Question

the age i want you to consider is 20 month

PEDIATRIC GROWTH/DEVELOPMENT

Student Name: _________________________      

Clinical Date: __________________________

Client age: ___________________________

1. Identify each of the developmental stages for the client. Describe each stage and identify actions from the parent/adult that promote the stage. (25%)

Stage:	Description of Developmental Stage:	How/Ways to Promote Stage: (at least 2 for each with reference)
Psychosocial (Erikson’s) Development Stage:
Cognitive (Piaget’s) Development Stage:
Language:
Motor Development: -Gross motor -Fine motor
Type of Play:

2. How did the child’s actions compare to these stages? (at least two for each stage) (25%)

                 Psychosocial (Erikson’s) Development Stage:

                 Cognitive (Piaget’s) Development Stage:

                 Language:

                 Motor Development (gross & fine motor):

                 Type of Play:

3. How did you promote these stages? (at least two for each stage (25%)

                 Psychosocial (Erikson’s) Development Stage:

                 Cognitive (Piaget’s) Development Stage:

                 Language:

                 Motor Development (gross & fine motor:

                 Type of Play:

4. Nursing Process/Care Plan: Complete the nursing process for this client (25%)

NANDA (Include Assessment findings)	Planning (include a goal with 2 outcomes)	Implementation (include 3 interventions)	Rationale from pediatric reference & cited	Evaluation (of each outcome with evidence included)

           

Anticipatory Guidance/Health Education: (at least 2 related to developmental stage of client)

References:

Answer 1

Q.1 Answer

Stage

Erikson's stages of psychosocial development

Description of Developmental Stage

Erikson's stage theory characterizes an individual advancing through the eight life stages as a function of negotiating their biological and sociocultural forces. Each stage is characterized by a psychosocial crisis of these two conflicting forces. If an individual does indeed successfully reconcile these forces (favoring the first mentioned attribute in the crisis), they emerge from the stage with the corresponding virtue.

Ways to Promote Stage

1. Love your child and show your affection for them. Hug, cuddle, read, and talk with them throughout the day.
2. Encourage your child to try new things.
3. Give your child opportunities to play with other children their age.
4. Show your feelings.
5. Establish daily routines.
6. Acknowledge your child's feelings.

stage

Cognitive Development (Piaget’s)

Description of Developmental Stage

Piaget's theory of cognitive development is a comprehensive theory about the nature and development of human intelligence. It was first created by the Swiss developmental psychologist Jean Piaget (1896–1980). The theory deals with the nature of knowledge itself and how humans gradually come to acquire, construct, and use it. Piaget's theory is mainly known as a developmental stage theory. Piaget "was intrigued by the fact that children of different ages made different kinds of mistakes while solving problems". He also believed that children are not like "little adults" who may know less; children just think and speak differently. By Piaget thinking that children have great cognitive abilities, he came up with four different cognitive development stages.

Ways to Promote Stage

To promote your child's cognitive development, it is important that you actively engage in quality interactions on a daily basis. Examples include:

• Talking with your baby and naming commonly used objects.
• Letting your baby explore toys and move about.
• Singing and reading to your baby.
• Exposing your toddler to books and puzzles.
• Expanding on your child's interests in specific learning activities. For example, your toddler might show an early interest in dinosaurs, so you can take him/her on a trip to the natural history museum to learn more about the time that these creatures roamed the earth.

stage

motor skill

Description of Developmental Stage

motor skill is a learned ability to cause a predetermined movement outcome with maximum certainty. Motor learning is the relatively permanent change in the ability to perform a skill as a result of practice or experience. Performance is an act of executing a motor skill. The goal of motor skill is to optimize the ability to perform the skill at the rate of success, precision, and to reduce the energy consumption required for performance. Continuous practice of a specific motor skill will result in a greatly improved performance, but not all movements are motor skills.

Types

Gross motor skills– require the use of large muscle groups to perform tasks like walking, balancing, and crawling. The skill required is not extensive and therefore are usually associated with continuous tasks. Much of the development of these skills occurs during early childhood. The performance level of gross motor skill remains unchanged after periods of non-use

Fine motor skills – requires the use of smaller muscle groups to perform smaller movements with the wrists, hands, fingers, and the feet and toes. These tasks that are precise in nature, like playing the piano, writing carefully, and blinking. Generally, there is a retention loss of fine motor skills over a period of non-use. Discrete tasks usually require more fine motor skill than gross motor skills. Fine motor skills can become impaired. Some reasons for impairment could be injury, illness, stroke, congenital deformities, cerebral palsy, and developmental disabilities. Problems with the brain, spinal cord, peripheral nerves, muscles, or joints can also have an effect on fine motor skills, and decrease control.

Ways to Promote Stage

1. paste things onto paper.
2. clap hands.
3. touch fingers.
4. button and unbutton.
5. work a zipper.
6. build a tower of 10 blocks.
7. complete puzzles with five or more pieces.
8. manipulate pencils and crayons well enough to color and draw.

stage

Language development

Description of Developmental Stage

Language development in humans is a process starting early in life. Infants start without knowing a language, yet by 10 months, babies can distinguish speech sounds and engage in babbling.Typically, children develop receptive language abilities before their verbal or expressive language develops. Receptive language is the internal processing and understanding of language. As receptive language continues to increase, expressive language begins to slowly develop.Usually, productive language is considered to begin with a stage of pre-verbal communication in which infants use gestures and vocalizations to make their intents known to others. According to a general principle of development, new forms then take over old functions, so that children learn words to express the same communicative functions they had already expressed by proverbial means.

Ways to Promote Stage

1. Talk, talk, talk. ...
2. Read, read, read. ...
3. Enjoy music together.
4. Tell stories.
5. Follow your child's lead.
6. Never criticize your child's articulation or speech patterns.
7. Use television and computers sparingly.
8. Treat ear infections thoroughly.

Stages

Type of play

Description

is a theory and classification of children's participation in play developed by Mildred Parten Newhall in her 1929 dissertation.

Unoccupied (play) – when the child is not playing, just observing. A child may be standing in one spot or performing random movements.

Solitary (independent) play – when the child is alone and maintains focus on its activity. Such a child is uninterested in or is unaware of what others are doing. More common in younger children (age 2–3) as opposed to older ones

• Onlooker play (behavior) – when the child watches others at play but does not engage in it. The child may engage in forms of social interaction, such as conversation about the play, without actually joining in the activity. This type of activity is also more common in younger children.
• Parallel play (adjacent play, social coaction) – when the child plays separately from others but close to them and mimicking their actions. This type of play is seen as a transitory stage from a socially immature solitary and onlooker type of play, to a more socially mature associative and cooperative type of play.
• Associative play – when the child is interested in the people playing but not in coordinating their activities with those people, or when there is no organized activity at all. There is a substantial amount of interaction involved, but the activities are not in sync.
• Cooperative play – when a child is interested both in the people playing and in the activity they are doing. In cooperative play, the activity is organized, and participants have assigned roles. There is also increased self-identification with a group, and a group identity may emerge. This is relatively uncommon in the preschool and Kindergarten years, because it requires more social maturity and more advanced organization skills. Examples would be dramatic play activities with roles, like playing school, or a game with rules, such as freeze tag.