Module 1 NCM 107 Pedia G & D

FAR EASTERN UNIVERSITY
INSTITUTE OF HEALTH SCIENCES AND NURSING

DEPARTMENT OF NURSING
2nd SEMESTER – AY 2022 – 2023
NUR1208/NCM 107 CARE OF MOTHER & CHILD, ADOLESCENT (WELL CLIENT)
MODULE 1: PRINCIPLES OF GROWTH AND DEVELOPMENT
Overview
This module covers the different stages of the child’s growth and development. This is
important for the nurse in order to provide specific care to the needs of the growing child and
assist the family to understand normal limits. The following groupings are the acceptable
standards. Newborn refers to the stage immediately after birth until 1 month. Infancy is the
period from 1 month until 12 months. The toddler stage is from 12 months until 3 years. The
early childhood or preschool ranges from 3 to 6 years old. School age children are 6-12 years
old. Adolescence begins around 12 or 13 and lasts until the beginning of adulthood.
Learning Outcomes
1. Integrate knowledge and principles of normal growth and development with application
of appropriate nursing care to the child and family.
2. Assess the child to determine if a stage of development has been achieved.
3. Formulate nursing diagnosis/es that address the wellness as well as both potential for
and actual delay in growth and development.
4. Implement safe and quality nursing interventions to support normal development and
growth.
5. Evaluate with the mother and family the health outcomes of nurse-client relationship.
Topic Outline
I. Growth and Development
II. Principles of Growth and Development
III. Factors affecting Growth and Development
IV. Structures of Personality
V. Theories of Development
VI. Assessment for promotion of normal growth and development
VII. Nursing diagnosis
VIII. Outcome identification and planning
IX. Evaluation
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NUR1208- Module 1: Principles of Growth and Development
Prepared by MCN FEU Faculty Lecturers 2022 - 2023

Definition of Terms
Abstract thought - capable of thinking in terms of possibility rather than limited to thinking
about what already is.
Accommodation -, taking in information and changing it to fix their existing ideas
common in preschoolers
Animism – Animals and inanimate objects as being capable of thought and feelings also
known as magical thinking
Assimilation - taking in information and changing it to fix their existing ideas
Conservation – It is the ability to discern truth, even though physical properties
change. This is common among school-age children.
Centering – It is the ability to see only one of the object’s characteristics
Development - Indicates an increase in skill or the ability to function
Developmental task – It is a skill or a growth responsibility arising at a particular time in
an individual’s life, the achievement of which will provide a foundation for the
accomplishment of future tasks.
Egocentrism - when they are able to see only one of the object’s characteristics
Growth - Increase in the number and size of cells; measured in terms of quantity;
orderly and predictable but not even.
Maturation - It means development of those cells until they are ready to function
Permanence - infants learn objects in the environment – their bottle, blocks, their bed, or
even a parent – are permanent and continue to exist even though they are out of
sight or changed in some way
Reversibility – It is the ability to retrace steps.
Role fantasy – This is how preschoolers would like something to turn out.
Schemas – They are the finer units of each stage of cognitive development according to
Piaget.
Sensorimotor intelligence - is practical intelligence during infancy, because words and
symbols for thinking and problem solving are not yet available at this early age
Theory is a systematic statement of principles that provides a framework for explaining
some phenomenon.
Temperament - It is the usual reaction pattern of an individual or an individual’s
characteristic manner of thinking, behaving or reacting to stimuli in the environment. It
is an inborn characteristic
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I. Growth and Development

GROWTH
Increase in the number and size of cells; measured in terms of quantity; Orderly and
predictable but not even.
Parameters of Growth:
1. Weight - It is measured in grams, kilograms or pounds.
2. Height – It is measured in inches, feet or centimeters.
DEVELOPMENT
Indicates an increase in skill or the ability to function; Viewed as a qualitative change in the child
that is demonstrated by functioning or skill and that is achieved through maturation, and
learning
Ways to measure development:
1. By directly observing the child’s performance.
2. By noting parents’ description of the child’s progress.
3. By DDST (Denver Developmental Screening Test), in the Philippines, it is modified as
MMDST (Metro Manila Developmental Screening Test).
Five Main Areas of Development

1. Physical
- height, strength, muscles, systems, organs and weight
2. Emotional
- Involves trusting relationships to other adults and to children, attitudes, show a
strong sense of self as an individual, recognize and label their own feelings
3. Intellectual
- thinking and understanding
4. Social
- interaction with others
5. Spiritual
- concerns the broad search for transcendental meaning that may be as simple as a
young child’s inquiries into how the world came into being
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MATURATION
It means development of those cells until they are ready to function; Literally, it means ripen; an
increase in human competence and adaptability
DEVELOPMENTAL TASK
It is a growth responsibility that arises at a certain time in the course of development
II. PRINCIPLES OF GROWTH AND DEVELOPMENT

1. Growth and development are continuous processes from conception until death.
At all times a child is growing new cells and learning new skills.
2. Growth and development follow an orderly pattern
a. Cephalocaudal - growth proceeds from head to toes
b. Proximo-distal - growth proceeds from the center, or midline of the body to
peripheral
c. General to specific (Gross to refined) - Simple to complex
3. All aspects of development are interrelated
The physical and the mental development of the child are mostly correlated to each
other.
4. Growth is continuous and gradual
All parts of the body continue to grow gradually until they reach their maximum from
infancy, early childhood, late childhood.
There are periods of accelerated & decelerated growth rate
- Infancy: most rapid period of growth
- Preschool to puberty: slow and uniform rate of growth
- Puberty: (growth spurt) second most rapid growth period
- After Puberty: decline in growth rate till death
5. Growth is not uniform
Different parts of body grow at different rates
6. All individuals are different
7. Early foundations are critical
8. Each phase of development has hazards
9. Each phase of development has characteristic behavior
10. There is an optimum time for initiation of developmental experiences or learning
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A child cannot learn tasks until the nervous system mature enough to allow that
particular learning.
11. Most developmental skills and behaviors are learned by practice
12. Neonatal reflexes must be lost before motor development can proceed
13. Development is affected by cultural changes
14. There are social expectations for every stage of development
15. Development is a product of heredity and environment
The child is born with some inherited traits like physical stature and some other traits
from his parents and develops by interacting with his environment.
III. Major Factors Influencing Growth and Development

A. Genetics
From the moment of conception when a sperm and ovum fuse, the basic genetic
makeup of an individual is cast. In addition to physical characteristics such as eye color
and height potential, inheritance determines other characteristics such as learning style
and temperament. An individual may also inherit a genetic abnormality, which could
result in disability or illness at birth or later in life.
B. Gender
On the average, girls are born lighter (by an ounce or 2) and shorter (by an inch or 2)
than boys. Boys tend to keep this height and weight advantage until pre-puberty, at
which time girls surge ahead because they begin their puberty growth spurt by 6 months
to 1 year earlier than boys. By the end of puberty (14 to 16 years) boys again tend to be
taller and heavier than girls.
C. Health
A child who inherits a genetically transmitted disease may not grow as rapidly or
develop as fully as the healthy child depending on the type of illness or the therapy
available for the disease.
D. Intelligence
Children with high intelligence do not generally grow faster physically than other
children but they do tend to advance faster in skills.
E. Environment
Although a child has genetically programmed height potential, he may not grow taller
because of some environmental factors, e.g. inadequate nutrition because of low
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socio-economic status; caregiver may lack skills or not give the child enough
attention; chronic illness
1. Socioeconomic level
- Health care and good nutrition both cost money.
2. Parent-child relationship
- Children who are loved thrive better than those who are not. It is the quality of
time spent with children not the amount of time that is important.
3. Ordinal position in the family
- First-born child, middle, youngest and only child and size of the family has some
bearing on the growth and development.
- First/only child generally excel in language because conversation are mainly with
adults. However, they may not excel in other skills (like toilet training) because
there is no example to watch. Children learn by watching other children.
4. Health
- Children who are ill like those with heart diseases will have limited activity to
play and active sport.
F. Temperament
- It is the usual reaction pattern of an individual or an individual’s characteristic
manner of thinking, behaving or reacting to stimuli in the environment. It is an
inborn characteristic.
Reaction Patterns That Determine Temperament
1. Activity level – differs widely
2. Rhythmicity –child with set patterns/irregular rhythmicity.
3. Approach – child’s response on initial contact with a new stimulus.
4. Adaptability – ability to change one’s reaction to stimuli over time.
5. Intensity of reaction
6. Distractibility refers to the tendency to shift easily to a new situation.
7. Attention span and persistence refers to the ability to remain interested to a
project or activity.
8. Threshold of response is the intensity level of stimulation that is necessary to
evoke a reaction.
9. Mood quality - state wherein a person is said to be in negative or positive
condition.
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Categories of Temperament
A. THE EASY CHILD
- Easy to care for
- Predictable rhythmicity, approach and adapt to new situations readily.
- Mild to moderate intensity of reaction
- Overall positive mood quality.
- 40% to 50% of children
B. THE DIFFICULT CHILD
- Irregular in habits
- Negative mood quality
- Withdraw rather than approach new situations.
- 10% of children
C. The Intermediate Child
- a combination of the easy and the difficult child
D. SLO W–TO-WARM-UP CHILD
- Over-all fairly inactive
- Responds mildly
- Adapts slowly to new situations
- Generally negative mood
- 15 % of children
Development of mental function & personality development

Personality is the arrangement of individual adjustment to his environment. It is an all-
inclusive term that covers appearances, abilities, motives, emotional reactivity and
experiences that have shaped him to his present person. It is the totality of one’s physical or
inherited attributes as well as those psychological factors that determine one’s characteristic
behavior. Psychoanalytic theory suggested that personality is mostly established by the age
of five. Early experiences play a large role in personality development and continue to
influence behavior later in life.
IV. Structure of Personality

A. ID
- developed during infancy
- "I know what I want and I want it now!”
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- the only component of personality that is present at birth.

- operates on pleasure principle to reduce tension or discomfort. Thus, a newborn is
said to be a “bundle of id”, seeking pleasure only to satisfy needs and demands
immediate gratification to find release from physiological tension.
- Pleasure principle
B. EGO
- developed during toddler period
- "I can wait for what I want!"
- Reality principle
- balances the id and superego
- the result of individual’s interaction with the environment.
- It promotes satisfactory adjustment in relation to the environment.
C. SUPEREGO
- developed during preschool
- "I should not want that!”
- Conscience- Morality principle
- Develops as a person unconsciously incorporates standards and restrictions from
both parents and society to guide behaviors, thoughts, and feelings.
- Emerges at around age five.
Factors Affecting Personality development:

1. Heredity
- certain characteristics that are present at birth: body build, eye color, skin, hair type
and certain aptitudes
2. Birth order
- First born are likely to be achievement oriented and responsible
- Later born are more likely to be better in social relationships, affectionate, friendly,
or rebels and risk-takers.
3. Parents
- It includes the age of the parents, occupation, economic status, religious
orientation, level of education and cultural heritage
4. Culture
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V. Theories of Child Development

A theory is a systematic statement of principles that provides a framework for explaining
some phenomenon. Developmental theories provide road maps for explaining human
development.
A developmental task is a skill or a growth responsibility arising at a particular time in an
individual’s life, the achievement of which will provide a foundation for the
accomplishment of future tasks. It is not so much chronologic age as the completion of
developmental tasks that defines whether a child has passed from one developmental
stage of childhood to another.
FREUD’S PSYCHOANALYTIC THEORY

Sigmund Freud (1856–1939), an Austrian neurologist and the founder of psychoanalysis,
offered the first real theory of personality development. Freud based his theory on his
observations of mentally disturbed adults. He described adult behavior as being the result of
instinctual drives that have a primarily sexual nature (libido). He described child development
as being a series of psychosexual stages in which a child’s sexual gratification becomes
focused on a particular body part at each stage.
A. The Infant
Freud termed the infant period the “oral phase” because infants are so interested in
oral stimulation or pleasure during this time. According to this theory, infants suck for
enjoyment or relief of tension, as well as for nourishment.
B. The Toddler
Freud described the toddler period as an “anal phase” because during this time,
children’s interests focus on the anal region as they begin toilet training. Elimination
takes on new importance for them. Children find pleasure in both the retention of feces
and defecation. This anal interest is part of toddlers’ self-discovery, a way of exerting
independence, and probably accounts for some of the difficulties parents may
experience in toilet-training children of this age.
C. The Preschooler
During the preschool period, children’s pleasure zone appears to shift from the anal
to the genital area. Freud called this period the “phallic phase.” Masturbation is common
during this phase. Children may also show exhibitionism, suggesting they hope this will
lead to increased knowledge of the two sexes.
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D. The School-Age Child

Freud saw the school-age period as a “latent phase,” a time in which children’s libido
appears to be diverted into concrete thinking. He saw no developments as obvious as
those in earlier periods appearing during this time.
E. The Adolescent
Freud termed the adolescent period the “genital phase.” Freudian theory considers
the main events of this period to be the establishment of new sexual aims and the
finding of new love objects.
ERIKSON’S THEORY OF PSYCHOSOCIAL DEVELOPMENT

Erik Erikson (1902–1996) was trained in psychoanalytic theory but later developed his
own theory of psychosocial development, a theory that stresses the importance of culture
and society in development of the personality (Erikson, 1993). One of the main tenets of his
theory, that a person’s social view of self is more important than instinctual drives in
determining behavior, allows for a more optimistic view of the possibilities for human
growth. Whereas Freud looked at ways mental illness develops, Erikson looked at actions
that lead to mental health. Erikson describes eight developmental stages covering the entire
life span. At each stage, there is a conflict between two opposing forces. The resolution of
each conflict, or accomplishment of the developmental task of that stage, allows the
individual to go on to the next phase of development.
A. The Infant
According to Erikson, the developmental task for infants is learning trust versus
mistrust (other terms are “learning confidence” or “learning to love”). When an infant is
hungry, a parent feeds and makes the infant comfortable again. When an infant is wet, a
parent changes his or her diaper and the infant is dry again. By these simple processes,
infants learn to trust that when they have a need or are in distress, a parent will come
and meet that need.
If care is inconsistent, inadequate, or rejecting, this fosters a basic mistrust: infants
become fearful and suspicious of the world and of people. Like a burned child who avoids
fire, emotionally burned children may shun the potential pain of further emotional
involvement and carry this attitude through later stages of development. Such children
can be “stuck” emotionally at this stage, although they continue to grow and develop in
other ways.
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B. The Toddler
The developmental task of the toddler is to learn autonomy versus shame or
doubt. Autonomy (self-government or independence) arises from a toddler’s new motor
and mental abilities. Children take pride in new accomplishments and want to do
everything independently, whether it is pulling the wrapper off a piece of candy,
selecting a vitamin tablet out of the bottle, flushing the toilet, or replying, “No!”
If parents recognize toddlers need to do what they are capable of doing, at their
own pace and in their own time, then children develop a sense of being able to control
their muscles and impulses during this time. When caregivers are impatient and do
everything for them, this enforces a sense of shame and doubt. If children are never
allowed to do things they want to do, they will eventually doubt their ability to do them;
they will stop trying and cannot do them.
C. The Preschooler
The developmental task of the preschool period is learning initiative versus guilt.
Learning initiative is learning how to do things. Children can initiate motor activities of
various sorts on their own and no longer merely respond to or imitate the actions of
other children or of their parents. The same is true for language and fantasy activities.

Erikson viewed the developmental task of the school-age period as developing
industry versus inferiority, or accomplishment rather than inferiority. During the
preschool period, children learned initiative—how to do something. During school age,
children learn how to do things well. A school-age child, while doing a project will ask,
“Am I doing a good job? Am I doing this right?” When they are encouraged in their
efforts to do practical tasks or make practical things and are praised and rewarded for
the finished results, their sense of industry grows. Parents who see their children’s
efforts at making and doing things as merely “busy work” or who do not show
appreciation for their children’s efforts may cause them to develop a sense of inferiority
rather than pride and accomplishment.
E. The Adolescent
Erikson believed the new interpersonal dimension that emerges during
adolescence is a sense of identity versus role confusion. To achieve this, adolescents
must bring together everything they have learned about themselves as a son or
daughter, an athlete, a friend, a fast-food cook, a student, a garage band musician, and
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so on, and integrate these different images into a whole that makes sense. If
adolescents cannot do so, they are left with role confusion; that is, they are left unsure
of what kind of person they are and are uncertain what they can do or what kind of
person they can become.
F. The Young Adult
The developmental crisis of the young adult is achieving a sense of intimacy
versus isolation. Intimacy is the ability to relate well with other people, not only with
members of the opposite sex but also with one’s own sex to form long-lasting
friendships. A sense of intimacy grows out of earlier developmental tasks, because
people need a strong sense of identity before they can reach out fully and offer deep
friendship or love.
G. The Middle-Aged Adult
The developmental task of middle age is to establish a sense of generativity
versus stagnation. People extend their concern from just themselves and their families
to the community and the world. They may become politically active, work to solve
environmental problems, or participate in far-reaching community or world-based
decisions. People with a sense of generativity are self-confident and better able to
juggle their various lives (mother, soccer coach, church member, teacher, political party
chairperson, gourmet cook). People without this sense become stagnated or self-
absorbed. Those who have devoted themselves to only one role are more likely to find
themselves at the end of middle age with a narrow perspective and lack of ability to
cope with change. Women without a sense of generativity may have more difficulty
than others accepting a late-in-life pregnancy and a new role of childbearing and
childrearing.
H. The Older Adult
Older adults play a role in childrearing today because many of them give
childcare to young children while parents work. The developmental task of older adults
is integrity versus despair. Older adults with integrity feel good about the life choices
they have made; those with a feeling of despair wish life could begin over again so that
things could turn out differently. A sense of integrity is helpful in a grandparent who
provides childcare, as it helps children develop a sense of trust and learn initiative.
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PIAGET’S THEORY OF COGNITIVE DEVELOPMENT

Jean Piaget (1896–1980), a Swiss psychologist, introduced concepts of cognitive
development or the way children learn and think that have roots similar to those of both Freud
and Erikson and yet separate from each. Piaget defined four stages of cognitive development;
within each stage are finer units or schemas. Each period is an advance over the previous one.
To progress from one period to the next, children reorganize their thinking processes to bring
them closer to adult thinking.
A. The Infant
Piaget referred to the infant stage as the sensorimotor stage. Sensorimotor
intelligence is practical intelligence, because words and symbols for thinking and
problem solving are not yet available at this early age. At the beginning of infancy,
babies relate to the world through their senses, using only reflex behavior. During this
stage, infants learn objects in the environment – their bottle, blocks, their bed, or even a
parent – are permanent and continue to exist even though they are out of sight or
changed in some way (permanence). Gaining a concept of permanence also contributes
to separation anxiety, which can begin at 8 and 12 months of age. During this stage,
infants continue to cry for their parents because they know their parents still exist even
when out of sight.
B. The Toddler
The toddler period is one of transition as children complete the final stages of the
sensorimotor period and begin to develop some cognitive skills of the preoperative
period, such as symbolic thought and egocentric thinking. The following are the
characteristics of toddles during stage:
- Trial and error to discover objects and events
- Complete understanding of object permanence
- Begin to be able to use symbols to represent objects
- Start to draw conclusion only form obvious facts that they see
C. The Preschoolers
Piaget saw preschool children as moving on to a substage of preoperational thought
termed intuitive thought. During this time, the preschoolers believe in the following:
- Centering, when they are able to see only one of its characteristics
- Lack of conservation, inability to discern truth, even though physical
properties change
- Role fantasy or how children would like something to turn out
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- Assimilation, taking in information and changing it to fix their existing ideas

- Animism, animals and inanimate objects as being capable of thought and
feelings also known as magical thinking
Piaget viewed school age as a period during which concrete operational thought begins
as school-age children:
- Concrete solutions to everyday problems and recognize cause-and-effect
relationships
- Conservation is the ability to discern truth, even though physical properties
change
- Reasoning is inductive or specific to general
- Reversibility, is the ability to retrace steps.
E. The Adolescent
Adolescent is the time when cognition achieves its final form or when formal
operational thought begins. When this stage is reached, adolescent are capable of the
following:
- Abstract thinking, capable of thinking in terms of possibility rather than
limited to thinking about what already is.
- Deductive reasoning, from general to the specific.
KOHLBERG’S THEORY OF MORAL DEVELOPMENT

Lawrence Kohlberg (1927–1987), a psychologist, studied the reasoning ability of boys and,
developed a theory on the way children gain knowledge of right and wrong or moral reasoning.
A. The Infant
The infant period is a pre-religious stage. Infants have little concept of any
motivating force beyond that of their parents. Infants learn that when they do certain
actions, parents give affection and approval; for other actions, parents scold and label
the behavior “bad.” To support this stage of development, it is important for caregivers
to praise infants for doing what they have been asked to do.
B. The Toddler
Toddlers begin to formulate a sense of right and wrong, but their reason for
doing right is centered most strongly in “mother or father says so” rather than in any
spiritual or societal motivation. Kohlberg referred to this as a “punishment obedience
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orientation” (a child is good because a parent says a child must be good, not because it
is “right” to be good). This is the first substage of preconventional stage.
C. The Preschooler
Preschoolers tend to do good out of self-interest rather than out of true intent to
do good or because of a strong spiritual motivation. When asked why it is wrong to steal
from a neighbor, for example, a preschooler will answer, “Because my mother won’t like
me anymore.” Because of egocentrism, a preschooler may do things for others only in
return for things done for him or her. This means it may be necessary to remind children
of actions taken on their behalf or trade off actions such as, “Lie still now for me while I
change your dressing and I’ll read you a story when I’m through.”

School-age children enter a stage of moral development termed conventional
development, a level at which many adults continue to function. Young school-age
children adhere to a phase of development termed the “nice girl, nice boy” stage.
Children engage in actions that are “nice” or “fair” rather than necessarily right. Sharing,
for example, is “nice.” Taking turns is “fair.” Stealing is not. Young school-age children
may lie about their actions to disguise that they have been involved in an action that is
not “nice.” When asked why it is wrong to steal from a neighbor, the school-age child
most often answers, “Because it’s not nice or fair.”
E. The Adolescent
As adolescents become capable of abstract thought, they become capable of
internalizing standards of conduct (they do what they think is right regardless of
whether anyone is watching). This is termed postconventional development and is the
mature form of moral reasoning. In this stage, if asked why it is wrong to steal from a
neighbor, adolescents answer, “Because it deprives my neighbors of possessions they
have earned.”
VI. Assessment for Promotion of Normal Growth and Development

Measure and plot height and weight on a standard growth chart for children at
all health care visits to document growth is occurring and the child’s growth remains
within a constant percentile. Take a health history from both parents and the child
and observe what specific activities the child can accomplish to establish whether
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developmental milestones (major markers of normal development) are being met.

Document a 24-hour recall history for nutritional intake, sleep, and a description of
school and play behaviors.
VII. Nursing Diagnosis

When assessment is completed, a child profile can be devised and needs and
problems identified. Examples of nursing diagnoses applicable to this area include:
• Risk for delayed growth and development related to lack of age-appropriate toys
and activities
• Delayed growth and development related to prolonged illness • Readiness for
enhanced family coping related to parent’s seeking information about child’s
growth and development
• Health-seeking behaviors related to appropriate stimulation for infants •
Imbalanced nutrition, less than body requirements, related to parental
knowledge deficit regarding child’s protein need
• Deficient knowledge related to potential long-term effects of obesity in school-
age child
VIII. Outcome Identification and Planning

To provide holistic nursing care, consider all aspects of a child’s health (physical,
emotional, cultural, cognitive, spiritual, nutritional, and social), remembering that
each child’s developmental progress is unique. Children cannot be forced to achieve
milestones faster than their own timetable will allow. However, through anticipatory
guidance, children can be encouraged to reach maximum developmental potential.
Nurses can play important roles in suggesting expected outcomes and guidance to
both a child and family on ways to encourage child development and preparing
children for new experiences.
Interventions to foster growth and development include encouraging age-
appropriate self-care in a child and suggesting age-appropriate toys or activities to
parents. It may be necessary to help parents accept a child’s delayed growth or
motivate a child to reach anticipated upper limits. Role modeling is an important
ongoing intervention with both children and families. Modeling, for example, can
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demonstrate that problem solving is a more effective approach to life’s challenges

than “acting out” behaviors.
IX. Outcome Evaluation

Evaluation for specific growth and developmental milestones must be ongoing to
be accurate and useful, because many children do not test well on any given day.
Ongoing evaluation is necessary also because it provides an opportunity for early
detection of various problems. If a child has difficulty achieving one developmental
task, for example, the next one may be difficult to achieve as well. Evaluation must
also be comprehensive. If a developmental task involves only gross motor function,
it may not be apparent that something is wrong with a child’s fine motor function
until the child is asked to perform fine motor tasks in school.
Examples of expected outcomes are:
• Child, 5 years of age, expresses less negativism at next clinic visit.
• At 9-month checkup, parents describe how they have made a safe space in
their home for their infant to crawl so that he is not confined to a playpen.
• Parents list household tasks they believe are appropriate for a 6-year-old
child by next office visit.
• Parents state the pattern they are using to phase out high-carbohydrate,
nonnutritive snacks for their preschooler
REFERENCES:
Flagg, J. (2023). Maternal and child health nursing: Care of the childbearing and childbearing
family (9thed.). Philadelphia, PA: WoltersKluwer.
Pillitteri, A. (2014). Maternal and child health nursing (7th ed.) Philadelphia: Lippincott,
Williams and Wilkins.
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FAR EASTERN UNIVERSITY

INSTITUTE OF HEALTH SCIENCES AND NURSING

MODULE 1: PRINCIPLES OF GROWTH AND DEVELOPMENT

I. Growth and Development

Five Main Areas of Development

II. PRINCIPLES OF GROWTH AND DEVELOPMENT

III. Major Factors Influencing Growth and Development

Development of mental function & personality development

IV. Structure of Personality

- the only component of personality that is present at birth.

Factors Affecting Personality development:

V. Theories of Child Development

FREUD’S PSYCHOANALYTIC THEORY

D. The School-Age Child

ERIKSON’S THEORY OF PSYCHOSOCIAL DEVELOPMENT

D. The School-Age Child

PIAGET’S THEORY OF COGNITIVE DEVELOPMENT

- Assimilation, taking in information and changing it to fix their existing ideas

KOHLBERG’S THEORY OF MORAL DEVELOPMENT

D. The School-Age Child

VI. Assessment for Promotion of Normal Growth and Development

developmental milestones (major markers of normal development) are being met.

VII. Nursing Diagnosis

VIII. Outcome Identification and Planning

demonstrate that problem solving is a more effective approach to life’s challenges

IX. Outcome Evaluation

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