AGE GROSS MOTOR FINE MOTOR SELF-HELP

Newborn - birth to 28
days

INFANCY - Birth to
DEVELOPMENTAL MIL
12 Months

Infancy - birth to 12
months

12 MTHS - learning to walk and talk, increase communication and mo

Walk independently or holding onto a hand. Learn to throw objects and
dressing, taking off hats and socks and finger feed themselves. like to

learning more words and combining babble, jargon, and words for th
upon request and can retrieve an object such as those shoes. Can tur
to express interest. Pin scribble on paper with a crayon, build a three
Toddler 1-3yrs
happiness or sadness.
to run, sit up in a chair, can build a four cube tower with blocks, preten
sadness after wrongdoing emerges, often can use 10 to 25 words or
name of familiar object when requested.
throw over hand, and learn to jump. Imitate circles and horizontal line
training, can turn a door knob, often play side-by-side with others, ca
Word vocabulary, put two words together in sentences with

EARLY Child 1-6

years

3 YRS - pretend play, socialization, and developing creativity. Most ch

their friends. They learn to draw a circle, climb on a jungle jam, run m
paragraphs and children begin to take part in back-and-forth conve
describe what others mig

Preschool 3-4yrs
 Preschool 3-4yrs

4 YRS - Four year-old children are gaining better balance and learn
forward, and gallop. Learn to copy an image with a crayon, tie, knot, a
5 to 6 colors, identify many numbers and letters, count to four by me
signs or brands, they're able to use the washroom independently, bru
have a preference for certain friends, identify emotions

5 YRS - beginning of school age years, their balance improves for more
a row, learn to skip. Can copy a triangle and cut out shapes with scis
dress themselves in the morning and often bathe independently. Draw
alphabet, and count out loud. At this age, children sometimes skip lett
5YRS of the letters and numbers reversed. Their ability to hear and produc
the end of kindergarten children usually know the sounds that conso
more. Socially, they have a group of friends, they learned their right fr
word vocabulary. They define simple words use sentence sentence
address. They like to question "WHY" and of

MIDDLE Child 5-
12 years

6-12 YRS - gaining and refining skills, develop greater motor skills and
skills, such as soccer, swimming, and other sports. They can ride a b
6-12 YRS handwriting and more complex task, such as fingering on a violin, dra
They're able to speak in paragraphs, hold conversations, recount stor
are reading well on their own, and they enjoy

LATE Child 12-

18 years

Adolescence have a rapid growth and development of reproductive organs and secondary s
ability and self identity formation begins. Exploration of sexuality along
 PrePuebescent Adolescence have a rapid growth and development of reproductive organs and secondary s
10-13 years ability and self identity formation begins. Exploration of sexuality along

Adolescent 13-18
years

REFEREMCES DEVELOPMENTAL MILESTONES

 PROBLEM SOCIAL/ RECEPTIVE EXPRESSIVE
SOLVING EMOTIONAL LANGUAGE LANGUAGE

DEVELOPMENTAL MILESTONES

e communication and mobility, stand well with legs apart and arms out or overhead.
earn to throw objects and enjoy learning gravity by dropping objects. Cooperate with
feed themselves. like to hide toys and are learning to understand the word no.
15 MTHS -
e, jargon, and words for their own language. Point to body parts or objects in books
h as those shoes. Can turn pages in a book, place cubes in a cup, pointing at objects
ith a crayon, build a three cube tower, and begin to learn empathy with feelings of
18 MTHS - learn
tower with blocks, pretend play, and develop the concept of "mine". Shame, guilt, or
an use 10 to 25 words or more, point to pictures, people and body parts, as well as
24 MTHS - kick a ball,
circles and horizontal lines. Begin to take off their clothes independently, start potty
e-by-side with others, can demonstrate defiant behavior. Children have a 50 to 200
ogether in sentences with a noun and verb, calling themselves by name.

eloping creativity. Most children can identify their own gender, as well as gender of
mb on a jungle jam, run more quickly than before. Sentences begin to develop into
rt in back-and-forth conversation. A three year-old can fear imaginary things and
describe what others might be thinking.
 better balance and learn to hop on 1 foot a few times in a row. Jump one or 2 feet
with a crayon, tie, knot, and cut paper. They can draw a 4 to 6 part person. Point out
tters, count to four by memory, and recognize common signs like a stop sign, store,
hroom independently, brush their teeth, wash, hands, and face, and use a fork. They
riends, identify emotions they feel and are learning to play in groups.

alance improves for more than eight seconds per foot, can hop on 1 foot 15 times in
d cut out shapes with scissors, write their names and use blocks to build stairs. Can
athe independently. Draw a person with 8 to 10 body parts, identify coins, recite the
ldren sometimes skip letters or give numbers out of order, they may still write some
ability to hear and produce rhyming words is important to develop literacy skills. By
now the sounds that consonant and short vowels make and often read 25 words or
they learned their right from left, can identify locations, and have more than a 2000
ds use sentence sentences, competently, and memorize our telephone number or
to question "WHY" and often love to read and be read too.

greater motor skills and proceed from learning to run hop and skip to more complex
sports. They can ride a bike without training, wheels, fine motor skills, progress to
s fingering on a violin, drawing and painting, woodworking or typing on a computer.
nversations, recount stories from memory with detail. My third grade most children
their own, and they enjoy learning, growing and exploring.

e organs and secondary sex characteristics. They have increased, rational, thinking
oration of sexuality along with social pressures are increasing..
e organs and secondary sex characteristics. They have increased, rational, thinking
oration of sexuality along with social pressures are increasing..

OPMENTAL MILESTONES
 PEDIATRIC NORMS TABLE

SELF-CONCEPT BODY-IMAGE

Independence learn from social

Self exploration and sensory
contacts; the mothering figure being
stimulation from others .
the primary contact.

Aware of body parts and use

symbols to represent objects .

Begin to explore limits of their abilities

and the impact it has on others .

Learn the names of body parts and

genitalia, and the exploration and
differences in sexes becomes
important .
 Learn the names of body parts and
genitalia, and the exploration and
differences in sexes becomes
important .

They learn about internal body

structure and function, and
More aware of differences among understand the differences in body
people, more sensitive to social types, size, and shapes. They are
pressures and more preoccupied with highly influenced by cultural norms
self criticism and self evaluation . of society, trends, and fads.
Children are teased if their body
differs from the "NORMS".

More concerned about their

physical self and appearance. The
More focus on physical and emotional
body goes through physical
changes and pure acceptance.
changes and the "New self" must
Working towards a more organized,
integrate into the self-concept. They
self-concept built around goals,
have conflict over what they feel
values, and competencies learned in
the ideal body structure should be,
childhood. .
and their body image is crucial in
shaping their identity.
 More concerned about their
physical self and appearance. The
More focus on physical and emotional
body goes through physical
changes and pure acceptance.
changes and the "New self" must
Working towards a more organized,
integrate into the self-concept. They
self-concept built around goals,
have conflict over what they feel
values, and competencies learned in
the ideal body structure should be,
childhood. .
and their body image is crucial in
shaping their identity.

Perry's Maternal Child Nursing Care in Canada - Keenan -Lindsay 3rd Edition
BLE

NUTRITIONAL
SELF-ESTEEM FREUD - Psychosexual
DAILY SERVINGS

X NEWBORN Feeding Requirements

Oral-sensory

Unaware of differences in the

Anal 2-3yrs
competencies between others .

4 x Veggies.
3 x Grains.
2 x Milk.
1 x Meat.
Ages 2-3

Phallic 3-6yrs
 Phallic 3-6yrs

5 x Veggies.
4 x Grains.
2 x MIlk.
More aware of the differences and 1 x.
abilities of others. They are more Meats.
worried about being accepted by Ages 4-8
peers and positive reinforcement
increases their self-esteem.

Latency 6yrs-Puberty

6 x Vegggies.
6 x Grains.
3-4 x
Milk. 1-2
x Meat.
Ages 9-13

7-8 x Veggies.
6-7 x Grains.
Defining their identity in the peer 3-4 x Milk.
group is important , and if this is not 2-3 Meat. Genital Stage (puberty
met, there is a risk for decline in self- 13-18 years. and beyond)
esteem. Boys need the
larger serving.
 7-8 x Veggies.
6-7 x Grains.
Defining their identity in the peer 3-4 x Milk.
group is important , and if this is not 2-3 Meat. Genital Stage (puberty
met, there is a risk for decline in self- 13-18 years. and beyond)
esteem. Boys need the
larger serving.

Physical Health
Examination and
- Keenan -Lindsay 3rd Edition Assessment - Perry's Maternal Child Nursing C
Caroline Jarvis 3rd
Edition page 200
 PIAGET - Cognitive
ERIKSON - Psychosocial KOHLBERG - Moral FOWLER - Spiritual
(Intellectual)

Sensorimotor (birth–2
Trust vs. mistrust X
years)

Undifferentiated Faith
(PRIMAL)
Infancy to 3 years

Autonomy vs.
shame and doubt

Pre-Operation

Preconventional
(premoral) level - Moral
Reasoning bases on
Reward and Punishment
Intuitive-Projective Faith
Stage 1 - Obeys rules to Early
avoid punishment Childhood
Stage 2 -
Conforms to get
Rewards. Ages 6
and Under

Initiative vs. Guilt

 Preconventional
(premoral) level - Moral
Reasoning bases on
Reward and Punishment
Intuitive-Projective Faith
Stage 1 - Obeys rules to Early
avoid punishment Childhood
Stage 2 -
Conforms to get
Rewards. Ages 6
and Under

Initiative vs. Guilt

Mythical-Literal Faith
Concrete Operational Middle
Childhood

Conventional Level-
Moral Reasoning Based
on External Ethics.
Stage 1 - Good
Boy/Girl - Conforms to
avoid disapproval.
Industry vs. Inferiority
Stage 2 -
Conforms to avoid
disapproval from
authorities (LAW
followers).
Ages 7-11

Post-Comnvemtiomal -
Moral Reasoning Based
on Personal Ethics. Synthetic-Conventional
Identity vs. Formal Operational 12 Stage 1 - Faith.
Role Confusion years + Conforms to maintain Adolescence to Early
communities. Adulthood
Stage 2 - Individual
principles of conscience.
 Post-Comnvemtiomal -
Moral Reasoning Based
on Personal Ethics. Synthetic-Conventional
Identity vs. Formal Operational 12 Stage 1 - Faith.
Role Confusion years + Conforms to maintain Adolescence to Early
communities. Adulthood
Stage 2 - Individual
principles of conscience.

Perry's Maternal Child Nursing Care in Canada - Keenan -Lindsay 3rd Edition
 NURSING
NURSING CARE
ASSESSMENTS

• Introduce self to
• Hold, swaddle and pat
caregiver
for comfort.
• Explain each step to
• Use soft voice and calm
the caregiver.
approach.
• Address infant by
• Sing songs.
name.
• Most invasive
assessments last.

• Introduce self to child

and caregive.r
• Let the child hold some • Explain each step to
of your equipment. the child and caregiver.
• Let toddler sit on • Allow child to hold
parent’s lap. and explore your
• Give praises. instruments.
• Most invasive
assessments last.

• Introduce self to child

and caregiver.
• Allow the child to
determine the order of
exam by giving them
choices and working in
a head-to-toe manner.
• Allow child to hold
and explore your
instruments.
• Most invasive
assessments last.
• Coach the child to ask
more questions.
• Give child
choices from acceptable
options.
 • Introduce self to child
and caregiver.
• Allow the child to
determine the order of
exam by giving them
choices and working in
a head-to-toe manner.
• Allow child to hold
and explore your
instruments.
• Most invasive
assessments last.
• Coach the child to ask
more questions.
• Give child
choices from acceptable
options.
• Use drawings to
explain procedures.

• Introduce self to child

and caregiver.
• Include the child in
the steps of the exam.
• Speak to the
caregiver before and
after the exam.
• Head-to-toe
assessment with
genitalia exam last.

• Knock before entering

the room.
•Provide fresh air.

• Encourage
deep breathing to relieve
anxiety.

• Introduce self to
adolescent and
caregiver.
• Open-ended questions. • Discuss
confidentiality with
• Non-judgmental adolescent and
communication. caregiver.
• Allow time to talk
• alone with the
Allow separation from adolescent and with
parents. caregiver(s).
• Head-to-toe
assessment with
 • Introduce self to
adolescent and
caregiver.
• Open-ended questions. • Discuss
confidentiality with
• Non-judgmental adolescent and
communication. caregiver.
• Allow time to talk
• alone with the
Allow separation from adolescent and with
parents. caregiver(s).
• Head-to-toe
assessment with
genitalia exam last.

Lecturio Nursing Studocu