Early Childhood Development - NURS 2510 PDF

Individual Development - Early Childhood – Part 1 NURS 2510 Client & Context 1: Human Growth and Development Sufia Turner RN, MN, CCSNE Dayna Laviolette BSC., RN, MN Pawandeep Gill, RN MN Unless otherwise cited – all photos and images included have been created by the author, are stock photos, been...

Individual Development - Early Childhood – Part 1 NURS 2510 Client & Context 1: Human Growth and Development Sufia Turner RN, MN, CCSNE Dayna Laviolette BSC., RN, MN Pawandeep Gill, RN MN Unless otherwise cited – all photos and images included have been created by the author, are stock photos, been given permission to use or by unknown authors and licensed under Creative Commons BY-SA) At the end of this class, students will be able to: 1. Describe physiological, cognitive, and psychosocial developments in early childhood 2. Examine how knowledge of physiological, cognitive, and psychosocial developments can guide nursing care of a child in the stage of early childhood 3. Utilize applicable theories related to early childhood development. 4. Discuss language develop in the preschool years 5. Explore the relationship between social relationships, play and parenting styles to the cognitive and psychosocial development in early childhood. Age of Early Childhood: 2-6 years (Lifespan Development) Topics and/or exemplars: Play, Parenting Styles, Sleep Fine motor skills , movements that develop the small muscles of the hands Handedness , the tendency to rely primarily on the right or the left hand, is another neurological milestone that appears very early in life— often before the first birthday The corpus callosum , the brain structure through which the left and right sides of the cerebral cortex communicate, grows and matures more during the early childhood years than in any other period of life. The growth of this structure accompanies the functional specialization of the left and right hemispheres of the cerebral cortex. This process is called lateralization. The hippocampus is involved in the transfer of information to long-term memory. Role of the Nurse Assessment Early intervention is important in young children. Emphasizing that screening tools do not provide a diagnosis Gross screening example – Denver Developmental Screening Test II Auditory visual, auditory receptive and expressive language - Early Language Milestones Scale (ELM Scale-2) It is critical that potential challenges are identified as early as possible. Numeracy and Intelligence numeracy —the ability to use numbers— -Binet, the name by which the test is still known, initially described a child’s performance in terms of a score called an intelligence quotient , later shortened to IQ Early parental/caregiver influences are important Development of numeracy abilities in preschoolers helps to facilitate the learning of more advanced mathematical concepts in school According to Piaget, children acquire the semiotic (symbolic) function between ages 18 and 24 months. The semiotic function is the understanding that one object or behaviour can represent another—a picture of a chair represents a real chair, a child pretending to feed a doll stands for a parent feeding a baby, and so on. Once this understanding has been achieved, children are in Piaget’s preoperational stage. Piaget described the preoperational child’s tendency to look at things entirely from her own point of view, a characteristic Piaget called egocentrism A preschooler’s egocentrism may impair his ability to communicate with a person who does not share his physical perspective. This kind of thinking reflects the child’s tendency to think of the world in terms of one variable at a time, a type of thought Piaget called centration The Wechsler Intelligence Scales for Children (WISC-V) is the current edition for measuring children’s general thinking and reasoning skills. On the WISC-V, the child is presented different types of problems, each ranging from very easy to very hard on five primary indices: verbal comprehension , visual spatial reasoning , fluid reasoning , working memory , and processing speed. These five indices are derived from recent evidence-based, neurocognitive models of information processing (i.e., the ability to quickly acquire, retain, organize, and apply information) and can be used to indicate intellectual strengths and weaknesses (e.g., learning disabilities and attention disorders) in children Numeracy and Intelligence Intelligence: What influences a person's intelligence? Evidence for Heredity Evidence for Family Influences Evidence for Preschool influences A2achment Attachment is protective and sets a foundation for social competencies Promotes effective functioning of emotion regulation and stress response The permissive parenting style is high in nurturance but low in maturity demands, control, and communication. The authoritarian parenting style is high in control and maturity demands but low in nurturance and communication. The authoritative parenting style is high in all four dimensions: nurturance, communication, clarity and consistency, and maturity demands authoritative parents often use inductive discipline , a discipline strategy in which parents explain to children why a punished behaviour is wrong and typically refrain from physical punishment Family Structure Two parent homes Single parent homes Skip-generation families Same sex parent homes Family Structure Divorce Divorce is generally traumatic for children Children are affected by a multitude of divorce-related factors such as: Parental conflict Poverty Disruptions of daily routine “Most studies suggest that children’s development depends more on how parental figures interact with them than on any particular configuration” “Children whose parents separate or stay in conflictridden marriages, even if they do not actually divorce, may experience many of the same effects" Gender Iden1ty 2 to 3 years old 4 to 5 years old Sexuality Factors that could impact development Health Promotion and Wellness Nutrition and Eating Healthy food habits Turn off the TV and put electronics away Food aversions often develop at this age (picky eaters) Health Promotion and Wellness Sleeping - Routines - Somnambulism - Nightmares vs night terror - Bed wetting Illnesses - Average preschooler 6-7 colds with 1-2 GI Immunizations - MMRV and Tdap at age 4-6 Health Promo,on and Wellness Activity Patterns Should participate in at least 60 minutes of physical activity per day Limit sedentary behaviours Benefits of physical activity Accidents 3/1000 children require hospitalizations Home safety and childproofing measures Health Promotion and Wellness Obesogenic Environments Children who are obese are at a higher risk of developing a range of: Physical Health Problems Emotional Health Problems obesogenic environments , which foster an overconsumption of high- fat and high-sugar foods (e.g., fast foods and junk-food snacks), inadequate amounts of nutritious foods (e.g., fruits and vegetables), and sedentary lifestyles—even in youngsters. Please Note: We will be discussing some topics related to racism and discrimination and may elicit strong feelings and emotions for those students with lived experience within the Indigenous community (First Nations, Inuit, and Metis). Please take care of yourself and contact the Knowledge Keeper, the Ongomiizwin or an advisor as needed. Consulted with: Micheline Hughes, Indigenous Initiatives Educator with The Centre for Advancement and Learning UofM Brenda Longclaws, Knowledge Keeper, College of Nursing Rhonda Campbell, Director of Mahkwa omushki kiim: Pathway to Indigenous Nursing Education and Indigenous Engagement Lauressa Garson, Coordinator and academic coach Mahkwa omushki kiim: Pathway to Indigenous Nursing Education Leah Fontaine, past Indigenous Initiatives Educator with The Centre for Advancement and Learning UofM References and Resources for Indigenous Content Frideres, James., and René R. Gadacz. Aboriginal Peoples in Canada. 9th ed. Toronto: Pearson, 2012. [NURS 2510 Human Growth and Development] February 12, 2024 Concept Extension: Individual Development - Early Childhood - Play, Parenting styles, (Extended application: Sleep, Sexuality, Attachment) Weekly Student Learning Outcomes: At the end of this class, the student will be able to: 1. Describe physiological, cognitive, and psychosocial developments in early childhood 2. Examine how knowledge of physiological, cognitive, and psychosocial developments can guide nursing care of a child in the stage of early childhood 3. Apply applicable theories related to early childhood development. 4. Discuss language develop in the preschool years 5. Explore the relationship between social relationships, play and parenting styles to the cognitive and psychosocial development in early childhood. Required Readings READ: Boyd, D., Johnson, P. and Bee, H. (2021). Lifespan Development (7th Canadian Edition). Toronto: Pearson. Chapter 7 – ALL Chapter 8 - ALL Online version section 7.1 - Physical Changes Read Article titled “Why is land-based Learning important” from Manitoba First Nations Education Resource Center Inc. https://mfnerc.org/52826-2/ Pre-class Exercises (please read and work through the following exercise to be ready for class): Early childhood encompasses children 2-6 years of age. To be able to engage in class you will first need to understand the expected developmental stages and tasks for early childhood. We will follow the categories of physiological, cognitive and psychosocial development for early childhood to help prepare you for the class discussion. Physiological Development Physiological development begins with the acquisition of gross and fine motor skills. It is important to note that early childhood spans different stages of development. It is important to understand milestones for gross and fine motor skills in order to recognize potential delays in growth or development or impacts of illness on a child. Table 7.1 - Ch. 7- Milestones of Growth and Motor Development in the 2 – 6-year-old Health Promo,on Jordan's Principle Promoting justice and equity for all children Equity of services, such as Speech therapy Educational supports Medical equipment Mental health services Health Promotion – Joyce's Principle Aim is to guarantee to all Indigenous people the right to equitable access, without any discrimination, to all social and health services, as well as the right to enjoy the best possible physical, mental, emotional and spiritual health Requires recognition and respect of Indigenous people's traditional and living knowledge in all aspects of health Taken from chromeextension://efaidnbmnnnibpcajpcglclefindmkaj/https://principedejoyce.com /sn_uploads/principe/Joyce_s_Principle_brief___Eng.pdf