Western Oklahoma State College, Nursing 1129 (2021)

Pediatrics, Developmental Considerations, Part 2

This is an additional reading guide. Your faculty expects you to read all parts of each chapter
as you prepare for the exam.
Chapter 27, 28, 29

 Have a good understanding of Erik Erikson’s Stages of Development.

o Here is a good video link for Erikson’s Stages of Development: 8 Stages of Development
by Erik Erikson - YouTube
 How do vital signs change as the newborn grows and matures into childhood? What does the
heart rate do? What does the blood pressure do? How does breathing change? Refer to this
table: normal vital signs by age - Bing images
 Consider the length of the urethra in boys and girls. Why are girls more susceptible to UTI’s?
 How do the lungs change as development continues? How do bones and muscles change?
 Differences between nightmares and night terrors—understand this. Nightmares vs. Night
Terrors Medical Course - YouTube
 Know which foods are higher in calcium. Know which foods are higher in iron. How much
calcium should the preschool child have per day? How much iron?
 If a child is needing to avoid dairy products, what is a good source of calcium?

o BOX 27.2 Daily Calcium and Iron Recommendations for Preschool Children

o Calcium: 700 mg (3-year-old), 1,000 mg (4- to 8-year-old)
o Calcium in Foods
o • 8-oz low-fat or whole milk: 275–300 mg
o • 8-oz low-fat yogurt: 313–415 mg
o • 1½-oz cheddar cheese: 307 mg
o • 1-oz dried white beans (cooked): 75 mg
o • ½ cup raw broccoli: 21 mg
o Iron: 7 mg (3-year-old), 10 mg (4- to 8-year-old)
o Iron in Foods
o • ¾ cup 100% fortified prepared cereal: 18 mg
o • 3-oz beef: 3 mg
o • 3-oz chicken (dark meat): 1.1 mg
o • ½ cup cooked lentils: 3 mg
o • 3-oz chicken (white meat): 0.9 mg
o • 15.2-cm (6-in) slice watermelon: 0.7 mg
o • ¼ cup fresh cooked spinach: 1.6 mg
o • ¼ cup tofu: 1.7 mg
o • ¼ cup raisins: 1 mg
o • 1 slice enriched bread: 0.8–0.9 mg
o • ¼ cup frozen spinach, cooked: 0.85 mg
 Again, differentiate between gross motor skills and fine motor skills. Gross Motor Skills vs. Fine
Motor Skills: What’s the difference? - YouTube
 School-Age Fears
o The school-age child’s fears shift away from pretend things, like monsters, to things that
could happen to them in real life, such as natural disasters, others hurting them, and the
death of a loved one (Lyness, 2018). School-age children are less fearful of harm to their
body than in their preschool years, but fear being kidnapped or undergoing surgery.
They may continue to fear the dark but are less fearful of animals, such as dogs and
noises. The school-age child needs reassurance that his or her fears are normal for this
developmental age. Parents, teachers, and other caretakers should listen to the child’s
fears with sympathy and support. Recognize the child’s fears but do not cater to them.
Help the child face his or her fears and teach the child coping strategies such as positive
self-statements such as “I can do this” and relaxation techniques such as deep breathing
and visualization (Lyness, 2018).
 As the school-age child develops, how much taller should the child grow, from one year to the
next? How much weight should the child gain, from one year to the next?
 How can a parent encourage reading?
 Bullying: Who is affected by bullying? What are signs and symptoms of bullying? What can a
parent do if bullying is suspected at school?
 Terms menarche, thelarche. Here is a short video. What is Thelarche? Explain Thelarche, Define
Thelarche, Meaning of Thelarche - YouTube
 Good video for precocious puberty. Precocious Puberty - No Sups - YouTube
 One more GREAT video for Erik Erikson’s Stages of Psychosocial Development. For teenagers,
what is the stage? What is important at this stage for the teenager? Erik Erikson’s Identity Crisis:
Who am I? - YouTube
 Understand the physiological changes of puberty.
 Why is body image so important and tied to self-esteem?
 How should the nurse approach weight issues and diet to teenager girls?
 What is the leading cause of death in this age group?
 What teaching is needed for safety concerns with this age group?
 How should parents communicate to teenagers?
Chapters 30, 31, 32

 What are goals of atraumatic care?

 What is basis for family-centered care?
 What is a child life specialist (CLS)? What is the goal of the CLS?
 How can nurses instill security in hospitalized situations?
 When are newborn screenings normally done?
 Understand the routine vaccinations from the newborn through the adolescent years.
 Information on Hib: Hib Vaccination | Haemophilus Influenzae Type b | CDC
 Understand active vs. passive immunity. Active vs Passive Immunity: Differences and Definition |
Technology Networks
o What is colostrum provide? Active or passive immunity?
o What do vaccines provide? Active or passive immunity?
 o What do intravenous immunoglobulins provide? Active or passive immunity?
o What does an actual infection cause the body to build? Active or passive immunity?
 As a nurse, what do you need to know about lead poisoning? What doe you need to teach
parents in regards to this?
 Review assessment chapter in detail.