SAN PABLO COLLEGES

COLLEGE OF NURSING

NCM 107

Midterm RLE
Requirements
(Growth and development.)
Family with Infant
Family with Toddler
Family with Preschool
Family with School age
SUBMITTED BY.

GUEVARRA, KIRSTEN MOREEN G.

DELA CRUZ, ANNAMARIA L.

Growth and Development
INTRODUCTION
• Life begins with conception and ends with death.
• Growth typically occurs during the first 20 years of life, with development continuing
after that.
• All children go through predictable stages of development and growth.
• Each child's development is unique.
• Though they are frequently used interchangeably, they have distinct meanings.
• Life begins with conception and ends with death.
• Most people use the terms "growth" and "development" interchangeably and consider
them to be synonymous, but their meanings are not.
Growth
• An increase in the number and size of cells as they divide and synthesize new proteins;
this results in an increase in the overall size and weight of the organism or any of its
parts.
• It is the process of physical maturation that results in an increase in body size and organ
size.
Development
• A gradual change and expansion; progression from lower to higher levels of complexity;
the emergence and expansion of an individual's capabilities through growth, maturation,
and learning.
• It is a gradual improvement in skill and capacity to function.
• Skinner defines development as a continuous and gradual process.According to Crow and
Crow (1965), development is concerned with growth as well as behavioral changes
caused by environmental factors.
• It is a significant improvement in the child's functioning.
• It can be quantified through observation.
Development is Continuous
• Development is a continuous process: Development occurs throughout an individual's
life.
• This process occurs in interaction with a person's living environment.
General to Specific Responses
 Children can initially hold large objects with both arms.
 They can then hold things in one hand and pick small objects like peas and cereals.
 When they first start holding the pencil, they draw a circle, then a square, then letters and
words.
FACTORS AFFECTING GROWTH AND DEVELOPMENT

 Growth and development depend upon multiple factors or determinants

 They influence directly or indirectly by promoting or hindering the process
  Genetic factors
 Prenatal factors
 Postnatal factors (e.g. Nutritional and Environmental factors).
 Genetic
 Sex
 Race and nationality
 Inheritance
Family with a Infant
Babies born healthy have fully developed systems that allow their bodies to function,
such as the ability to suck, swallow, and breathe. All infants require responsive care from loving
adults, proper nutrition, and appropriate and stimulating environments to support the best
possible physical development. Physical development in infants and toddlers happens quickly
during the first years of a child's life. Caregivers must understand the various stages of infant and
toddler physical development in order to respond appropriately to children's needs.
Infants are born to explore their surroundings. While each child will progress through
many stages of physical development at their own pace, infants are often eager to move beyond
their innate abilities to seek people and objects of comfort or interest with their mouths, eyes, and
bodies. They keep practicing skills and layering one form of physical movement on top of
another as they get closer to the desired objects. Continuous observation and frequent
conversations with families can help you learn what infants can do, what they're learning, and
where they need your help.
Physical development of infants begins at the top, with the head and neck. An infant has a
difficult time holding their head up at birth because their neck muscles are not strong enough to
provide support. As infants and toddlers develop, their desire to master movement, balance, and
fine- and gross-motor skills grows. Rolling and crawling occur as infants learn to use their large
muscle groups. Small-muscle development includes grasping and picking up objects with one's
fingers.

Influences on Early Physical Growth and Development

There is no specific age at which all infants should be able to grasp objects and hold their
heads up without assistance. Physical development occurs at different times for each child,
depending on a variety of factors such as the child’s unique characteristics, the values and culture
of the family, and access to available resources. However, many infants and toddlers reach
developmental milestones at roughly the same ages. The chart below contains a comprehensive
list of physical development milestones that children typically achieve during infancy and
toddlerhood.

Examples of Physical Development Milestones – Infants

2 Months
 Holds head up when on tummy
 Kicks both arms and legs while on back
 Briefly relaxes hands from fists for short periods
 Grasps adult finger
 Raises head and chest while lying on stomach
 Primitive reflexes present, including the rooting and sucking reflex
4 Months
 Holds head steady without support
 Maintains hold of a toy placed in their hands
 Swings arm at objects
 Brings hands to mouth
 Pushes up from ground onto elbows when lying on tummy
6 Months
 Rolls from tummy to back and may roll from back to tummy
 Pushes arms straight when on tummy
 Uses hands to support when sitting
 Supports weight equally on legs when standing with support
9 Months
 Moves into the sitting position without support
 Transfers items from one hand to the other
 Uses fingers as a “rake” to pull food and objects towards self
 Sits without support
 Lowers body with control while using support
12 Months
 Pulls up to stand
 Walks or “cruises” along furniture for support
 Drinks from a cup without a lid with adult support
 Uses thumb and finger “pincer grasp” to pick up small items

Family with a Toddler

Your child will rapidly change and grow during the toddler years, learning skills and
interacting with the world in new and different ways. This is referred to as development, and it
includes cognitive development, physical development, language skills, and social development.
 Developmental milestones include abilities such as taking the first step, smiling for the
first time, and waving "bye-bye." Developmental milestones are activities that most children can
perform by a certain age. Children reach milestones in their play, learning, speaking, behavior,
and movement (such as crawling, walking, or jumping).
Toddlers move around more in their second year and become more aware of themselves
and their surroundings. Their desire to discover new objects and people is also growing. Toddlers
will demonstrate greater independence, begin to exhibit defiant behavior, recognize themselves
in pictures or a mirror, and imitate the behavior of others, particularly adults and older children,
during this stage. Toddlers should also be able to recognize familiar people and objects names,
form simple phrases and sentences, and follow simple instructions and directions.

Examples of Physical Development Milestones – Toddler

15 Months
 Takes a few steps independently
 Feeds themself finger foods
 Squats to pick up an object from the floor and then stands up without support
 Makes marks on paper using crayon
18 Months
 Walks independently
 Drinks from a cup
 Tries to use a spoon
 Climbs on and off furniture independently
 Tries to kick a ball after observing an adult
24 Months/ 2 Years
 Kicks a ball
 Runs
 Walks up and down the stairs while holding on for support
 Eats with a spoon
 Turns doorknobs
30 Months
 Uses hands to twist and unscrew objects
 Takes off loose clothing alone
 Jumps off the ground with both feet
 Can turn book pages one at a time
36 Months/ 3 Years
  Strings items onto a string such as large beads or macaroni
 Dresses self in loose clothing
 Uses a fork
 Pedals a tricycle

THE FAMILY WITH PRESCHOOL

STAGE 3:

*When the oldest child is between the ages of 2 ½ and 6.

A. Physical development
- height-grows average of 5to 7 cm (2 to 2 ½ inches).
- weight-gains less than 2kg (5lb); average weight 15kg (32 lb).
Task
During the preschool stage, parents must teach their children things such as right and wrong
and manners. They must provide parental guidance, too. The preschoolers need guidance for
their safety, encouraged in their activities, and need their concerns heard by loving parents.
A modern family cannot exist without connection with the environment, live only its own
inner, secluded life. The public interests of adults, love of work, a kind attitude towards people
are the guarantee that a child already at an early age begins to join the goals, ideals, and
principles of a democratic society; strives both at home and in kindergarten to follow those
norms of behavior, rules of relationships that he learns from adults; think not only about
yourself, but also about other people, make friends with brothers, sisters and comrades, help
adults, be disciplined, honest, etc.
Preschool childhood is a very short period in a person's life, only the first 7 years, but it is of the
greatest importance. This is the period when the child develops more rapidly and violently than
ever. The preschool period is the period of the formation of the child's personality, and therefore,
attention should be paid to the development of the child from an early age.
An important role in the upbringing of children is played by the general way of life of the
family:
equality of spouses,
organization of family life,
correct relationships between family members,
a general tone of goodwill, mutual respect and care,
an atmosphere of patriotism, hard work, general order and family traditions,
the unity of adults' requirements for a child. Family life should be organized in such a way that
not only material needs (food, clothing, warmth, etc.), but also spiritual needs are more fully
satisfied and developed.

B. Motor and sensory development

 Walk backward
 Jumps, swings, climbs
 Stand on one foot
 Walk upstairs
 Unbutton clothes
 Begin to pour from pitcher
 Build a three-block bridge
 Feed self using fork
 Rides tricycle using pedals
 Visual acuity 20/30
 Improved balance
 Washes hand without wetting clothes
 Ties shoelaces
 Use pensil and other small tools
 Begin loose baby teeth
Remarks
Parents of preschoolers receive rewards during this stage. They get to watch their children
grow and learn new skills. As their children achieve things such as winning games, the parents
feel a sense of pride. Spending time with their children is one of the biggest rewards.
The family performs certain functions:
provides the child with all conditions for physical development;
participates in the formation of his personality;
lays the foundations for socially approved moral behavior;
instills a love of art, thereby forming creative interests; teaches the child
Challenges
The parents of preschools face many challenges. A family budget can become tight when
paying for things such as day care. They must discipline their children which includes setting
rules for them to follow. May mothers go back to work at this age so their schedule becomes
busier and harder to handle.
THE FAMILY WITH SCHOOL AGE
Stage 4
The term “school age” refers to children between the ages of 6 and 12 years. Although these
years represent a time of slow physical growth, the school-age child’s cognitive growth and
development continue to proceed at rapid rates.
A newborn or toddler's development is far less obvious than that of a school-age child, whose
progress is shown by clear new abilities and skills like sitting up, rolling over, or speaking a
whole sentence. Furthermore, the child can have inconsistent reactions.
For example; What a child likes at one point in life might not be the same later on. It's not
unusual for a young child to ask for a guitar and lessons from their parents, only to lose interest
in music and pick up another pastime instead. Children of school age are influenced by their
friends' attitudes more and more. Their peers' interests may influence the activities they choose.
Unaware of this typical stage of growth, parents may find themselves in frequent arguments with
their kids. The start of autonomous decision-making occurs when a child reaches school age.
Parents that are unprepared for this could have disagreements with their kids.
ASSESSMENT
History and physical examination are used to assess growth and development of school-age
children. History questions include school progress and extracurricular activities. School-age
children are interested and able to contribute to their own health history. The school-age child
may be interviewed with his or her parent and separately depending on the circumstances.
During a physical examination, be attentive to the school age child’s need for privacy when
undressed. Parents of school-age children often mention behavioral issues or conflicts during
yearly health visits. This is a time period where children begin to express their own opinions and
beliefs. School personnel may be involved in a child’s health care as optimal school functioning
has the greatest potential when a child is healthy physically, emotionally, and socially.
NURSING DIAGNOSIS
Common nursing diagnoses pertinent to growth and development during the school-age period
include: Health-seeking behaviors related to normal school-age growth and development
Readiness for enhanced parenting related to improved family living conditions Anxiety related to
slow growth pattern of child Risk for injury related to deficient parental knowledge about safety
precautions for a school-age child.
OUTCOME IDENTIFICATION AND PLANNING
When identifying expected outcomes and planning care, keep in mind that school-age children
tend to enjoy small or short-term projects rather than long, involved ones. In her early school
years, a child with diabetes, for example, may gain a feeling of achievement by learning to assess
her own serum glucose level, but she may have difficulty continuing glucose assessments on a
regular basis. Behavior problems need to be well defined before outcomes are identified and
interventions planned. Often, it is enough for parents to accept the problem as one consistent
with normal growth and development. Refer parents to helpful websites and other resources
when appropriate
IMPLEMENTATION
School-age children are interested in learning about adult roles, so this means they will watch
you to note your attitude as well as your actions in a given situation. When giving care, keep in
mind that children this age feel more comfortable if they know the “hows” and “whys” of
actions. This means that they may not cooperate with a procedure until they are given a
satisfactory explanation of why it must be done.
OUTCOME EVALUATION
Yearly health visits covering both physical and psychosocial development are important at this
age (American Academy of Pediatrics [AAP], 2016). Examples of expected outcomes include:
Parent states that he permits the child to make his own age-related decisions. Child identifies
books he has read together with parents in the past 2 weeks. Child states he understands the
variations of growth as related to the growth chart. Child does not sustain injuries from sports
activities.
Growth and development of a school-age child
The school-age period is a relatively long time span, and even though growth is slow, children
grow and develop extensively during this time period.
PHYSICAL GROWTH
The average annual weight gain for a school-age child is approximately 3 to 5 lb (1.3 to 2.2 kg);
the increase in height is 1 to 2 in. (2.5 to 5 cm). Children who did not lose a lordosis and knock-
kneed appearance during the preschool period lose this now. By 10 years of age, brain growth is
complete, so fine motor coordination becomes refined. As the eye globe reaches its final shape at
about this same time, an adult vision level is achieved. If the eruption of permanent teeth and
growth of the jaw do not correlate with final head growth, malocclusion with teeth malalignment
may be present.
https://digilib.ars.ac.id/index.php?p=fstream-pdf&fid=14262&bid=6658

Relationships with school-age children:

what to expect:

Your role as a parent is just as important as ever, but your relationship with your child might
change once they start school.

For example, your child might love to be independent, but they still need plenty of your love
and attention. Your child is proud of being a ‘big kid’, but they want your approval. Your child
might be easily embarrassed, self-conscious and even self-critical, so they’ll need your help to
focus on the things they do well.

Your child might not tell you as much about their day as they used to – maybe because it’s hard
for your child to tell you everything that’s happened in a school day. But your child still needs to
know you’re there and ready to listen when they’re ready to talk.

Your child’s language, thinking, emotions and physical skills are developing rapidly at this age.
This means that you might sometimes have quite deep conversations with your child. Or you
might start sharing hobbies or interests like sport or music with your child. This can give you a
lot of opportunities for tuning in to your child’s interests, ideas, thoughts and feelings.

Peers and school friends might start to become more important in your child’s life, particularly
as they move towards the middle-primary years. School friendships give your child a sense of
belonging and help your child learn and practice social skills like sharing and negotiating. But if
friendship problems come up, your child will turn to you for help. Your child’s secure and safe
relationship with you helps them to manage the ups and downs of making and losing friends.

And your school-age child might start looking for adult role models outside the family – for
example, a favourite teacher. But they’ll still look to you for guidance or want to know what you
think about these people.

You are still important to your child and your child still needs you as they grow and develop,
even if they don’t always say that to you.

SAN PABLO COLLEGES

COLLEGE OF NURSING

Submitted to
Prof Bernardo Alimagno
MEMBERS:

GUEVARRA DELA CRUZ