Fichas
2B Theories of lifespan and development and care of the child
Fichas del conjunto (29)
- 1Theories of child developmentno one theory accounts for all human development
each aid perspectives to social, behavioural, humanistic, environmental, cognitive etc - 2Freuddevelopment of biologic automatic process
psychosexual in nature
sexual energies centre around specific area of body
id - basic sexual instincts
superego- conscience, morals, ethics, values
ego - realistic part of mind, mediates id and superego - 3Stages of freudoral (birth -1 year) - infant derives pleasure from mouth and sucking, and eating
anal (1-3 years) - young child's behaviour is centred in anal area, control over secretions
phallic (3-6 years)- sexual energy becomes centred on genitalia
latency (6-12 years) - sexual energy at rest
genital (12 years to adulthood) - mature sexuality - 4Piaget (Jean)observed his own and other children
humans adapt to their environment
construct their own understanding - 5Piagets stagessensorimotor - birth to 2 years - differentiates self from objects, recognises self as agent of action
preoperational - 2 - 7 years - learns to use language, images and words
concrete operational -7-11 years - can think logically about objects and events
formal operational - 11 years - adulthood- can think logically about abstract propositions - 6Eriksonfocussed on psychosocial development
stages:
trust versus mistrust (birth to 1 year)
children require security through physical comforts
autonomy versus shame and doubt (1 - 3 years) - children must establish own identity
intiative versus guilt (3- 6 years) - children realise their own responsibilities
industry versus inferiority (6 - 12 years) - childrens determination show success, often concert with others
identity versus role confusion (12 -18 years) - children involved in discovering, personall cultural, social, identity - 7Kohlbergapplied piaget's theory
moral reasoning 3 stages
preconventional - decisions made to please others/avoid punishment
conventional - conscience now important, decisions made on beliefs and teaching of parents - follows rules
postconventional - internal ethical standards in play, awareness of common good, recognises social responsibility - 8Maslowtheory of human motivation
basic needs met before higher needs
hierarchy of needs:
self actualisation - acceptance of facts
esteem - confidence, achievement
love/belonging - friendship, family
safety - security of body, family, health
physiological - breathing, food, water, sleep - 9Banduradeveloped social learning theory
humans are active information processors
learn attitudes, beliefs from social interactions - 10Behaviourismskinner and watson
- all behaviour learnt
denies inherent traits
actions determined by responses one receives
conditioning - pavlovs dog
positive and negative reinforcement - 11Urieecological theory
each child is unique
co-activity between nature and nuture
early events influence later life - 12Resilience theoryfunction with healthy responses even with significant adversity
protection factors- strength, assistance provided when dealing with a challenge or crisis
risk factors - promote challenges - 13predictable sequenceskills are learnt at different ages but order is predictable
all humans develop cepahalo - caudal (yop -down) and proximo-distal (midline -outside) - 14Age groupsprenatal -conception to birth
newborn - 0-4 weeks
infant - 4wks - 1yr
toddler - 1-3 yrs
preschool - 3-6yrs
school - 6-12 yrs
adolescent - 12-18yrs
adult years - 18 years onward - 15Age group characteristicprenatal - genetic mother's health influence
newborn - extra-uterine adaption
infant - high level of daily care
toddler - high motor ability and independence
pre-school - refines gross, fine, language skills
school - intellectual, physical growth
adolescence - maturing cognitive though, identity - 16Major milestonesphysical - weight, height, head circum
motor - fine hold, grasp, grip, gross, sit, stand, walk
sensory - hearing, vision
cognitive - thinking, reasoning, language
psychosocial - smile, eye contact, play, interaction - 17Factors affected growth and developmentgenetic/chromosomal factors - inherited rate, individual differences
maternal illness during pregnancy
racial factors
endocrine system
drugs
illness
family and parenting (nature and nurture) - 18Gender influencesimportant to establish communication
social and cognitive growth
cultural factors
child learns quickly who has ultimate knowledge - 19Factors affecting growth and developmentnutrition, malnutrition, environment, prematurity, child care, school, community
- 20Influences on developmenyfamily, size, roles, culture, attention, social, granparents
- 21Parentingfoster child growth and development
provide nurture, affection, comfort, emotional health
important to determine sexual idenity and gender role - 22Developmental assesmentundertaken for first 5 years of child's life
based on milestones over ages
can identify when child sits outside norms
provide support for parents and interventions - 23Nursing application - infantFreud (oral stage) - offer dummy, bottle, breast
Erikson (trust vs mistrust) - hygiene needs,manage pain, cuddle, hold
Piaget (sensorimotor)- toys, colours, pictures
Kohlbery=g (pre-conventional) - unable to make decisions, parents involved - 24Nursing application - toddlerfreud (anal stage) -toileting, accept regression, normal routines
Erikson (autonomy vs shame) - allow self activities, feeding, dressing
Piaget (sensorimotor) - name objects, simple explanations
Kohlberg (unconventional) - toddler unable to make decisions, assists parents - 25Nursing application - pre-schoolerFreud (phallic stage) - encourage parent involvement, watch comfort with genders
Erikson (initiative vs guilt) - offer medical equipment, assess concerns, accept child's choices
piaget (preoperational thought) - offer clear and simple explanation about procedure
Kolhbery (conventional) - assist parent to make decisions, explain decision to toddler - 26Nursing application - school ageFreud (latency stage) - provide gown, cover, explain procedures
Erikson (Industry vs inferiority) - continue schooling, bring favourite book, help child adjust
Piaget (concrete thought) - clear explanations, show equipments
Kohlberg (conventional) - assist parents to make decisions, consider alternate choices - 27Nursing application - adolescentFreud (genital stage) - ensure privacy, educate
Erikson (identity vs role confusion) - introduce teens, talk to adolescent
Piaget (formal thought) - clear explanations, educate
Kohlberg (post conventional) - able to make decisions, need explanations, alternatives - 28Nursing care promotes developmentNewborn - suck, mobile, coulour
Toddler - use simple terms, feeding, accept regression
Pre-school - encourage parent involvement, plan, play time
School aged - privacy, promote, independence
adolescent - privacy, seperate room, peer visits - 29Nursing interventions appropriate for child's state developmentUnderstanding effects of hospitalisation, illness, parent involvement, communication build trust, explanation, appropriate play therapy and activities
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- El usuario ha eliminado su información de asignaturas Fichas sobre 2B Theories of lifespan and development and care of the child, creado por Usuario eliminado el 14/06/2018.
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- Creado por Elizabeth Then · 14 jun 2018
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