience Orientation
2 4 – 7 years Individualism
Conventional (Level II)
3 7 – 10 years Orientation to interpersonal relations
of mutuality
4 10 – 12 years Maintenance of social order, fixed
rules, and authority.
Postconventional (Level III)
5 Older than 12 Social contract, utilitarian law-making
perspectives
6 Older than 12 Universal ethical principle orientation

Our patient belongs to the Stage 1 of Preconventional Level. Children at this

stage see rules as fixed and absolute. Obeying the rules is important because it is a
means to avoid punishment. This obedience is compelled by the threat or application
of punishment.
 VII. Nursing Care Plan

SUBJECTIVE DATA OBJECTIVE DATA

 Parent verbalized, “ganahan siya mag  Slippery floor inside the house
dagan-dagan nga naai bitbit sa iyang  Wirings on the floor
kamot.”

NURSING DIAGNOSIS
 Risk for Injury related to Environmental Conditions as evidenced by Slippery Floor
and Wirings on the Floor

PLANNING
At the end of 30 minutes, parents/SO(s) will:
 Verbalize understanding of factors that contribute to possibility of injury.
 Demonstrate behaviors, lifestyle changes to reduce risk factors and protect the client
from injury.
 Modify environment as indicated to enhance safety
 Be free of injury

INTERVENTION
Performed thorough assessments regarding
safety issues.
Provided healthcare within a culture of safety
(e.g., adherence to nursing standards of care
and facility safe-care policies).
Identified interventions and safety devices
such as, nonskid bath mat, safety covering
for outlets, and soft ground cover in the play
area.
Performed home assessment and identified
safety issues, such as locking up medications
and poisonous substances, locking exterior
doors, or removing matches and smoking
material and knobs from the stove.
Identified individual needs and resources for
safety education such as First Aid/CPR
classes, babysitter class, and community
safety classes.
Provided telephone numbers and other
contact numbers, as individually indicated
(e.g., doctor, 911, poison control, police,
lifeline, hazardous materials handler).
Promoted community education programs
geared to increasing awareness of safety
RATIONALE
Failure to accurately assess and intervene or
refer these issues can place the client at
needless risk and creates negligence issues
for the healthcare practitioner.
To prevent errors resulting in client injury,
promote client safety, and model safety
behaviors for client/SO(s):
 Monitor environment for potentially
unsafe conditions and modify as
needed.
To promote safe physical environment and
individual safety.
To prevent client from wandering off while
SO is engaged in other household activities.
To promote wellness
To promote wellness
To promote wellness
measures and resources available to the
individual (e.g., correct use of child safety
seats, bicycle helmets, home hazard
information, firearm safety, fall prevention,
CPR and First Aid).

EVALUATION
 Parent and SO(s) responses to interventions, teaching, and actions performed.
 Specific actions and changes that are made.
 Attainment or progress toward desired outcome(s).
 Modifications to plan of care.
SUBJECTIVE DATA
 Parent stated that, “gusto na siya mu
saka ug kanaug nga siya rai usa sa
hagdanan unya dili siya ganahan
gunitan.”
 Parent verbalized, “ganahan na siya
mag tanaw-tanaw sa gawas, sa
bintana sa taas.”
NURSING DIAGNOSIS
 Risk for Fall related to Environmental Conditions as evidenced by Big Windows with
No Screen and Stairs
PLANNING
At the end of 30 minutes, parents/SO(s) will:
 Verbalize understanding of risk factors that contribute to the possibility of falls.
 Demonstrate behaviors and lifestyle changes to reduce risk factors and protect self
from injury.
 Modify environment as indicated to enhance safety.
 Be free of injury.
INTERVENTION
Assessed noted factors associated with age,
gender, and developmental level.
Assessed mood, coping abilities, and
personality styles.
Ascertained parents’/SO’s level of
knowledge about and attendance to safety
needs.
Ascertained knowledge of safety need/injury
prevention and motivation to parents and/or
significant others.
Considered hazards in the care setting and/or
home/other environment.
Recommended or implemented the needed
interventions and safety devices such as
placing gates across the tops and bottoms of
stairways, keeping doors locked or using
OBJECTIVE DATA
 House has stairs and chairs.
 Big windows and no screen at the
second floor.
RATIONALE
Infants and young children (e.g., climbing on
objects), are at greatest risk because of
developmental issues and impaired
or lack of ability to self-protect.
Child’s temperament, typical behavior, and
stressors can affect attitude toward safety
issues, resulting in carelessness or increased
risk taking without consideration of
consequences.
Parents’/SO’s may reveal lack of
understanding, insufficient resources, or
simple disregard for personal safety (e.g., “I
can’t watch him every minute,” “We can’t
hire a yaya”, etc.).
To prevent injury; parents may not be aware
of proper precautions or may not have
knowledge, desire, resources to attend safety
issues in all settings
Identifying needs or deficits provides
opportunities for intervention and/or
instruction (e.g., concerning clearing of
hazards, intensifying client supervision, or
obtaining safety equipment).
To manage conditions that could contribute
to falling and to promote safe environment
for individual and others.
childproof doorknob covers, removing
unsecured scatter rugs, and using a nonskid
mat in the bathroom.
Determined that home safety issues are May be needed to adequately determine
addressed, including supervision, access to client’s needs and available resources.
emergency assistance, and client’s ability to
manage self-care in the home.
Provided educational resources (e.g., home For later review and reinforcement of
safety checklist, equipment directions for learning.
proper use, appropriate Web sites).
Promoted community awareness about the To promote wellness
problems of design of buildings, equipment,
transportation, and workplace accidents that
contribute to falls.

EVALUATION
 Individual responses to interventions, teaching, and actions performed.
 Specific actions and changes that are made.
 Attainment or progress toward desired outcomes.
 Modifications to plan of care.
 Specific referrals made; sources for assistive devices, educational tools.
SUBJECTIVE DATA
 Parent stated, “ganahan na siya mag
abri ug mga botelya.”
 Parent verbalized, “mag apil-apil man
gud na siya ug color sa iyang ate unya
iya ra ba dayon isulod sa iyang baba.”
OBJECTIVE DATA
 Identified risk factors such as toilet
bowl cleaners, dishwasher liquid,
bleach, essential oils, furniture polish,
paints, rust remover, lubricant oils;
bug sprays, and powders.

NURSING DIAGNOSIS
 Risk for Poisoning related to Lack of Proper Precaution as evidenced by Dangerous
Products Placed Within Reach of Children

PLANNING
At the end of 30 minutes, parents/SO(s) will:
 Verbalize understanding of dangers of poisoning.
 Identify hazards that could lead to accidental poisoning.
 Correct external hazards as identified.
 Demonstrate necessary actions/lifestyle changes to promote safe environment.

INTERVENTION RATIONALE
Identified environmental hazards: The items mentioned are all readily available
 Storage of household chemicals (e.g., toxins in various forms that are often
toilet bowl, or drain cleaners; improperly stored.
dishwasher products; bleach;
hydrogen peroxide; fluoride
preparations; essential oils; furniture
polish; lighter fluid; lamp oil;
kerosene; paints; turpentine; rust
remover; lubricant oils; bug sprays or
powders; fertilizers).
Discussed medication safety with To prevent accidental ingestion.
parents/SO(s).
Stressed importance of supervising infant, To assist in correcting factors that can lead to
child, frail elderly, or individuals with accidental poisoning
cognitive limitations.
Advised parents/SO(s) to keep medicines and To assist in correcting factors that can lead to
vitamins out of sight or reach of children or accidental poisoning
cognitively impaired persons.
Advised parents/SO(s) to use child-resistant To assist in correcting factors that can lead to
or tamper-resistant caps and lock medication accidental poisoning
cabinets.
Informed parent/SO(s) to recap medication To assist in correcting factors that can lead to
containers immediately after obtaining accidental poisoning
current dosage. Do not leave open container
out.
Encouraged parent/caregiver to place safety To warn children of harmful contents.
stickers on dangerous products (drugs and
chemicals).
Informed parents/SO(s) about hazards of To promote wellness.
poisonous substances and to “ask first”
before eating or drinking anything.
Discussed issues regarding drug use in home
(e.g., alcohol, marijuana, heroin).
Encouraged emergency measures, awareness,
and education (e.g., CPR/First Aid class,
community safety programs, ways to access
emergency medical personnel)
Discussed vitamins (especially those
containing iron) that can be poisonous or
lethal to children.
To provide opportunity to address potential
accidental ingestion of children when drugs
or drug paraphernalia are in the home.
To assist parents/SO(s) to identify and
correct risk factors in environment and be
prepared for emergency situation.
To promote wellness.

EVALUATION
 Response to interventions, teaching, and actions performed.
 Attainment or progress toward desired outcome(s).
 Modification to plan of care.
SUBJECTIVE DATA OBJECTIVE DATA
 Parent stated, “hilig siya mag hungit  Small objects seen inside the house.
ug bisan unsa na butang sa iyang  Client has toys with small, removable
baba.” parts.
 Parent verbalized, “ganahan siya mag
dagan-dagan nga naai bitbit sa iyang
kamot.”

NURSING DIAGNOSIS
 Risk for Suffocation

PLANNING
At the end of 30 minutes, parents/SO(s) will:
 Verbalize knowledge of hazards in the environment.
 Identify interventions appropriate to situation.
 Correct hazardous situations to prevent or reduce risk of suffocation.
 Demonstrate CPR skills and how to access emergency assistance.

INTERVENTION
Determined client’s/SO’s knowledge of
safety factors or hazards present in the
environment
Identified level of concern or awareness and
motivation of client/SO(s) to correct safety
hazards and improve individual situation.
Assessed for allergies (e.g., medications,
foods, environmental).
Identified and encourage relevant safety
measures (e.g. close supervision of toddler;
avoid propping up baby bottle; and do not
leave automobile engine running in closed
garage)
Recommended storing small toys, coins,
cords or drawstrings, and plastic bags out of
reach of infants and young children. Avoid
use of plastic mattress or crib covers,
comforter, or fluffy pillows in cribs
Developed plan with client/caregiver for
long-range management of situation to avoid
injuries.
Promoted public education in techniques for
clearing blocked airways, back blows,
Heimlich maneuver, CPR.
Collaborated in community public health
education regarding hazards for children
(e.g., appropriate toy size for young child).
RATIONALE
To identify misconceptions and educational
needs. Suffocation can be caused by (1)
spasm of airway (e.g., food or water going
down wrong way, irritant gases, asthma); (2)
airway obstruction (e.g., foreign body).
Lack of commitment may limit growth or
willingness to make changes, placing
dependent individuals at risk.
To which individual could have
severe/anaphylactic reaction
resulting in respiratory arrest.
To prevent or minimize risk of injury.
To reduce risk of accidental suffocation.
Enhances commitment to plan, optimizing
outcomes.
To promote wellness
To reduce potential for accidental
or intentional suffocation.
EVALUATION
 Responses to interventions, teaching, and actions performed.
 Attainment or progress toward desired outcome(s).
 Modifications to plan of care.
 VIII. Drug Study

Generic Name Ascorbic acid

Brand Name Ceelin
Mode of Action These nutritional supplements contain Vitamin C which
helps the body’s natural defense against damaging free
radicals. Vitamin C forms part of the body’s natural immune
system and stimulates the activity of specialized white blood
cells which inhibit harmful bacteria and viruses. Vitamin C is
also needed for the formation of protein, collagen.
Indication Prevention and treatment of Vitamin C deficiency in infants
and children
Side Effects •Heartburn
•Upset stomach
Adverse Effects •Nausea
•Abdominal Cramps
•Diarrhea
•Nose bleeds
Nursing Considerations •Do not give more than the recommended dose.
•Do not use after the expiry date on the label.
•Inform parents/SO to consult a doctor of any undesirable
effect occurs.

Generic Name vitamin B complex, lysine, & iron

Brand Name Propan TLC
Mode of Action Maintain normal levels of all necessary nutrition of the body
for optimum growth and development. It has important
amino acids, Taurine, Lysine, and Chlorella Growth Factor
the source of building materials for muscles, blood, skin,
hair, nails, and internal organs including the heart and the
brain.
Indication Dietary supplement in children for optimum growth, strength,
and good health.
Side Effects Abdominal Discomfort
Adverse Effects •Hypervitaminosis
•Hypercalcemia
•Allergic reactions
Nursing Considerations •Do not give more than the recommended dose.
•Do not use after the expiry date on the label.
•Inform parents/SO to consult a doctor of any undesirable
effect occurs.
Generic Name vitamins cholera growth factor
Brand Name Cherifer
Mode of Action It maximizes the child’s growth potential, strongly boosts the
immune system, enhances brain development, improves
vision, and, maximizes metabolism and utilization of
carbohydrates, proteins, and fats.
Indication Nutritional supplement for growth and development.
Side Effects Abdominal Discomfort
Adverse Effects •Nausea
•Abdominal Cramps
•Diarrhea
•Allergic reactions
•Green discoloration of the stools
Nursing Considerations •Do not give more than the recommended dose.
•Do not use after the expiry date on the label.
•Inform parents/SO to consult a doctor of any undesirable
effect occurs.
•Store at temperatures not exceeding 30ºC, away from direct
sunlight.
 IX. Health Teachings

A. Poison Prevention and Safety for Toddlers

Poison is one of the deadliest factors of death among children. Most poisonings happen
when parents and caregivers are not paying attention. The most dangerous potential poisons
are medicines, cleaning products, liquid nicotine, antifreeze, windshield wiper fluid,
pesticides, furniture polish, gasoline, kerosene and lamp oil. Be very vigilant at all times to
avoid accidents and further damages.
 Store medicine, cleaning and laundry products, (including detergent packets)
paints/varnishes and pesticides in their original packaging in locked cabinets or
containers, out of sight and reach of children.
 Purchase and keep all medicines in containers with safety caps. Discard unused
medication. Note that safety caps are designed to be child resistant but are not fully
child proof.
 Never refer to medicine as “candy” or another appealing name.
 Check the label each time you give a child medicine to ensure proper dosage. For
liquid medicines, use the dosing device that came with the medicine. Never use a
kitchen spoon and use the appropriate dosage for the child’s age and when to
administer the medicine.
 Never place poisonous products in food or drink containers.
 Keep natural gas-powered appliances, furnaces, and coal, wood or kerosene stoves in
safe working order.
 Secure remote controls, key fobs, greeting cards, and musical children’s books away
if not in use. These and other devices may contain small button-cell batteries that can
cause injury if ingested.
 Know the names of all plants in your home and yard. If you have young children or
pets, consider removing those that are poisonous.
 Never leave vitamin bottles, aspirin bottles, or other medicine on kitchen tables,
countertops, bedside tables, or dresser tops. Kids may decide to try to copy adults and
help themselves.
 Never put roach powders or rat poison on the floors of your home. Do not use insect
sprays on furniture or mattresses.
 Keep laundry supplies out of site and in a locked cabinet. Laundry detergent pods are
more dangerous than other detergent types. If you have children under 6 years old,
consider using traditional detergent rather than pods.
 Store household cleaning products and aerosol sprays in a high cabinet far from reach.
 Don't keep any cleaning supplies — including dishwasher powder, liquid, or pods —
under the sink or in an unlocked cabinet.
 Food extracts, such as vanilla and almond, may contain alcohol and can be harmful to
kids.
 Always remember the hotline numbers in your community in case of emergency.
 B. Physical Activities for Children at Home
For children and teens to grow up healthy, it’s important they are physically active and
not just depend on gadgets and other modern technologies nowadays. In our generation, most
young children as young as 1 year old even know how to operate a mobile phone and watch
videos on YouTube. Though modern technology contribute a great deal of advantages to our
children, it is important that they still have fun physically and do things they actually enjoy
for a wide range of benefits such as:
 Keep their heart and lungs strong and healthy,
 Become more flexible,
 Develop strong bones,
 Keep a healthy body weight,
 Lower the risk of several diseases and health problems,
 Improve their mood and self-esteem, and
 Do better in school

“Sedentary behaviour” means time spent doing very little physical activity, such as
sitting at a computer, playing video games, or watching television. Children and teens should
spend less time on these activities and more time being active.

Toddlers aged 1-2 years old require 180 minutes of physical activity through the day
(planned and organized and unstructured physical activity or free play). Activities should be
fun and encourage your toddler to explore and try new things
 Choose activities that suit your child’s age and stage of development.
 Give your child lots of time to be active in both structured activities, like organized
sports, and unstructured activities, like playing in a playground.
 Keep activities fun.
 Set limits on how much time your children and teens spend in front of a screen (that
includes television, computers, tablets, video games, and smart phones). For children
aged 2 to 5 years, limit total daily screen time to less than 1 hour. Screen time is not
recommended for children under 2 years.
 Be sure activities are safe and be a good role model to the child.
 C. Safety Environment for Growing Toddlers
Toddlers and young children like to explore, climb, walk, run, and dance. Falls are the
major cause of serious injuries in toddlers and school-age children. Moreover, toddlers and
pre-schoolers experience most fall injuries at home. As a result, fall detection, prediction, and
prevention to assist parents' supervision become critical issues for toddler healthcare at home.
As responsible parents and caregivers, we should be aware on how to minimize risks to
prevent injuries and serious damages.
You can help prevent accidents in the following ways:
 As soon as your baby can walk, lock doors to all dangerous areas. Encourage your
toddler to stay sitting down when bathing.
 Be careful when using equipment such as highchairs and changing tables. Always use
the safety straps and keep a close eye on your child.
 Keep stairways clean and safe. Carpeting on stairs should be in good repair.
Uncarpeted stairs should be kept clean but not slick. Train your child to hold on to the
rail and to walk carefully down each step one at a time. If you have pets, teach your
child to keep away from them while on stairs.
 Watch your toddler when he or she is outside. Uneven grass, sloping lawns, and hills
can make walking difficult.
 Attach rubber pad to throw rugs to secure them on flooring. If possible, do not throw
rugs on areas where the toddler usually plays or walks around.
 Have your child stay seated when he or she is eating or drinking. And don't allow
your child to walk or run with any objects in his or her mouth. Your unsteady toddler
could get face and mouth injuries in addition to other injuries from a fall. Keep hot
drinks away from and out of reach of the child.
 Don't allow your child to climb on high furniture.
 To avoid toddler falling off the bed, make sure he/she has someone near him/her
when sleeping or be on the edge to prevent from falling.
 Playground equipment especially slides, and monkey bars are dangerous to toddlers
when unsupervised. Avoid taking your child to playgrounds that don't have a soft
surface beneath the equipment.
 Clean up litter, the easiest method for preventing falls is to keep your home neat and
tidy.
 Repair or remove tripping hazards such as wires on floors and unused toys on the
floor or hallways.
 When changing toddlers’ clothes, it’s safest to change them on the floor.
 Lock matches, cigarette lighters, candles and flammable liquids away and out of reach
of children.
 Use power point covers and replace electrical appliances and cord if they’re worn if
cannot be helped, isolate.
 Never leave food cooking unattended at home when child is present.
 Teach your child that if their clothing catches fire, they should:
o Stop running and drop to the floor
o Cover their face with their hands and roll on the floor to put the fire out
 Always remember the hotline numbers in your community in case of emergency.
 D. Hygiene Habits for Kids

Good hygiene habits involve more than just hand washing. Teaching your young ones in
the early stage of their life can create good hygiene habits throughout their lives. Proper
grooming and healthy habits also ward off illnesses and harmful diseases. Incorporate these
habits to your toddlers as part of their daily routine.

 Bath regularly and wash hair with shampoo every other day.
 Trim nails regularly and keep in good shape to avoid infected nails and harboring dirt.
 Brush teeth three times a day. Brushing minimizes the accumulation of bacteria in
your mouth, which can cause tooth decay and gum disease.
 Teach young children to wash their hands thoroughly with soap and water and teach
them when to wash.
 Skin care for toddlers is very important especially that their skin is still very sensitive.
Avoid using products that are harsh for the skin.
 Teach your child proper toilet habits. Teach them to wipe thoroughly from front to
back and wash their hands when they’re done.
 X. Bibliography

Development Stages:
Maternal & Child Health Nursing 8th Edition Volume 1 by Wolters Kluwer
https://www.simplypsychology.org/Erik-Erikson.html
https://www.verywellmind.com/freuds-stages-of-psychosexual-development-2795962
https://www.verywellmind.com/piagets-stages-of-cognitive-development-2795457
https://www.verywellmind.com/kohlbergs-theory-of-moral-development-2795071
http://www.qcc.cuny.edu/SocialSciences/ppecorino/MEDICAL_ETHICS_TEXT/Chapter_2_
Ethical_Traditions/Reading-Barger-on-Kohlberg.htm
https://www.simplypsychology.org/kohlberg.html

Health Teaching:
https://www.healthychildren.org/English/safety-prevention/all-around/Pages/Poison-
Prevention.aspx
https://kidshealth.org/en/parents/safety-poisoning.html
https://www.caringforkids.cps.ca/handouts/physical_activity
https://www.uofmhealth.org/health-library/ue5136
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3892873/
https://www.everydayhealth.com/healthy-living/guide-to-good-hygiene.aspx
https://www.healthline.com/health/hygiene-habits-kids

Nursing Care Plan:

Nurse’s Pocket Guide 13th Edition by F.A. Davis Company

Drug Study:
https://www.unilab.com.ph/products/ceelin-oral-drops-and-syrup/
https://www.mims.com