This assignment will help to identify the normal growth and development by topic for each age group. In the final column of the assignment, you need to observe a child and apply the information

Bissie Tadesse: Module 06 Worksheet- Development Assignment

Infancy Toddler Pre School School Age Adolescent Observation Data for Female, age 7 years old. .

Erikson’s Theory Trust vs. Mistrust

In this stage, the infant learns to either trust or mistrust their primary caregivers to provide love, food, comfort, and other needs. If the infant cries when hungry and the mother responds with milk, the infant experiences trust because his/her needs are met. If an infant does not feel able to trust their caregivers, the outcome is fear and conviction that the world is unsafe and unreliable. (Pediatrics ATI, n.d.).

Autonomy vs. Shame or Doubt

In this stage, the child should be working on gaining a sense of control and autonomy. This can include things like becoming toilet trained, peeling their own oranges, or choosing a preferred task rather than having it chosen for them. (Pediatrics ATI, n.d.).

Initiative vs. Guilt

This stage is marked by development that allows children to possess their own power and control over the world through initiating/particip ating in direct play and social interactions. Children who are successful here will feel they are capable people and develop initiative. (Pediatrics ATI, n.d.).

Industry vs. Inferiority

In this stage, children will now develop pride in their accomplishments and capabilities through social interactions. This means there should be a healthy balance between challenging a child to develop and ensuring they receive adequate encouragement from those around them (parents, teacher, friends). (Pediatrics ATI, n.d.).

Identity vs. Role Confusion

In the fifth stage, children will be developing a sense of personal identity. This includes their interests, values, hobbies, likes, dislikes, desires, and beliefs. Success in this stage through self exploration results in people who have a strong sense of self, independence, and personal control. (Pediatrics ATI, n.d.).

Industry vs. Inferiority

She is developing normally for her age and Erikson’s stage. She attends 2nd grade at school. Relevant to this stage, she expressed that she attends school, interacts with new peers, is making friends, and she feels confident about her skills in math and reading. She expresses that she is better than her friends at gymnastics and feels proud when she gets rewarded by her teacher for good work.

Infancy Toddler Pre School School Age Adolescent Observation Data for Female, age 7 years old. .

Cognitive Development

This stage includes neonatal reflexes, primary circular reactions (hand-mouth and ear-eye coordination), secondary circular reactions (enjoying this like peek-a-boo and mirroring), and coordination of secondary reactions (planning activities to attain specific goals with toys like colored boxes) (Silbert-Flagg, 2017, p. 771).

Tertiary circular reaction, invention of new means through mental combinations, and preoperational thinking. Respectively, this means that this age-group will engaging in games like “throw and retrieve,” blocks or colored plastic rings, and for the last stage mentioned, their thoughts will become more symbolic meaning they understand very simple abstractions like the concept of time. (Pediatrics ATI, n.d.).

Social awareness skills are developed in this stage, as children begin to consider and understand things from others’ perspectives. At this age, indications of proper development may be a child engaging in magical thinking or giving humanizing qualities to inanimate objects. Further understanding of concepts of time allows children to view the events of their days in sequential order, too. (Pediatrics ATI, n.d.).

At this age, normal cognitive development includes skills like abstract thinking, which can include being able to tell time using a clock or developing problem solving skills. Additionally, children will develop the ability to engage/carry conversations. (Pediatrics ATI, n.d.).

At this age, children’s ability to think “historically, futuristically…and hypothetically” develops, and they experience an increase in their attention spans. (Pediatrics ATI, n.d.).

She is currently able to understand how to read a clock to tell time, she understands that if she spills something she can use a paper towel to clean it (indicating problem solving skills), and she is very talkative and holds conversations with adults and peers.

Infancy Toddler Pre School School Age Adolescent Observation Data for Female, age 7 years old. .

Language Development

By Month

2 to 3 months: Infants at this age have distinguishable cries based on the present needs, so their cry for hunger will be different from that of wanting to be held/comforted.

5 months: Infants at this age will “coo” and “goo”

9 months: Infants may begin to say their first word (although this can differ without any indication of pathology), but the word will be likely one-syllable (Pediatrics ATI, n.d.).

At this age, children begin to identify different people and even address them by name/title. In this stage, a vocabulary of about 20 to 50 words is typical. While short responses with 2-3 words are expected, there will be no complete sentences. (Pediatrics ATI, n.d.).

Learning/ability in this stage includes learning numbers, the alphabet, and some grammar that allows for more complete sentences than previously. This grasp of language allows children to engage in conversations. (Pediatrics ATI, n.d.).

At this age, children speak in complete sentences, begin reading, can tell time, and they use parts of grammar like plurals correctly. Their vocabularies also grow significantly. (Pediatrics ATI, n.d.).

As mentioned in the previous stage, vocabulary continues growing with continued learning. Conversations are more easily held, even with adults because cognitive skills are expanding to allow for more nuanced/flexible conversational skills. (Pediatrics ATI, n.d.).

She speaks in complete sentences, reads above her grade level, and her vocabulary has grown significantly since pre school.

Infancy Toddler Pre School School Age Adolescent Observation Data for Female, age 7 years old. .

Psych-Social Development

Infants develop trust for their caregivers in alignment with Erikson’s trust vs. mistrust stage. This applies to needs like comfort, love, safety, and nutrition. (Pediatrics ATI, n.d.).

At this age, children develop independent skills like making a personal decision on what snack they want, peeling their orange on their own, and developing skills to make more appropriate choices as they progress to this stage. (Pediatrics ATI, n.d.).

In this stage, children develop the ability to “initiate” a task/activity. For example, initiating craft time which requires them to understand the steps involved to engage in this activity. Allowing a child a few activities to choose from and gently encouraging independent decisions will allow them to build this skill. (Pediatrics ATI, n.d.).

In this stage, social interaction is developed, as children participate in activities with others, make friends, and begin to assess and be proud of their own abilities. This pride in personal ability is related to the developing ability to compare themselves with their peers. (Pediatrics ATI, n.d.).

In this stage of psychosocial development, children begin to explore their identity, aspirations, purpose/values, and this can be confusing, but a successful outcome is a strong sense of self and personal purpose. (Pediatrics ATI, n.d.).

The child enjoys playing pretend with friends (like playing superheros vs. villains), she makes new friends easily, and she is able to appreciate her accomplishments . Moreover, she compares her drawings and reading skills with her friends'.

Infancy Toddler Pre School School Age Adolescent Observation Data for Female, age 7 years old. .

Moral Development

Infants cannot moralize because they do not comprehend the concept of right or wrong (Prakash, 2020).

Because children at this age have yet to develop complete ability to empathize, they have difficulty with perceiving through others’ perceptions of right and wrong and typically act on their personal feelings. Thus, it is important to redirect bad or “immoral” behavior while consistently rewarding good or “moral” behaviors. (Prakash, 2020).

At this age, children continue to act based on their own feelings, so their sense of morality is still developing (Prakash, 2020). They will often mirror behaviors apparent in their environment, so modeling moral behavior aids their development.

At this age, moral understanding and development is forming/evident (Prakash, 2020). Children act morally based on understanding of consequences for immoral behavior, but they still struggle to understand the principle for why immoral behaviors are considered immoral. They understand that they will be reprimanded for poor behavior, but they do not understand how poor behavior negatively impacts the person on the receiving end.

At this stage of development, children form their own understanding of morals based on personal values and beliefs. They understand right and wrong and, further, base morality on personal values. (Prakash, 2020).

Some behaviors she engages in that are considered “immoral” include hitting her older sister during disagreements. When her dad asked her why she did that behavior, she apologized. When asked what she was apologizing for, she did not independently apologize for how it mader her sister feel, but she was distressed by the consequence of potentially having her iPad taken away.

Infancy Toddler Pre School School Age Adolescent Observation Data for Female, age 7 years old. .

Discipline Because infants cannot understand a consequence as it relates to their behavior, discipline should not look like “punishment.” At this age, a gentle tone of voice and expression of empathy is most appropriate (Lampert, 2021).

Simply disciplining a child this age without explaining the reason behind the discipline will not effectively improve behaviors because they have trouble understanding right or wrong. Teaching emotional regulation skills, explaining how “bad” behaviors affect others, removing disruptive stimuli, and redirecting maladaptive behavior is most useful (Lampert, 2021).

Removing a child from a disruptive or rewarding environment in the form of a time out may be useful but is currently controversial. More useful is redirecting/extinc ting poor behaviors and rewarding desired behaviors. Using yelling may actually increase occurrence of maladaptive behaviors by granting the child attention in response to a bad behavior which can inadvertently “reward” things like attention-seeking behaviors (Lampert, 2021).

Communicating and clearly establishing limits beforehand is important. Rather than removing a rewarding activity on the onset of unwanted behaviors (ex. “come home because your room is not clean”), setting the expectation before that the room must be cleaned prior to leaving to hang out with friends is more effective for reinforcing desired behaviors with a directly related reinforcer. The purpose is to teach personal discipline and self regulation (Lampert, 2021).

In this stage, mutual communication and agreed-upon boundaries are important in discipline. Accommodating the child’s desires is important within reason. Additionally, fitting consequences are preferred. If a child does not do their homework but wants to go see friends, making them do their homework first is more appropriate than taking away their phone because that is something unrelated (Lampert, 2021).

It appears that her parents discipline her primarily by revoking iPad privileges. Although I could not adequately determine if she understood the connection between her actions and the punishment, she did express that she “wouldn’t do it again” if she could please get another chance. She responds very well to praise and will continue a behavior if rewarded for it (which is why she likes cleaning her toys to earn “outside time”). Her most disruptive behaviors stem from feeling frustrated that no one is listening, so she resorts to yelling and escalating behaviors until she receives attention.

Physical Development

Posterior fontanelle closes at 2-3 months

Anterior fontanelle closes at 12-18 months

1.5 pound weight gain expected monthly until 6 months

Height should increase by 1 inch each month and be increased by 50% from birth height at 1 year old.

Head circumference 2 cm greater than chest’s and should increase steadily, with close monitoring

Abdomen is round and protruded until they begin walking (Pediatrics ATI, n.d.).

Weight gain should be about 4 to 6 pounds per year

Height should increase by about 3 inches annually

Head and chest circumference should be about equal by ages 1 or 2. (Pediatrics ATI, n.d.).

No significant changes in appetite should be present from previous stage

Weight gain is about 4 to 7 pounds annually

Height is increased by about 2 to 4 inches annually

All deciduous teeth have grown in at this age (Pediatrics ATI, n.d.).

The average annual weight gain is 4 to 7 pounds.

The height increase is about 2 inches annually.

Puberty occurs between ages 8 and 14. This means a “growth spurt” and development of breasts in females and pubic hair in both sexes. Males enter puberty later than females. (Pediatrics ATI, n.d.).

Growth normally continues until between ages 15-20 (Silbert-Flagg, 2017). Females who have not reached menarche will do so. This is accompanied by breast growth, pubic hair, a “drop” in a males voice, facial hair, and growth of testicular size. Growth has ceased once the epiphyseal plates of the long bones are fused. With hormonal changes associated with puberty, hormonal acne may result. (Pediatrics ATI, n.d.).

Her weight gain, height, and head circumference are all within normal limits and increasing nom rally for her age group.

Injury Prevention

No small objects because they pose a risk for various obstructions. Nothing should be kept in the crib (such as blankets, stuffed animals, or pillows). Checking bath water and bottles for temperature prevents burns and even heat loss. Infants should not be left alone during baths due to risk of drowning. Car seat safety is essential according to the standard and manufacturer's guidelines. (Pediatrics ATI, n.d.).

Supervised play is recommended. No small objects in reach is important. Hazardous materials and objects such as weapons, cleaning products, medications, and matches should be kept locked away and out of reach. Continued carseat use is recommended according to relevant regulations (like rear-facing). When cooking, do not leave pot handles accessible by turning the handle towards the back of the stove. (Pediatrics ATI, n.d.).

The previous recommendations should remain. However, children are not required to remain in rear-facing car seats and should instead utilize booster seats. Because children are playing outside with less direct supervision, they should be taught to cross streets safely and taught to not speak to strangers. (Pediatrics ATI, n.d.).

Seat belt and booster seat use is essential for motor vehicle safety. Teaching safety in sports and bicycling is important, and this includes teaching about safety equipment. Teaching the proper names of genitals, types of appropriate and inappropriate touch, consent, fire safety, evacuation plans (where to go in case of a tornado), and safety around drugs and other substances is important. Additionally, teaching children how to swim is one example of a fun way of teaching injury prevention. (Pediatrics ATI, n.d.).

The previous stage’s considerations continue to apply here. Additionally, safe driving education is essential. This age group experiences a risk for mental illnesses such as depression, so teaching mental health activities and monitoring for signs and symptoms of depression is important, according to the pediatric ATI ebook. (Pediatrics ATI, n.d.).

This child uses a booster seat, expresses knowing the importance of seat belts, knows to use a helmet when rollerskating, she knows to look both ways before crossing the road, and her mother informed me that she knows the proper anatomical names for her genitals and how to report inappropriate touch.

Infancy Toddler Pre School School Age Adolescent Observation Data for Female, age 7 years old. .

Nutritional needs

National health goals recommend solely breastfeeding or formula feeding for at least 6 months. Beginning at 6 months, introduction of solid food done slowly is appropriate. As foods are introduced, close monitoring for allergic reactions is essential to safety. Introducing savory foods before sweets is recommended (vegetables before fruits, for example). (Pediatrics ATI, n.d.).

Cow milk (28 to 48 oz daily) is recommended. Juice, especially with added sugars, should be limited. Taste preferences develop, so parents should offer finger foods to determine likes and encourage feeding. (Pediatrics ATI, n.d.).

Calorie recommendations for this age is 1200 to 1400 calories daily (Silbert-Flagg, 2017). The food plate can help to ensure all food-groups are incorporated into the diet. Parents’ eating habits greatly impact their children’s, so modeling and actively participating in good eating habits is important. Fortified foods can help with adequate intake of vitamins and minerals, especially for more picky eaters. (Pediatrics ATI, n.d.).

Encouraging and modeling health eating habits through offering healthy/easy and varied choices will encourage adequate nutrition. Snacks should be high in protein, calcium, vitamins and minerals, and highly nutritious. Fruits and vegetables and fortified cereals can promote adequate intake. Limiting fast foods and encouraging the child to make intuitive choices (identifying hunger/fullness cues) can reduce risk for poor eating habits. (Pediatrics ATI, n.d.).

Due to changes like rapid growth, increased metabolism, and changes like menarche, nutritional needs increase and change too. Adolescents may feel more hungry and require increased calories to adjust for these changes. Females need increased iron in particular. Protein is important especially with increase in physical activities. (Pediatrics ATI, n.d.).

This child is picky eater and prefers dry, crunchy foods. Because of this, her parents ensure that fresh vegetables and fruits are available. They also provide fortified cereals and oatmeal which she enjoys. They reinforce trying new foods by rewarding her for trying something new. She does not like milk but loves cheese, and she does not like the texture of meat, so her parents offer vegetarian Ethiopian foods high in protein and calcium.

Infancy Toddler Pre School School Age Adolescent Observation Data for Female, age 7 years old. .

Dental Care Using a clean, wet washcloth to rub gums even before teeth grow in is encouraged, especially with teething. By the end of age 1, 6 to 8 deciduous teeth grow in. (Pediatrics ATI, n.d.).

Regular dentist visits should begin by age 1. Twice daily dental care and flossing should be taught to children under supervision. Parents should be advised that foods/drinks with added sugar lead to increased risk of tooth decay. (Pediatrics ATI, n.d.).

Continued annual dental cleanings and as needed dental care should continue. Supervised brushing/flossing is important to ensure children are doing the care effectively. Parents should be advised that foods/drinks with added sugar lead to increased risk of tooth decay. (Pediatrics ATI, n.d.).

Regular dental visits/cleanings are recommended. Twice daily brushing and flossing is recommended. (Pediatrics ATI, n.d.).

Cosmetic and functional braces may be indicated and other dental work may be frequent. Twice daily brushing and flossing continues lifelong. Fluoride toothpaste and water is recommended. (Pediatrics ATI, n.d.).

This child knows that she must brush her teeth twice daily, but she does not floos. She loves the dentist and goes regularly because they have a fish tank. She does enjoy sweet drinks, so her parents use fluoride toothpaste and encourage water. She has her adult teeth growing in.

Infancy Toddler Pre School School Age Adolescent Observation Data for Female, age 7 years old. .

Sleep Sleep pattern varies greatly, but factors like a quiet and dim environment help. Feedings interrupt sleep. By 3 to 4 months, infants take one or two naps per day in addition to sleeping through the night. Safe sleep is essential to avoid sudden infant death. (Pediatrics ATI, n.d.).

At this stage, children sleep about 11 to 12 hours a night. Napping once per day is normal but varies. A routine should be implemented and continued moving forward to promote sleep hygiene. (Pediatrics ATI, n.d.).

At this stage, 12 hours of sleep is suggested. Napping may be normal during the day, but is not required. A consistent daily and sleep routine is recommended for the sake of regulation of wake-sleep cycles. (Pediatrics ATI, n.d.).

With the introduction of more active schedules that include school, extracurriculars, and social activities, sleep regulation is essential for development. Consistent bed-times are necessary for sleep hygiene and “recovery.” (Pediatrics ATI, n.d.).

Eight hours of sleep a night, sometimes more, is recommended. As activities and personal responsibilities increase, along with growth during puberty, adequate sleep is essential for overall growth and wellness. (Pediatrics ATI, n.d.).

She struggles with adhering to a sleep schedule and her pediatrician recommended melatonin for sleep promotion as a result. She does not nap regularly, but during gymnastics and the school year, she occasionally naps during the day. She says she does not feel tired during the day unless she “runs around too much.”

Infancy Toddler Pre School School Age Adolescent Observation Data for Female, age 7 years old. .

Activity and Play types

Teething rings, rattlers/noisemak ers, colorful pictures or books with audio, and even mirrors are appropriate play toys/activities. (Pediatrics ATI, n.d.).

Blocks, push and pull toys, puzzles, coloring tools, and stuffed animals are appropriate. Play should be supervised. Children at this age may engage in independent or coplay. (Pediatrics ATI, n.d.)

Preschoolers may enjoy toys like puzzles, balls, crafts like drawing, and even bikes or electronics. Children this age also engage in imaginary play like acting like a princess or firefighter. (Pediatrics ATI, n.d.)

Children this age typically engage in physical exercise centered activities like running outside, jump-roping, biking, sports, and they enjoy activities like board games. Moreover, they discover and engage in desired hobbies and interests. Encouraging physical exercise and exploration of activities is important. (Pediatrics ATI, n.d.)

Currently, interests in things like movies/shows, video games, and social media greatly increase screen time at this age. Encouraging activities centered around physical activity is important. This can include competitive sports. Additionally, social activities like gatherings/partie s with friends are normal, as are things like exploring new books and music. (Pediatrics ATI, n.d.)

She enjoys playing tag with friends, biking, doing coloring books, reading, and gymnastics, but she does not like trying new things that are “too hard.” She is in the younger range of the school age stage and still believes in the tooth fairy, but not in santa. She engages in imaginative play with toys and plays well with her peers.

Infancy Toddler Pre School School Age Adolescent Observation Data for Female, age 7 years old. .

Vital Signs Including type of Pain assessment

NIPS pain scale

BP: Systolic 70-104, diastolic 40-50

Pulse: 110-160 bpm

Temperature: 97.7 to 100.4 F

Respiration rate: 30 to 60 per/min

(Pediatrics ATI, n.d.)

BP: Systolic 86-106, diastolic 42-63

Pulse: 98-140 bpm

Temperature: 98.6 F

Respiration rate: 22 to 37 per/min

(Pediatrics ATI, n.d.)

FACES pain scale

BP: Systolic 89-112, diastolic 46-72

Pulse: 80-120 bpm

Temperature: 98.6 F

Respiration rate: 20 to 28 per/min

(Pediatrics ATI, n.d.)

FACES pain scale

BP: Systolic 97-120, diastolic 57-80

Pulse: 75-118 bpm

Temperature: 98.6 F

Respiration rate: 18 to 25 per/min (Pediatrics ATI, n.d.)

Numerical pain scale

BP: Systolic 110-131, diastolic 64-83

Pulse: 60-100 bpm

Temperature: 98.6 F

Respiration rate: 12 to 20 per/min (Pediatrics ATI, n.d.)

BP (could not perform) is generally around 108/66.

Pulse: 100 bpm

Temperature axillary 97.6 F (expected with axillary route with home thermometer)

Respiration rate: 19 per/min

References

Assessment Technologies Institute. (2019). RN nursing care of children edition 11. 0 (11th ed.). ATI.

Lampert, L. (2021, December 21). Smart Discipline For Every Age.

Parents. https://www.parents.com/toddlers-preschoolers/discipline/tips/smart-discipline-for-every-age/

Prakash, R. (2020, November 10). Moral development in kids – stages & importance of parent's role. First

Cry Parenting. Retrieved February 9, 2022, from https://parenting.firstcry.com/articles/moral-development-in-children/

Silbert-Flagg, J., & Pillitteri, A. (2017). Maternal and Child Health Nursing (8th Edition). Wolters Kluwer Health.

https://ambassadored.vitalsource.com/books/9781496374578