Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
37 Cards in this Set
- Front
- Back
|
neonate
|
birth to 2 weeks
|
|
|
infant
|
3 weeks to 12 months
|
|
|
toddler
|
1-3 years
|
|
|
preschool
|
3-5
|
|
|
school aged
|
6-12
|
|
|
adolescence
|
12-18 years
|
|
|
growth
|
continuous, but uneven
-means change -Takes place in orderly sequences or stages- depending on the outcome of the previous stage -refers to an increase in size |
|
|
development
|
-refers to a increase in function or capability
-Differentiation-proceeds from simple to more complex operations, activities, and functions- all areas of development (physical, mental, social, and emotional) Proceed in this direction…gross motor development then fine motor development -is proximodistal, or near to far… midline to peripheral concept- shoulders control first, then to and, hand used as a whole before fingers- CNS develops more rapidly than the peripheral nervous system -bilateral and symmetric -Cephalocaudal- head to tail- infants achieve structural control of the head before the trunk - use eyes before hands- and control their hands before their feet |
|
|
rolls abdomen to back
|
5 months
|
|
|
rolls back to abdomen
|
6 months
|
|
|
transfers objects hand to hand
|
7 months
|
|
|
palmar grasp
|
5 months
|
|
|
pincer grasp
|
9 months
|
|
|
extrusion reflex disappears
|
4 months
|
|
|
head lag disappears
|
6 months
|
|
|
crawling(propelling forward on with belly on the floor)
|
6 months
|
|
|
creeping(on hands and knees, belly off floor)
|
6-9 months
|
|
|
birth weight doubles
|
by 6 months
|
|
|
birth weight triples
|
by 1 year
|
|
|
coos
|
2-5 months
|
|
|
babbles
|
5-7 months
|
|
|
stranger anxiety
|
7-9 months
|
|
|
sensitive periods
|
times in which an individual is more susceptible to positive or negative influences
|
|
|
verbal
|
although greatest amt of verbal communication is usually carried out with the parent, do not exclude the child
|
|
|
nonverbal
|
the nonverbal components of the communication process convey the most significant messages! - Infants communicate with nonverbal language
|
|
|
abstract communication
|
toddler, preschool- play, artistic expression, symbols, photographs, and toys are examples
|
|
|
infants
|
-Respond to non- verbal communication (cuddled, patted), tone, and pitch
- keep parents in view! |
|
|
early childhood <5
|
- Are egocentric- seeing things only in relation to themselves and from their point of view
-need to be told what they can do, or how they will feel, focus communication on them -everything is direct and concrete to them, therefore are unable to interpret “stick in your arm” as a shot |
|
|
school age 6-12
|
- rely less on what they see and more on what they know when faced when with new problems
-want to know why it exists -why it is used -how it works -what is going to happen to them? For blood pressure (I want to see how far the silver goes up when I squeeze your arm...) -Heightened sense of body integrity- therefore because of the special importance of their body, they are sensitive to anything that poses a threat or suggestion of injury to it -keep explanations simple -use books, puppets, active listening |
|
|
adolescence 12-18
|
-fluctuate between adult and child thinking and behavior
-may regress -do not patronize - Respect/ honor confidentiality... unless the need to intervene is necessary. As in the case of suicidal behavior |
|
|
single words
|
12 months
|
|
|
Sucking
|
Major source of tension release and gratification in infancy
|
|
|
Calorie Intake
|
98-108 Kcal/kg
|
|
|
nose breathers
|
til 4 weeks
|
|
|
Interview
|
Goal directed, gather data in specific way, open ended questions, do not interrupt, clarify and provide information
|
|
|
Temperature
|
always know where temp was taken, axillary-all ages esp. preschoolers not used if accuracy is critical, oral-in cooperative kids not if mouth breathers, rectal-all groups, don't use if irritation or diarrhea.
|
|
|
Influences on temperature
|
active exercise-may raise temporairly
stress crying- raises temp diurnal variation- lowest AM highest PM environment-varies in room temp, amount and type of clothing. Ask when last ate, drank or took fever reducer |
