Growth and Development_Boyer PDF

HUMAN GROWTH AND DEVELOPMENT: GENERAL THEORIES AND INFANCY – PRESCHOOLER SPECIFICS Dr. Teresa Boyer OBJECTIVES CHAPTER 5 1. Discuss the principles of growth and development. 2. Compare and contrast developmental task theory, psychoanalytic theory, cognitive theory, and the...

HUMAN GROWTH AND DEVELOPMENT: GENERAL THEORIES AND INFANCY – PRESCHOOLER SPECIFICS Dr. Teresa Boyer OBJECTIVES CHAPTER 5 1. Discuss the principles of growth and development. 2. Compare and contrast developmental task theory, psychoanalytic theory, cognitive theory, and the psychosocial theory of growth and development. 3. Outline the major principles involved in moral and spiritual development. 4. Identify conditions that influence growth and development at all ages. 5. Discuss the cognitive and psychosocial challenge for each age group, infant through middle age. 6. Identify common health problem seen in each stage of development. 7. Describe any special assessments unique to each age group. 8. Discuss age-appropriate interventions for each age group. 9. Incorporate developmental principles into nursing care. HUMAN GROWTH AND DEVELOPMENT How people change as they go through life. Growth – Physical changes that occur over time Development –Process of adapting to one’s body and environment over time *Change is constant throughout the life span BASIC CONCEPTS OF GROWTH & DEVELOPMENT PRINCIPLES OF GROWTH AND DEVELOPMENT  Orderly, predictable  Cephalocaudal  Proximodistal  Simple skills complex skills  Body systems  Own rate  Increasingly differentiated REMEMBER! No absolute rules! All unique DEVELOPMENTAL THEORIES DEVELOPMENTAL THEORIES Numerous Explain life span development Divides life span in stages Identify tasks usually accomplished in each stage DEVELOPMENTAL THEORIES  Organizing framework  Understanding  Individualize care  Planning  Clinical decision making ROBERT HAVIGHURST DEVELOPMENTAL TASK THEORY  Lifelong learning  Six stages  Tasks in each  Influencing factors  Psychological  Biological  Societal  Task failure problems with self and future tasks  Limited by nonspecific time frame  Refer to Table 5-1, page 119 SIGMUND FREUD Psychoanalytic Theory SIGMUND FREUD PSYCHOANALYTIC THEORY  Focuses  What motivates behavior  Personality development  PERSONALITY ACCORDING TO FREUD http://www.psychologyroots.com/ http://intercontexting.com/to-fight-or-not-to-fight-over-a-shopping-cart/ FREUD TOPOGRAPHY OF THE MIND  EGO DEFENSE MECHANISMS  Denial  Reaction  Repression Formation  Avoidance  Compensation  Displacement  Identification  Sublimation  Isolation  Projection  Projection  Intellectualization  Undoing  Rationalization  Regression  Minimization  Dissociation p.217; Table 8-1, pp 219-220  SIGMUND FREUD PSYCHOSEXUAL DEVELOPMENT 1. Oral Stage (Birth – 18 months) 2. Anal Stage (18 months – 3 yrs.) 3. Phallic Stage ( 3 – 6 yrs.) 4. Latency (6 – 12 yrs.) 5. Genital (13-20 yrs.) JEAN PIAGET COGNITIVE DEVELOPMENT THEORY ❖4 Stages ❖ Infancythrough Adolescence ❖ Build on previous stage ❖ Intellectualgrowth is a continual restructuring of knowledge ❖ Learning a result of internal organization of an event and forming a mental plan PIAGET COGNITIVE DEVELOPMENT REQUIRES  Adaptation – ability to adjust to and interact with environment  Assimilation – integrating new experiences into own knowledge  Accommodation – change in knowledge that results from processing new information PIAGET’S STAGES Sensorimotor (Birth- 2 yrs.) ✓ Dominated by physical manipulation of objects ✓ Explores world through senses Preoperational (2-7 yrs.) ✓ Developing verbal skills ✓ Thoughts on perception vs logic ✓ Can pretend ✓ Egocentric  PIAGET’S STAGES Concrete Operational (7-11 yrs.) Focus on multiple parts of a problem Logic and reason Can add and subtract Other viewpoints Conservation (objects may change but are same) Formal Operational (11-adolescence) Abstract thought Deductive reasoning  PIAGET ADDITIONAL RESOURCES  https://positivepsychology.com/piaget-stages- theory/  https://www.youtube.com/watch?time_continue=4 7&v=IhcgYgx7aAA&embeds_referring_euri=http s%3A%2F%2Fwww.structural- learning.com%2F&source_ve_path=Mjg2NjY&fea ture=emb_logo  QUESTION  Maria is 16-years-old and is working in her Uncle’s bakery. He expects her to be able to count back change to customers without relying on the register to tell her the amount of change that is due. He assumes that Maria is progressing through which of Piaget’s stages? A. Sensorimotor B. Preoperational C. Concrete Operational D. Formal Operational ANSWER  Maria is 16-years-old and is working in her Uncle’s bakery. He expects her to be able to count back change to customers without relying on the register to tell her the amount of change that is due. He assumes that Maria is progressing through which of Piaget’s stages? A. Sensorimotor B. Preoperational C. Concrete Operational D. Formal Operational PSYCHOSOCIAL DEVELOPMENT THEORY (ERIK ERIKSON) ❖Firstlife-span theory ❖8 stages ❖No-one moves through all stages with only successes ❖Can become stuck in a stage ❖Can regress to a previous stage ❖Successes need to outnumber the failures ERIKSON’S STAGES OF PSYCHOSOCIAL DEVELOPMENT LAWRENCE KOHLBERG MORAL DEVELOPMENT THEORY GROWTH AND DEVELOPMENT BY AGE GROUP NEONATAL PERIOD  Birth to 28 days  Will be covered NRSG 1330, Maternal-newborn nursing in Spring of 2nd year INFANCY: 1 MONTH TO 1 YEAR Physical Development – Growth  Weight  Gains about 1½ pounds per month for the first 3 months  Birth weight doubles by 4-6 months and triples by one year  Posterior fontanel closes 2-3 months INFANCY: 1 MONTH TO 1 YEAR Physical Development Teeth First between 6-8 months  6-8 by one year  Lower central incisors followed by upper central incisors Fluoridated water or fluoride supplement after 6 months INFANCY: 1 MONTH TO 1 YEAR Physical Development Feeding 30 ounces of breast milk or formula per day by 4 months  Breast milk optimal, but support choice if formula fed  Adequate nutrition for one year  Solid foods @ 6 months  INFANCY: 1 MONTH TO 1 YEAR Sleep Reversed sleep pattern possible first few months Average 15 hours/day  Sleeps through night by 3 to 4 months up to 10 hours Motor development  Milestones  See Box 5-1, Page 128 INFANCY: 1 MONTH TO 1 YEAR  Cognitive Development (Piaget)  Sensorimotor  Major strides in motor development  Verbally interacts with caregivers  By 9 months, recognizes familiar objects and searches for them when out of sight  At 12 months  Imitates sounds  Understands simple words  May have a vocabulary of four or five simple words They learn by doing INFANCY: 1 MONTH TO 1 YEAR Psychosocial Development  Development of trust (Erikson: Trust vs Mistrust)  Oral stage (Freud)  Begin to smile when 2 or 3 months of age  May have separation anxiety (4-6 months)  At 9 months  Interacts more with environment  Socializes with others  Stranger fear 6-8 months INFANCY: HEALTH PROBLEMS  Crying and colic  Failure to thrive  Occurs when no attachment or physiological  Mistrust (Erikson)  Dental caries  SIDS  Peak incidence 3 – 4 months, may occur up to 12 months  Decrease risk factors INFANCY: HEALTH PROBLEMS  Abuse and Neglect  Unexplained injuries  Seizures  Respiratory difficulty  Shaken-baby syndrome  Child abuse  Severe brain injury  Possibly no visible evidence of trauma  Unintentional Injury  Automobile accidents, falls, burns, choking, drowning  INFANCY: ASSESSMENT  Regular well baby visits  Usually 1-2 weeks, 1, 2, 4, 6, 9, & 12 months  Measure the infant's growth and development  Height  Weight  Head Circumference  Gross and fine motor skills  Are they meeting developmental milestones?  NURSING INTERVENTIONS FOR THE INFANT  Teach Parents  Adequate nutrition  No cow’s milk until 1 year  No honey for 1 year  Rice cereal, veggies, fruit, meat  New food every 5-7 days  Normal elimination patterns  SIDS  “Back to Sleep”  Tummy time  Car Seats  Rear-facing, back seat until 2 years & height/weight recommendations INFANT ACTIVITIES  Short attention span  Solitary play  Rattles  Mobiles  Teething toys  Nesting toys  Pat-a-cake  Reading  NURSING INTERVENTIONS: INFANT (TEACH PARENTS)  Immunizations  1-2, 4, 6, 12 months  Unintentional injury  Drowning, Burns  Poisoning, Suffocation  Falls  Bodily harm  Play  Safe for mouth  Tummy time  TODDLERS (1 – 3 YEARS): PHYSICAL GROWTH  Physical Growth  Overall  Growth rate much slower  Gains 4-6 pounds/year  Height 3 inches/year Anterior fontanel closes between 12 – 18 months  Typical 2-yr-old 27 pounds, 34 inches, head circumference equal to chest circumference Wide stance, protruding abdomen  TODDLERS: PHYSICAL DEVELOPMENT  Respirations and heart rate   B/P increases  Stomach size increases  Eat 6 times/day  Picky eaters  Physical ability to control the anal and urethral sphincters develops between 18 and 24 months  Gross and fine motor skills continue to be refined  Visual acuity improves to 20/40 by the end of the toddler stage  Hearing fully developed  TODDLERS: COGNITIVE DEVELOPMENT  Piaget’s Preconceptual Phase  Object permanence fully developed  Have memories and demonstrate memories that relate to them  Domestic mimicry  Begins to solve problems by thinking  Language By 24 months, understand ~ 300 words 2-3 word phrases Understand more than speak  TODDLERS: PSYCHOSOCIAL DEVELOPMENT Autonomy vs Shame & Doubt (Erikson)  Initiate more independence, control, autonomy “Me do!!” Egocentric!!! Parallel play – by age 3 plays with others Temper tantrums  Psychosocial Milestones  Tolerates short separations from the primary caregiver (some separation anxiety)  Feels possessive of personal property  Openly expresses affection  Begins to understand reward and punishment  TODDLERS: HEALTH PROBLEMS  Unintentional Injury  Motor Vehicle Accidents  Firearms locked  Burns, drowning, falls, poisoning  Infections  Shorter, flatter eustachian tube  Infectious Diseases  Immunization compliance  Aspiration Safety is a priority!  TODDLERS: ASSESSMENT  Well child exams  15, 18, 24, & 36 months  Height  Weight  Head circumference  Growth and Development Milestones Box 5-2, p 133  TODDLERS: HEALTH TEACHING  Immunization compliance – 12, 15, 18 months  Safety (Injury prevention)  Health Promotion  Nutrition  2-3 c milk/d  Limit juice (4-6oz/d)  Regular meals/snacks  Avoid potential choking foods  Brush teeth; dental visits  No bottles @ nap or bedtime  TODDLERS: ACTIVITIES  Filling and emptying containers  Blocks  Looking at books  Reading  Push-pull toys  Tossing a ball  PRESCHOOLER (4-5 YEARS): PHYSICAL GROWTH  Gain 4.5-6.5 lbs/yr  Grow 2.4-3.5 in/yr  Evolves physically to be more graceful, erect, sturdy  Age 4 about 36 pounds and 40 inches tall  By age 5 gains an additional 5 pounds and grow 3 more inches PRESCHOOLER SENSORIMOTOR DEVELOPMENT  Has mature depth and color perception  20/20 vision  Continues to develop eye-hand coordination  PRESCHOOLER: COGNITIVE DEVELOPMENT  Piaget: Preoperational Phase Preconceptual thought 2-4 years Judgments based on visual appearances Animism (inanimate objects are alive) Egocentric Poor concept of cause-may think being sick due to behavior PRESCHOOLER: COGNITIVE DEVELOPMENT  Intuitive thought 4-7 years Able to classify objects and continues to form concepts Questions information Becomes aware of cause-and-effect relationships Begins to use thought to reason out problems (can’t reason formally)  PRESCHOOLER: COGNITIVE DEVELOPMENT  Verbal skills expand  Limited ability to tell time or understand passage of time  Strong belief in magic, monsters, and mythic figures  Have irrational fears PRESCHOOLER: PSYCHOSOCIAL DEVELOPMENT Psychosocial milestones  Assertion of independence  Pride in showing off skills, new toys and clothes, prize possession to friends  Strong desire to socialize with peers PRESCHOOLER: PSYCHOSOCIAL DEVELOPMENT  Initiative versus guilt (Erikson)  Develops a conscience, recognizes right from wrong  Consider other people’s viewpoints  Begins to express personality  Develops a self concept  Phallic stage (Freud)  Is aware of gender differences  Often imitates the same sex parent  PRESCHOOLER: HEALTH PROBLEMS  Communicable diseases  Accidental injuries  Poisoning  Burns  MVA  Drowning  Head injuries  Abduction  Enuresis  Sleep disturbances  Child abuse  PRESCHOOLER: ASSESSMENT  Weight and vital signs  Nutrition  Sleep habits  Vision screening  Dental hygiene  Assess for knowledge of hazards and precautions- safety risks  School readiness  Review immunization schedule  PRESCHOOLER: HEALTH TEACHING  Frequent handwashing  Proper brushing and flossing of teeth  Essentials of a balanced diet Still picky eaters  Importance of adequate rest  Hazards of stranger danger  Use of car seats and seat belts  PRESCHOOLER: ACTIVITIES  Associative play  Playing ball  Puzzles  Riding tricycles  Pretend and dress-up activities  Musical toys  Painting, drawing, coloring  Sewing cards  Cooking and housekeeping toys  Looking at illustrated books  Technology to support development