Tuesday, October 26, 2021

- increases by 1 inch per month during the

rst 6 mos, half inch / month from 7-12
mos

MODULE 1: PRINCIPLES development

- increase in the skills / capacity of the child
OF GROWTH AND development

- ability to function

DEVELOPMENT - functioning of skills

- qualitative change in the child that is

demonstrated by functioning or skill and
that is achieved through maturation and
learning

newborn
- immediately after birth until 1 month

ways to measure development:

infancy
- from 1 month until 12 months
1. direct observation of child's performance

- parent's observation

toddler 2. note parents' description of child's

- early childhood
progress

- 12 mos until 3 yrs

3. use of DDST (Denver Developmental

early childhood / preschool Screening Test), modi ed as MMDST (Metro
- 3 - 6 yrs
Manila Developmental Screening Test) in the
ph

school age - if there is a delay in development

- 6-12 yrs old

- normal / abnormal

adolescence

- from around 12-13 yrs and lasts until 1. language

beginning of development
2. personal / social

3. ne motors skills

- building blocks

I. GROWTH AND DEVELOPMENT 4. gross motor

- to jump

growth - large body movements

- namemeasure
ve main areas of development:
- quantitative in structures

- orderly and predictable but not even

1. physical

- height, strength

parameters of growth:
2. emotional

• weight - trusting relationships, attitudes,

- most sensitive
sense of self as an individual, feelings

- measured in grams, kg / pounds

3. intellectual

• height - thinking and understanding

- measured in inches, feet, or centimeters

4. social

- interaction

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 5. spiritual
5. growth and development follows an
- search for transcendental meaning
orderly pattern

a. cephalocaudal

- growth proceeds from head

to toes

maturation
- development of cells until they are ready b. proximo-distal

to function
- growth proceeds from the
- an increase in human competence and center, or midline of the body
adaptability
to peripheral

developmental task c. general to speci c (gross to

- a growth responsibility that arises at a re ned)

certain time in the course of development

- simple to complex

- according to one's age

6. there are periods of accelerated &

decelerated growth rate

7. all individuals are di erent

8. early foundations are critical

9. each phase of development has hazards

10. each phase of development has

characteristic behavior

- behavior = most comprehensive

11. there is an optimum time for initiation of

developmental experiences or learning

12. most developmental skills and behaviors

are learned by practice

13. neonatal re exes must be lost before

motor development can proceed

14. development ins a ected by cultural

changes

15. there are social expectations for every

stage of development

16. development is a product of heredity and

environment

II. PRINCIPLES OF GROWTH AND

DEVELOPMENT
III. MAJOR FACTORS INFLUENCING
1. growth and development are continuous
processes from conception until death
GROWTH AND DEVELOPMENT
2. all aspects of development are interrelated

3. growth is continuous and gradual

A. Genetics
- physical characteristics, learning style,
- Infancy: most rapid period of growth
and temperament.

- Preschool to puberty: slow and - genetic abnormality

uniform rate of growth

- Puberty: (growth spurt) second B. Gender

most rapid growth period
C. Health
After Puberty: decline in growth rate D. Intelligence
till death
E. Environment
a. Socioeconomic level

b. Parent-child relationship

4. growth is not uniform

c. Ordinal position in the family

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 d. Health
D. SLOW-TO-WARM-UP CHILD

- adapts slowly to new situations

F. Temperament - 15% of children

Reaction patterns that Determine Development of Mental Function &

Temperament Personality development

1. Activity level • Individual adjustment to his environment

- di ers widely
• Covers appearances, abilities, motives,
emotional reactivity and experiences that
2. Rhythmicity
have shaped him to his present person

- with set patterns

• Early experiences in uence behavior later
in life

3. Approach • Mostly established at the age of ve

- response on initial contact with a

new stimulus

IV. STRUCTURE OF PERSONALITY

4. Adaptability

- change one's reaction to stimuli A. ID

over time
- developed during infancy

- operates on pleasure principle to reduce

5. Intensity of reaction tension / discomfort

6. Distractibility
B. EGO
- shift easily to a new situation
- developed during toddler period

- reality principle

7. Attention span and persistence

- promotes satisfactory adjustment in
- remain interested to a project or relation to the environment

activity

C. SUPER EGO
8. Threshold or response - developed during preschool

- intensity level or stimulation - conscience - morality principle

necessary to evoke reaction

- emerges at around 5 yrs of age

9. mood quality

- negative / positive condition

V. THEORIES OF CHILD DEVELOPMENT

Category of Temperament
- Developmental theories provide road
maps for explaining human development.

- Achievement of developmental task /

A. THE EASY CHILD growth accomplishment of future tasks

- easy to care for

- Chronologic age

- 40% to 50% of children

- It is not so much chrologic age as the
completion of developmental tasks that
B. THE DIFFICULT CHILD de nes whether a child has passed form
- withdraw rather than approach new one developmental stage of childhood to
situations
another

- 10% of children

C. THE INTERMEDIATE CHILD

- a combination fo the easy and di cult child

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 SIGMUND FREUD'S PSYCHOANALYTIC - at each stage, there is a con ict
THEORY between 2 opposing forces

- Freud described adult behavior as being - the resolution of each con ict, or
the result of instinctual drives that have a
accomplishment of the developmental
primary sexual nature (libido).

- He described child development as being task of that stage, allows the individual
a series of Psychosexual stages in which a to go on the next phase of
child's sexual grati cation becomes development

focused on a particular body part at

each stage

A. The Infant

- oral phase

- infants are so interested in oral

stimulation or pleasure during this
time

B. The Toddler

- anal phase

- children's interests focus on the

anal region as they begin toilet
training

- children nd pleasure in both

retention of feces and defecation

A. The Infant

C. The Preschooler
- trust vs mistrust

- phallic phase
- "learning con dence" / "learning
- masturbation and exhibition are to love"

usual

B. The Toddler

D. The School-Age Child

- autonomy vs shame or doubt

- latent phase
- 18 mos - 3 years old

- children's libido appears to be - self-governance / independence

diverted into concrete thinking

- praise

E. The Adolescent
C. The Preschooler

- genital phase
- initiative vs guilt

- 12-18 yrs old

- basic things

- establishment of new sexual - activities reco: modelling clay /

aims and the nding of new love nger painting

objects

D. The School-Age Child

ERIC ERIKSON'S THEORY OF - industry vs inferiority

PSYCHOSOCIAL DEVELOPMENT
- 6-12 yrs old

- Erikson describes 8 developmental - how industry develops

stages covering the entire life span

- give them short assignments

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E. The Adolescent

- identity vs role confusion

- 12-20 yrs old

- genital stage

- how he / she is as a person /

what kind of person

- desire to be independent and be

away from parents

F. The Young Adult

- sense of intimacy vs isolation

- 20-40 yrs old

- focused on career

LAWRENCE KOHLBERG'S THEORY

G. The Middle-Aged Adult
OF MORAL DEVELOPMENT

- sense of generativity vs - studied the reasoning ability of boys

stagnation
and developed a theory on the way
children gain knowledge of right and
H. The Older Adult
wrong or moral reasoning

- integrity vs despair

JEAN PIAGET'S THEORY OF

COGNITIVE DEVELOPMENT

- 4 stages of cognitive development

within each stage are ner units /
schemas

- each period is an advance over the

previous one.

- to progress from one period to the

next, children reorganize their thinking
processes to bring them closer to adult
thinking

A. The Infant

- a pre-religous stage

- infants have little concept of any

motivating force beyond that of
their parents

B. The Toddler

- preconventional stage

- punishment obedience
orientation

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 C. The Preschooler
VII. NURSING DIAGNOSIS
- individualism and exchange

- when assessment is completed, a child

- "Lie still now for me while I
pro le can be devised and needs and
change your dressing and I will problems identi ed.

read you a story when I am

through
- examples of nursing diagnoses applicable
to this area include:

D. The School-Age Child

• Risk for delayed growth and

- conventional development: "nice development related to lack of age-
girl, nice boy" stage
appropriate toys and activities

- children engage in actions that

are " nice" or "fair" rather than • Delayed growth and development
necessarily right
related to prolonged illness

• Readiness for enhanced family

E. The Adolescent
coping related to parent’s seeking
- postconventional development: information about child’s growth and
law and social order
development

- 12 yrs old

- follow the standard rules / policy

VIII. OUTCOME IDENTIFICATION AND

PLANNING
VI. ASSESSMENT FOR PROMOTION - to provide holistic nursing care, consider
OF NORMAL GROWTH AND all aspects of a child's health (physical,
DEVELOPMENT emotional, cultural, cognitive, spiritual,
nutritional, and social), remembering that
each child's developmental progress is
- Measure and plot height and weight on unique.

a standard growth chart for children at

all health care visits to document - children cannot be forced to achieve
growth is occurring and the child's milestones faster than their own timetable
growth remains within a constant will allow.

percentile

- however, through anticipatory guidance,

- Take a health history from both parents
and the child and observe what speci c
activities the child can accomplish to
establish whether developmental
milestones (major markers of normal
development) are being met.
for new experiences.
children can be encouraged to reach
maximum developmental potential. Nurses
can play important roles in suggesting
expected outcomes and guidance to both
a child and family on ways to encourage
child development and preparing children

- Document a 24-hour recall history for - Interventions to foster growth and

nutritional intake, sleep, and a description
of school and play behaviors.
appropriate self-care in a child and
development include encouraging age-
suggesting age- appropriate toys or
activities to parents. it may be necessary
to help parents accept a child's delayed
growth or motivate a child to reach
anticipated upper limits.

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 - role modeling is an important ongoing
intervention with both children and
families. modeling, for ex, can
demonstrate that problem solving is a
more e ective approach to life's
challenges than "acting out" behaviors.

IX. OUTCOME EVALUATION

- Evaluation for speci c growth and

developmental milestones must be
ongoing to be accurate and useful,
because many children do not test well on
any given day.

- Ongoing evaluation is necessary also

because it provides an opportunity for
early detection of various problems.

- if a child has di culty achieving one

developmental task, for ex, the next one
may be di cult to achieve as well.

- Evaluation must also be comprehensive.

- if a developmental task involves only gross

motor function, it may not be apparent
that something is wrong with a child's ne
motor function until the child is asked to
perform ne motor tasks in school.

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