14163951
Description
Flashcards by Elizabeth Then, updated more than 1 year ago
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Created by Elizabeth Then
almost 6 years ago
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| Question | Answer |
| Theories of child development | no one theory accounts for all human development each aid perspectives to social, behavioural, humanistic, environmental, cognitive etc |
| Freud | development 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 |
| Stages of freud | oral (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 |
| Piaget (Jean) | observed his own and other children humans adapt to their environment construct their own understanding |
| Piagets stages | sensorimotor - 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 |
| Erikson | focussed 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 |
| Kohlberg | applied 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 |
| Maslow | theory 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 |
| Bandura | developed social learning theory humans are active information processors learn attitudes, beliefs from social interactions |
| Behaviourism | skinner and watson - all behaviour learnt denies inherent traits actions determined by responses one receives conditioning - pavlovs dog positive and negative reinforcement |
| Urie | ecological theory each child is unique co-activity between nature and nuture early events influence later life |
| Resilience theory | function with healthy responses even with significant adversity protection factors- strength, assistance provided when dealing with a challenge or crisis risk factors - promote challenges |
| predictable sequence | skills are learnt at different ages but order is predictable all humans develop cepahalo - caudal (yop -down) and proximo-distal (midline -outside) |
| Age groups | prenatal -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 |
| Age group characteristic | prenatal - 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 |
| Major milestones | physical - 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 |
| Factors affected growth and development | genetic/chromosomal factors - inherited rate, individual differences maternal illness during pregnancy racial factors endocrine system drugs illness family and parenting (nature and nurture) |
| Gender influences | important to establish communication social and cognitive growth cultural factors child learns quickly who has ultimate knowledge |
| Factors affecting growth and development | nutrition, malnutrition, environment, prematurity, child care, school, community |
| Influences on developmeny | family, size, roles, culture, attention, social, granparents |
| Parenting | foster child growth and development provide nurture, affection, comfort, emotional health important to determine sexual idenity and gender role |
| Developmental assesment | undertaken 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 |
| Nursing application - infant | Freud (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 |
| Nursing application - toddler | freud (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 |
| Nursing application - pre-schooler | Freud (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 |
| Nursing application - school age | Freud (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 |
| Nursing application - adolescent | Freud (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 |
| Nursing care promotes development | Newborn - 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 |
| Nursing interventions appropriate for child's state development | Understanding effects of hospitalisation, illness, parent involvement, communication build trust, explanation, appropriate play therapy and activities |
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