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 you gathered and document your findings in comparison by the particular age of that child.
Competency
Compare principles of growth and development when caring for pediatric clients.
Instructions
Using the template linked below:
Module-06-Worksheet-Development-Assignment x
Explain the topics in the worksheet by age. Identify one milestone and one expected norm for each category by age group.
After you fill out the milestones and expected norms for each category by age group, observe a child of any age for 30 minutes to an hour, and apply the knowledge that you learned to the child you are observing and record this information in the purple Observation Data column.
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
https://ambassadored.vitalsource.com/books/9781496374578
Module 06 Worksheet- Development Assignment
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Infancy |
Toddler |
Pre School |
School Age |
Adolescent |
Observation Data for [insert age, gender, and any other relevent information].
*only fill out this column for the age group you observed. |
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Erikson’s Theory |
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Cognitive Development |
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Language Development |
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Psych-Social Development |
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Moral Development |
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Discipline |
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Physical Development |
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Injury Prevention |
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Nutritional needs |
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Dental Care |
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Sleep |
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Activity and Play types |
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Vital Signs Including type of Pain assessment |
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
https://ambassadored.vitalsource.com/books/9781496374578
Module 06 Worksheet- Development Assignment
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Infancy |
Toddler |
Pre School |
School Age |
Adolescent |
Observation Data for [insert age, gender, and any other relevent information].
*only fill out this column for the age group you observed. |
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Erikson’s Theory |
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Cognitive Development |
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Language Development |
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Psych-Social Development |
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Moral Development |
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Discipline |
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Physical Development |
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Injury Prevention |
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Nutritional needs |
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Dental Care |
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Sleep |
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Activity and Play types |
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Vital Signs Including type of Pain assessment |
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
https://ambassadored.vitalsource.com/books/9781496374578
Module 06 Worksheet- Development Assignment
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Infancy |
Toddler |
Pre School |
School Age |
Adolescent |
Observation Data for [insert age, gender, and any other relevent information].
*only fill out this column for the age group you observed. |
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Erikson’s Theory |
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Cognitive Development |
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Language Development |
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Psych-Social Development |
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Moral Development |
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Discipline |
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Physical Development |
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Injury Prevention |
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Nutritional needs |
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Dental Care |
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Sleep |
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Activity and Play types |
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Vital Signs Including type of Pain assessment |
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
https://ambassadored.vitalsource.com/books/9781496374578
Module 06 Worksheet- Development Assignment
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Infancy |
Toddler |
Pre School |
School Age |
Adolescent |
Observation Data for [insert age, gender, and any other relevent information].
*only fill out this column for the age group you observed. |
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Erikson’s Theory |
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Cognitive Development |
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Language Development |
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Psych-Social Development |
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Moral Development |
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Discipline |
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Physical Development |
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Injury Prevention |
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Nutritional needs |
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Dental Care |
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Sleep |
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Activity and Play types |
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Vital Signs Including type of Pain assessment |
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
https://ambassadored.vitalsource.com/books/9781496374578
Module 06 Worksheet- Development Assignment
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Infancy |
Toddler |
Pre School |
School Age |
Adolescent |
Observation Data for [insert age, gender, and any other relevent information].
*only fill out this column for the age group you observed. |
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Erikson’s Theory |
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Cognitive Development |
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Language Development |
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Psych-Social Development |
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Moral Development |
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Discipline |
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Physical Development |
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Injury Prevention |
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Nutritional needs |
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Dental Care |
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Sleep |
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Activity and Play types |
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Vital Signs Including type of Pain assessment |
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
https://ambassadored.vitalsource.com/books/9781496374578
Module 06 Worksheet- Development Assignment
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Infancy |
Toddler |
Pre School |
School Age |
Adolescent |
Observation Data for [insert age, gender, and any other relevent information].
*only fill out this column for the age group you observed. |
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Erikson’s Theory |
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Cognitive Development |
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Language Development |
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Psych-Social Development |
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Moral Development |
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Discipline |
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Physical Development |
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Injury Prevention |
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Nutritional needs |
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Dental Care |
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Sleep |
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Activity and Play types |
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Vital Signs Including type of Pain assessment |
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