Growth and development in children progresses through distinct stages from infancy to adolescence. In the newborn stage, physical growth is rapid as weight doubles by 4-5 months. Infants develop motor skills like sitting, crawling, and walking between 6-15 months. Toddlers, aged 1-3 years, continue to gain weight and height steadily while developing fine motor abilities such as stacking blocks and coloring. Each stage is characterized by improvements in physical, cognitive, emotional, and social capabilities.
General pediatric study refers to the field of medicine that focuses on the health and well-being of infants, children, and adolescents. It involves the study of various aspects of child health, including growth and development, common childhood illnesses, preventive care, and management of chronic conditions. Here are some key areas of study within general pediatrics:
1. Growth and Development: Pediatricians study the normal growth and development patterns of children, including physical, cognitive, and emotional milestones. They assess factors that can influence growth, such as nutrition, genetics, and environmental factors.
2. Common Childhood Illnesses: Pediatricians study the diagnosis, treatment, and management of common childhood illnesses, such as respiratory infections, gastrointestinal disorders, skin conditions, and childhood cancers. They learn about the signs and symptoms, appropriate diagnostic tests, and evidence-based treatment options for these conditions.
3. Preventive Care: Pediatricians focus on preventive care, including well-child visits, immunizations, and screenings. They study the recommended immunization schedules, guidelines for developmental screenings, and strategies for promoting healthy lifestyles and preventing childhood obesity.
4. Chronic Conditions: Pediatricians study the management of chronic conditions that affect children, such as asthma, diabetes, epilepsy, and autoimmune disorders. They learn about the long-term care, medication management, and lifestyle modifications necessary to optimize the health and quality of life of children with chronic conditions.
5. Pediatric Emergencies: Pediatricians study the recognition and management of pediatric emergencies, including respiratory distress, seizures, allergic reactions, and trauma. They learn about the appropriate resuscitation techniques, emergency medications, and protocols for stabilizing critically ill or injured children.
6. Behavioral and Mental Health: Pediatricians study the assessment and management of behavioral and mental health issues in children, including attention-deficit/hyperactivity disorder (ADHD), anxiety, depression, and autism spectrum disorders. They learn about screening tools, counseling techniques, and referral pathways to mental health specialists.
7. Research and Evidence-Based Medicine: Pediatricians engage in research to advance the field of pediatrics and improve patient care. They study research methodologies, data analysis, and interpretation of scientific literature to stay updated with the latest evidence-based practices.
8. Communication and Family-Centered Care: Pediatricians learn effective communication skills to interact with children and their families. They study the principles of family-centered care, cultural sensitivity, and ethical considerations in pediatric practice.
General pediatric study involves a comprehensive understanding of child health and development, encompassing both the physical and psycho
General pediatric study refers to the field of medicine that focuses on the health and well-being of infants, children, and adolescents. It involves the study of various aspects of child health, including growth and development, common childhood illnesses, preventive care, and management of chronic conditions. Here are some key areas of study within general pediatrics:
1. Growth and Development: Pediatricians study the normal growth and development patterns of children, including physical, cognitive, and emotional milestones. They assess factors that can influence growth, such as nutrition, genetics, and environmental factors.
2. Common Childhood Illnesses: Pediatricians study the diagnosis, treatment, and management of common childhood illnesses, such as respiratory infections, gastrointestinal disorders, skin conditions, and childhood cancers. They learn about the signs and symptoms, appropriate diagnostic tests, and evidence-based treatment options for these conditions.
3. Preventive Care: Pediatricians focus on preventive care, including well-child visits, immunizations, and screenings. They study the recommended immunization schedules, guidelines for developmental screenings, and strategies for promoting healthy lifestyles and preventing childhood obesity.
4. Chronic Conditions: Pediatricians study the management of chronic conditions that affect children, such as asthma, diabetes, epilepsy, and autoimmune disorders. They learn about the long-term care, medication management, and lifestyle modifications necessary to optimize the health and quality of life of children with chronic conditions.
5. Pediatric Emergencies: Pediatricians study the recognition and management of pediatric emergencies, including respiratory distress, seizures, allergic reactions, and trauma. They learn about the appropriate resuscitation techniques, emergency medications, and protocols for stabilizing critically ill or injured children.
6. Behavioral and Mental Health: Pediatricians study the assessment and management of behavioral and mental health issues in children, including attention-deficit/hyperactivity disorder (ADHD), anxiety, depression, and autism spectrum disorders. They learn about screening tools, counseling techniques, and referral pathways to mental health specialists.
7. Research and Evidence-Based Medicine: Pediatricians engage in research to advance the field of pediatrics and improve patient care. They study research methodologies, data analysis, and interpretation of scientific literature to stay updated with the latest evidence-based practices.
8. Communication and Family-Centered Care: Pediatricians learn effective communication skills to interact with children and their families. They study the principles of family-centered care, cultural sensitivity, and ethical considerations in pediatric practice.
General pediatric study involves a comprehensive understanding of child health and development, encompassing both the physical and psycho
Flu Vaccine Alert in Bangalore Karnatakaaddon Scans
As flu season approaches, health officials in Bangalore, Karnataka, are urging residents to get their flu vaccinations. The seasonal flu, while common, can lead to severe health complications, particularly for vulnerable populations such as young children, the elderly, and those with underlying health conditions.
Dr. Vidisha Kumari, a leading epidemiologist in Bangalore, emphasizes the importance of getting vaccinated. "The flu vaccine is our best defense against the influenza virus. It not only protects individuals but also helps prevent the spread of the virus in our communities," he says.
This year, the flu season is expected to coincide with a potential increase in other respiratory illnesses. The Karnataka Health Department has launched an awareness campaign highlighting the significance of flu vaccinations. They have set up multiple vaccination centers across Bangalore, making it convenient for residents to receive their shots.
To encourage widespread vaccination, the government is also collaborating with local schools, workplaces, and community centers to facilitate vaccination drives. Special attention is being given to ensuring that the vaccine is accessible to all, including marginalized communities who may have limited access to healthcare.
Residents are reminded that the flu vaccine is safe and effective. Common side effects are mild and may include soreness at the injection site, mild fever, or muscle aches. These side effects are generally short-lived and far less severe than the flu itself.
Healthcare providers are also stressing the importance of continuing COVID-19 precautions. Wearing masks, practicing good hand hygiene, and maintaining social distancing are still crucial, especially in crowded places.
Protect yourself and your loved ones by getting vaccinated. Together, we can help keep Bangalore healthy and safe this flu season. For more information on vaccination centers and schedules, residents can visit the Karnataka Health Department’s official website or follow their social media pages.
Stay informed, stay safe, and get your flu shot today!
Ozempic: Preoperative Management of Patients on GLP-1 Receptor Agonists Saeid Safari
Preoperative Management of Patients on GLP-1 Receptor Agonists like Ozempic and Semiglutide
ASA GUIDELINE
NYSORA Guideline
2 Case Reports of Gastric Ultrasound
Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
Acute scrotum is a general term referring to an emergency condition affecting the contents or the wall of the scrotum.
There are a number of conditions that present acutely, predominantly with pain and/or swelling
A careful and detailed history and examination, and in some cases, investigations allow differentiation between these diagnoses. A prompt diagnosis is essential as the patient may require urgent surgical intervention
Testicular torsion refers to twisting of the spermatic cord, causing ischaemia of the testicle.
Testicular torsion results from inadequate fixation of the testis to the tunica vaginalis producing ischemia from reduced arterial inflow and venous outflow obstruction.
The prevalence of testicular torsion in adult patients hospitalized with acute scrotal pain is approximately 25 to 50 percent
- Video recording of this lecture in English language: https://youtu.be/lK81BzxMqdo
- Video recording of this lecture in Arabic language: https://youtu.be/Ve4P0COk9OI
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
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Explore natural remedies for syphilis treatment in Singapore. Discover alternative therapies, herbal remedies, and lifestyle changes that may complement conventional treatments. Learn about holistic approaches to managing syphilis symptoms and supporting overall health.
Recomendações da OMS sobre cuidados maternos e neonatais para uma experiência pós-natal positiva.
Em consonância com os ODS – Objetivos do Desenvolvimento Sustentável e a Estratégia Global para a Saúde das Mulheres, Crianças e Adolescentes, e aplicando uma abordagem baseada nos direitos humanos, os esforços de cuidados pós-natais devem expandir-se para além da cobertura e da simples sobrevivência, de modo a incluir cuidados de qualidade.
Estas diretrizes visam melhorar a qualidade dos cuidados pós-natais essenciais e de rotina prestados às mulheres e aos recém-nascidos, com o objetivo final de melhorar a saúde e o bem-estar materno e neonatal.
Uma “experiência pós-natal positiva” é um resultado importante para todas as mulheres que dão à luz e para os seus recém-nascidos, estabelecendo as bases para a melhoria da saúde e do bem-estar a curto e longo prazo. Uma experiência pós-natal positiva é definida como aquela em que as mulheres, pessoas que gestam, os recém-nascidos, os casais, os pais, os cuidadores e as famílias recebem informação consistente, garantia e apoio de profissionais de saúde motivados; e onde um sistema de saúde flexível e com recursos reconheça as necessidades das mulheres e dos bebês e respeite o seu contexto cultural.
Estas diretrizes consolidadas apresentam algumas recomendações novas e já bem fundamentadas sobre cuidados pós-natais de rotina para mulheres e neonatos que recebem cuidados no pós-parto em unidades de saúde ou na comunidade, independentemente dos recursos disponíveis.
É fornecido um conjunto abrangente de recomendações para cuidados durante o período puerperal, com ênfase nos cuidados essenciais que todas as mulheres e recém-nascidos devem receber, e com a devida atenção à qualidade dos cuidados; isto é, a entrega e a experiência do cuidado recebido. Estas diretrizes atualizam e ampliam as recomendações da OMS de 2014 sobre cuidados pós-natais da mãe e do recém-nascido e complementam as atuais diretrizes da OMS sobre a gestão de complicações pós-natais.
O estabelecimento da amamentação e o manejo das principais intercorrências é contemplada.
Recomendamos muito.
Vamos discutir essas recomendações no nosso curso de pós-graduação em Aleitamento no Instituto Ciclos.
Esta publicação só está disponível em inglês até o momento.
Prof. Marcus Renato de Carvalho
www.agostodourado.com
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micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
Ethanol (CH3CH2OH), or beverage alcohol, is a two-carbon alcohol
that is rapidly distributed in the body and brain. Ethanol alters many
neurochemical systems and has rewarding and addictive properties. It
is the oldest recreational drug and likely contributes to more morbidity,
mortality, and public health costs than all illicit drugs combined. The
5th edition of the Diagnostic and Statistical Manual of Mental Disorders
(DSM-5) integrates alcohol abuse and alcohol dependence into a single
disorder called alcohol use disorder (AUD), with mild, moderate,
and severe subclassifications (American Psychiatric Association, 2013).
In the DSM-5, all types of substance abuse and dependence have been
combined into a single substance use disorder (SUD) on a continuum
from mild to severe. A diagnosis of AUD requires that at least two of
the 11 DSM-5 behaviors be present within a 12-month period (mild
AUD: 2–3 criteria; moderate AUD: 4–5 criteria; severe AUD: 6–11 criteria).
The four main behavioral effects of AUD are impaired control over
drinking, negative social consequences, risky use, and altered physiological
effects (tolerance, withdrawal). This chapter presents an overview
of the prevalence and harmful consequences of AUD in the U.S.,
the systemic nature of the disease, neurocircuitry and stages of AUD,
comorbidities, fetal alcohol spectrum disorders, genetic risk factors, and
pharmacotherapies for AUD.
Lung Cancer: Artificial Intelligence, Synergetics, Complex System Analysis, S...Oleg Kshivets
RESULTS: Overall life span (LS) was 2252.1±1742.5 days and cumulative 5-year survival (5YS) reached 73.2%, 10 years – 64.8%, 20 years – 42.5%. 513 LCP lived more than 5 years (LS=3124.6±1525.6 days), 148 LCP – more than 10 years (LS=5054.4±1504.1 days).199 LCP died because of LC (LS=562.7±374.5 days). 5YS of LCP after bi/lobectomies was significantly superior in comparison with LCP after pneumonectomies (78.1% vs.63.7%, P=0.00001 by log-rank test). AT significantly improved 5YS (66.3% vs. 34.8%) (P=0.00000 by log-rank test) only for LCP with N1-2. Cox modeling displayed that 5YS of LCP significantly depended on: phase transition (PT) early-invasive LC in terms of synergetics, PT N0—N12, cell ratio factors (ratio between cancer cells- CC and blood cells subpopulations), G1-3, histology, glucose, AT, blood cell circuit, prothrombin index, heparin tolerance, recalcification time (P=0.000-0.038). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and PT early-invasive LC (rank=1), PT N0—N12 (rank=2), thrombocytes/CC (3), erythrocytes/CC (4), eosinophils/CC (5), healthy cells/CC (6), lymphocytes/CC (7), segmented neutrophils/CC (8), stick neutrophils/CC (9), monocytes/CC (10); leucocytes/CC (11). Correct prediction of 5YS was 100% by neural networks computing (area under ROC curve=1.0; error=0.0).
CONCLUSIONS: 5YS of LCP after radical procedures significantly depended on: 1) PT early-invasive cancer; 2) PT N0--N12; 3) cell ratio factors; 4) blood cell circuit; 5) biochemical factors; 6) hemostasis system; 7) AT; 8) LC characteristics; 9) LC cell dynamics; 10) surgery type: lobectomy/pneumonectomy; 11) anthropometric data. Optimal diagnosis and treatment strategies for LC are: 1) screening and early detection of LC; 2) availability of experienced thoracic surgeons because of complexity of radical procedures; 3) aggressive en block surgery and adequate lymph node dissection for completeness; 4) precise prediction; 5) adjuvant chemoimmunoradiotherapy for LCP with unfavorable prognosis.
3. Growth
Growth refers to an increase in physical size of the
whole body or any of its parts.
It is simply a quantitative change in the child’s
body.
It can be measured in Kg, pounds, meters, inches,
….. etc
6. Development
• Development refers to a progressive increase in
skill and capacity of function.
• It is a qualitative change in the child’s
functioning.
• It can be measured through observation.
7. By understanding what to expect during each stage of development ,
parents can easily capture the teachable moments in everyday life to
enhance their child's language development, intellectual growth, social
development and motor skills .
8. Maturation
• Increase in child’s competence and adaptability.
• It is describing the qualitative change in a
structure.
• The level of maturation depends on child’s
heredity.
9. Importance of Growth and Development for Nurses:
• Knowing what to expect of a particular child at any
given age.
• Gaining better understanding of the reasons behind
illnesses.
• Helping in formulating the plan of care.
• Helping in parents’ education in order to achieve
optimal growth & development at each stage.
10. Principles of Growth & Development
• Continuous process
• Predictable Sequence
• Don’t progress at the same rate (↑ periods of GR in early childhood and
adolescents & ↓ periods of GR in middle childhood)
• Not all body parts grow in the same rate at the same time.
• Each child grows in his/her own unique way.
• Each stage of G&D is affected by the preceding types of development.
11. Principles of Growth & Development
G & D proceed in regular related directions :
- Cephalo-caudal(head down to toes)
- Proximodistal (center of the body to the
peripheral)
- General to specific
13. Growth Patterns
The child’s pattern of growth is in a head-to-toe
direction, or cephalocaudal, and in an inward
to outward pattern called proximodistal.
14. Factors affecting growth and development:
• Hereditary
• Environmental factors
Pre-natal environment
1-Factors related to mothers during pregnancy:
- Nutritional deficiencies
- Diabetic mother
- Exposure to radiation
- Infection with German measles
- Smoking
- Use of drugs
15. 2-Factors related to fetus
• Mal-position in uterus
• Faulty placental implantation
Post-Natal Environment
I - External environment:
- socio-economic status of the family
- child’s nutrition
- climate and season
- child’s ordinal position in the family
- Number of siblings in the family
- Family structure (single parent or extended family … )
17. Types of growth and development
Types of growth:
- Physical growth (Ht, Wt, head & chest circumference)
- Physiological growth (vital signs …)
Types of development:
- Motor development
- Cognitive development
- Emotional development
- Social development
18. Stages of Growth and Development
• Prenatal
- Embryonic (conception- 8 w)
- Fetal stage (8-40 or 42 w)
• Infancy
- Neonate
- Birth to end of 1 month
- Infancy
- 1 month to end of 1 year
• Early Childhood
- Toddler
- 1-3 years
- Preschool
- 3-6 years
• Middle Childhood
- School age
- 6 to 12 years
• Late Childhood
- Adolescent
- 13 years to approximately 18
years
19.
20. 1- Newborn stage
Newborn stage is the first 4 weeks or
first month of life. It is a transitional
period from intrauterine life to extra
uterine environment.
21. Normal Newborn Infant
Physical growth
- Weight = 2.700 – 4 kg
- Wt loss 5% -10% by 3-4 days after birth
- Wt gain by 10th days of life
- Gain ¾ kg by the end of the 1st month
22. Weight:
They loose 5 % to 10 % of weight by 3-4 days
after birth as result of :
Withdrawal of hormones from mother.
Loss of excessive extra cellular fluid.
Passage of meconium (feces) and urine.
Limited food intake.
23. Height
• Boys average Ht = 50 cm
• Girls average Ht = 49 cm
• Normal range for both (47.5- 53.75 cm)
Head circumference
33-35 cm
Head is ¼ total body length
Skull has 2 fontanels (anterior & posterior)
24. Anterior fontanel
• Diamond in shape
• The junction of the sagittal, corneal and frontal
sutures forms it
• Between 2 frontal & 2 parietal bones
• 3-4 cm in length and 2-3 cm width
• It closes at 12-18 months of age
32. n APGAR scoring chart The Apgar score was devised in
1952 by the eponymous Dr. Virginia Apgar as a
simple and repeatable method to quickly and
summarily assess the health of newborn children
immediately after birth. Apgar was an anesthesiologist
who developed the score in order to ascertain the
effects of obstetric anesthesia on babies.
The Apgar score is determined by evaluating the
newborn baby on five simple criteria on a scale from
zero to two, then summing up the five values thus
obtained. The resulting Apgar score ranges from zero
to 10. The five criteria are summarized using words
(Appearance, Pulse, Grimace, Activity, Respiration).
t
37. Touch
• It is the most highly developed sense.
• It is mostly at lips, tongue, ears, and forehead.
• The newborn is usually comfortable with touch.
38. Vision
• Pupils react to light
• Bright lights appear to be unpleasant to
newborn infant.
• Follow objects in line of vision
39. Hearing
• The newborn infant usually makes some
response to sound from birth.
• Ordinary sounds are heard well before 10 days
of life.
• The newborn infant responds to sounds with
either cry or eye movement, cessation of activity
and / or startle reaction.
40. Taste
Well developed as bitter and sour fluids are
resisted while sweet fluids are accepted.
Smell
Only evidence in newborn infant’s search for the
nipple, as he smell breast milk.
42. Gross Motor Development
Motor development:
The newborn's movement are random,
diffuse and uncoordinated. Reflexes carry
out bodily functions and responses to
external stimuli.
53. Definition of normal infant:-
It is the period which starts at the end of
the first month up to the end of the
first year of age. Infant's growth and
development during this period are
rapid.
54. Physical growth of normal infant
Weight : the infant gains :
- Birth to 4 months → ¾ kg /month
- 5 to 8 months → ½ kg / month
- 9 to 12 months → ¼ kg /month
The infant will double his birth wt by 4-5 months
and triple it by 10-12 months of age
56. Height
• Length increases about 3 cm /month during the
1st 3 months of age,
• then it increases 2 cm /month at age of 4-6
months,
• Then, at 7 – 12 months, it increases 1 ½ cm per
month
57. Head circumference
• It increases about 2 cm /month during the 1st 3
months,
• Then, ½ cm/month during the 2nd 9 months of
age.
• Posterior fontanel closes by 6-8 w of age.
• Anterior fontanel closes by 12-18 months of
age.
58. Chest circumference
By the end of the 1st year, it will be equal to head
circumference.
Physiological growth of infants:-
Pulse 110-150 b/min
Resp 35 ± 10 c/min
Breath through nose.
Blood pressure 80/50 ± 20/10 mmHg
59.
60.
61. Dentition:
Eruption of teeth starts by 5–6 months of
age. It is called "Milky teeth" or
"Deciduous teeth" or "Temporary teeth".
62. Average age for teeth eruption:
• Lower central incisors
• Upper central incisors
• Upper lateral incisors
• Lower lateral incisors
• Lower first molars
• Upper first molars
• Lower cuspids
• Upper cuspids
• Lower 2nd molars
• Upper 2nd molars
• Erupt at 6 months
• Erupt at 7.5 months
• Erupt at 9 months
• Erupt at 11 months
• Erupt at 12 months
• Erupt at 14 months
• Erupt at 16 months
• Erupt at 18 months
• Erupt at 20months
• Erupt at 24 months.
63. Motor Development
• At 2 months
• Hold head erects in mid-position.
• Turn from side back.
• At 3 months, the infant can
• Hold head erects and steady.
• Open or close hand loosely.
• Hold object put in hand
65. At 4 months, the infant can:
• Sit with adequate support.
• Roll over from front to back.
• Hold head erect and steady while in sitting
position.
• Bring hands together in midline and plays with
fingers.
• Grasp objects with both hands.
66. At 5 months, the infant can:
• Balance head well when sitting.
• Site with slight support.
• Pull feet up to mouth when supine.
• Grasp objects with whole hand (Rt. or Lt.).
• Hold one object while looking at another
67. At 6 months, the infant can:
• Sit alone briefly.
• Turn completely over ( abdomen to abdomen ).
• Lift chest and upper abdomen when prone.
• Hold own bottle.
68. At 7 months, the infant can:
• Sit alone.
• Hold cup.
• Imitate simple acts of others.
69. At 8 months, the infant can:
• Site alone steadily.
• Drink from cup with assistance.
• Eat finger food that can be held in one hand.
70. At 9 months, the infant can:
• Rise to sitting position alone.
• Crawl (i.e., pull body while in prone position).
• Hold one bottle with good hand-mouth
coordination
71. At 10 months, the infant can:
• Creep well (use hands and legs).
• Walk but with help.
• Bring the hands together.
At 11 months , the infant can:
• Walk holding on furniture.
• Stand erect with minimal support
72. At 12 months , the infant can:
• Stand-alone for variable length of time.
• Site down from standing position alone.
• Walk in few steps with help or alone (hands held
at shoulder height for balance).
• Pick up small bits of food and transfers them to
his mouth
73. Ambulation(motor growth)
• 9 month old: crawl
• 10 month old: creep
• 1 year: stand independently from a crawl &
creep position
• 13 month old: walk and toddle quickly
• 15 month old: can run
74. Emotional development:
• His emotions are instable, where it is rapidly
changes from crying to laughter.
• His affection for or love family members
appears.
• By 10 months, he expresses several beginning
recognizable emotions, such as anger, sadness,
pleasure, jealousy, anxiety and affection.
• By 12 months of age, these emotions are clearly
distinguishable.
75. Social development
• He learns that crying brings attention.
• The infant smiles in response to smile of others.
• The infant shows fear of stranger (stranger anxiety).
• He responds socially to his name.
• According to Erikson, the infant develops
sense of trust. Through the infant's interaction with
caregiver (mainly the mother), especially during feeding,
he learns to trust others through the relief of basic
needs.
76. As an infant's vision develops, he or she may seem
preoccupied with watching surrounding objects and people
77. Speech Milestones
• 1-2 months: coos
• 2-6 months: laughs and squeals
• 8-9 months babbles: mama/dada as sounds
• 10-12 months: “mama/dada specific
• 18-20 months: 20 to 30 words – 50% understood by
strangers
• 22-24 months: two word sentences, >50 words, 75%
understood by strangers
• 30-36 months: almost all speech understood by
strangers
78. Hearing
• BAER hearing test done at birth
• Ability to hear correlates with ability enunciate words
properly
• Always ask about history of otitis media – ear aiding
devices.
• Early referral to MD to assess for possible fluid in ears
(effusion)
• Repeat hearing screening test
• Speech therapist as needed
79. Red Flags in infant development
• Unable to sit alone by age 9 months
• Unable to transfer objects from hand to hand by
age 1 year
• Abnormal pincer grip or grasp by age 15 months
• Unable to walk alone by 18 months
• Failure to speak recognizable words by 2 years.
84. Physical growth
Weight:
The toddler's average weight gain is 1.8 to 2.7
kg/year.
Formula to calculate normal weight of children
over 1 year of age is
Age in years X 2+8 = ….. kg.
e.g., The weight of a child aging 4 years
= 4 X 2 + 8 = 16 kg
85. Height:
• During 1–2 years, the child's height
increases by 1cm/month.
• The toddler's height increases about 10
to 12.5cm/year.
86. Formula to calculate normal height
Age in years X 5 + 80 = cm.
e.g., the length of 2 years old child
= 2 X 5 + 80 = 90cm
87. Head and chest circumference:
• The head increases 10 cm only from the age of 1
year to adult age.
• During toddler years, chest circumference
continues to increase in size and exceeds head
circumference.
88. Teething:
• By 2 years of age, the toddler has 16
temporary teeth.
• By the age of 30 months (2.5 years),
the toddler has 20 teeth
89. Physiological growth:
Pulse: 80–130 beats/min (average
110/min).
Respiration: 20–30C/min.
Bowel and bladder control:
Daytime control of bladder and bowel
control by 24–30 months.
90. Fine Motor - toddler
• 1 year old: transfer objects from hand to hand
• 2 year old: can hold a crayon and color vertical
strokes
• Turn the page of a book
• Build a tower of six blocks
• 3 year old: copy a circle and a cross – build
using small blocks
91. Gross - Motor of toddler
At 15 months, the toddler can:
• Walk alone.
• Creep upstairs.
• Assume standing position without falling.
• Hold a cup with all fingers grasped around it.
At 18 months:
• Hold cup with both hands.
• Transfer objects hand-to hand at will.
92. Continuous
At 24 months:
• Go up and down stairs alone with two
feet on each step.
• Hold a cup with one hand.
• Remove most of own clothes.
• Drink well from a small glass held in
one hand.
93. At 30 months: the toddler can:
• Jump with both feet.
• Jump from chair or step.
• Walk up and downstairs, one foot
on a step.
• Drink without assistance.
94. Issues in parenting – toddler
(emotional development)
• Stranger anxiety – should dissipate by age 2 ½
to 3 years
• Temper tantrums: occur weekly in 50 to 80% of
children – peak incidence 18 months – most
disappear by age 3
• Sibling rivalry: aggressive behavior towards new
infant: peak between 1 to 2 years but may be
prolonged indefinitely
• Thumb sucking
• Toilet Training
95. Cognitive development:
• Up to 2 years, the toddler uses his senses
and motor development to different self
from objects.
• The toddler from 2 to 3 years will be in
the pre-conceptual phase of
cognitive development (2-4 years),
where he is still egocentric and can not take
the point of view of other people.
96. Social development:
• The toddler is very social being but still
egocentric.
• He imitates parents.
• Notice sex differences and know own sex.
• According to Erikson,
• The development of autonomy during this
period is centered around toddlers increasing
abilities to control their bodies, themselves and
their environment i.e., "I can do it myself".
101. Fine Motor – Older Toddler
• 3 year old: copy a circle and a cross – build using
small blocks
• 4 year old: use scissors, color within the borders
• 5 year old: write some letters and draw a person
with body parts
102. Fine motor and cognitive abilities
pre-school
• Buttoning clothing
• Holding a pencil
• Building with small blocks
• Using scissors
• Playing a board game
• Have child draw picture of himself
103. Cognitive development
Preschooler up to 4 years of age is in
the pre-conceptual phase. He
begins to be able to give reasons
for his belief and actions, but not
true cause-effect relationship.
104. Emotional Development of
Preschooler
• Fears the dark
• Tends to be impatient and selfish
• Expresses agression through
physical and verbal behaviours.
• Shows signs of jealousy of siblings.
105. Social development in preschoolers
• Egocentric
• Tolerates short separation
• Less dependant on parents
• May have dreams & night-mares
• Attachment to opposite sex parent
• More cooperative in play
106. Social development
According to Erikson theory:
• The preschooler is in the stage where
he develops a sense of initiative,
Where he wants to learn what to do
for himself, learn about the world And
other people.
107. Red flags: preschool
• Inability to perform self-care tasks, hand
washing simple dressing, daytime toileting
• Lack of socialization
• Unable to play with other children
• Unable to follow directions during exam
110. Normal school-age child:
School-age period is between the
age of 6 to 12 years. The child's
growth and development is
characterized by gradual growth.
111. Physical growth
Weight:
• School–age child gains about 3.8kg/year.
• Boys tend to gain slightly more weight
through 12 years.
• Weight Formula for 7 - 12 yrs
= (age in yrs x 7 )– 5
2
112. Height:
• The child gains about 5cm/year.
• Body proportion during this period: Both
boys and girls are long-legged.
Dentition:
• Permanent teeth erupt during school-age
period, starting from 6 years, usually in
the same order in which primary teeth are
lost.
• The child acquires permanent molars,
medial and lateral incisors.
114. School Years: fine motor
• Writing skills improve
• Fine motor is refined
• Fine motor with more focus
• Building: models – logos
• Sewing
• Musical instrument
• Painting
• Typing skills
• Technology: computers
115. Motor development
At 6–8 years, the school–age child:
• Rides a bicycle.
• Runs Jumps, climbs and hops.
• Has improved eye-hand coordination.
• Prints word and learn cursive
writing.
• Can brush and comb hair.
116. At 8–10 years, the school–age child:
• Throws balls skillfully.
• Uses to participate in organized sports.
• Uses both hands independently.
• Handles eating utensils (spoon, fork, knife)
skillfully.
At 10–12 years, the school–age child:
• Enjoy all physical activities.
• Continues to improve his motor coordination.
117. School Age: gross motor
• 8 to 10 years: team sports
• Age ten: match sport to the
physical and emotional
development
118. School performance
• Ask about favorite subject
• How they are doing in school
• Do they like school
• By parent report: any learning difficulties,
attention problems, homework
• Parental expectations
120. School Age: cognitive development
At 7-11 years, the child now is in the
concrete operational stage of cognitive
development. He is able to function on a
higher level in his mental ability.
Greater ability to concentrate and participate
in self-initiating quiet activities that challenge
cognitive skills, such as reading, playing
computer and board games.
121. Emotional development
The school–age child:
• Fears injury to body and fear of dark.
• Jealous of siblings (especially 6–8 years old
child).
• Curious about everything.
• Has short bursts of anger by age of 10 years
but able to control anger by 12 years.
122. Social development
The school–age child is :
• Continues to be egocentric.
• Wants other children to play with him.
• Insists on being first in every thing
• Becomes peer oriented.
• Improves relationship with siblings.
• Has greater self–control, confident, sincere.
• Respects parents and their role.
• Joints group (formal and informal).
• Engage in tasks in the real world.
123. Red flags: school age
• School failure
• Lack of friends
• Social isolation
• Aggressive behavior: fights, fire setting,
animal abuse
125. Adolescent age
• Physical growth
• Physiological growth
• Secondary sex characteristics
• Cognitive development
• Emotional development
• Social development
126. Definition of adolescent:
Adolescence is a transition period from
childhood to adulthood. Its is based on
childhood experiences and
accomplishments.
It begins with the appearance of secondary
sex characteristics and ends when somatic
growth is completed and the individual is
psychological mature.
127. Physical growth:
Weight:
• Growth spurt begins earlier in girls (10–14 years, while
it is 12–16 in boys).
• Males gains 7 to 30kg, while female gains 7 to 25kg.
Height:
• By the age of 13, the adolescent triples his birth length.
• Males gains 10 to 30cm in height.
• Females gains less height than males as they gain 5 to
20cm.
• Growth in height ceases at 16 or 17 years in females
and 18 to 20in males
128. Physiological growth:
Pulse: Reaches adult value 60–80 beats/min.
Respiration: 16–20C/minute.
NB: The sebaceous glands of face, neck and
chest become more active. When their
secretion accumulates under the skin in
face, acne will appear.
129. Appearance of secondary sex characteristics
1- Secondary sex characteristics in girls:
• Increase in transverse diameter of the pelvis.
• Development of the breasts.
• Change in the vaginal secretions.
• Growth of pubic and axillary hair.
• Menstruation (first menstruation is called
menarche, which occurs between 12 to 13
years).
131. 2- Secondary sex characteristics in boys:
• Increase in size of genitalia.
• Swelling of the breast.
• Growth of pubic, axillary, facial and chest hair.
• Change in voice.
• Rapid growth of shoulder breadth.
• Production of spermatozoa (which is sign of
puberty).
132. Adolescent
• As teenagers gain independence they begin to
challenge values
• Critical of adult authority
• Relies on peer relationship
• Mood swings especially in early adolescents
133. Cognitive development:
Through formal operational thinking, adolescent can deal with a
problem.
Emotional development:
This period is accompanied usually by changes in emotional
control. Adolescent exhibits alternating and recurrent episodes
of disturbed behavior with periods of quite one. He may become
hostile or ready to fight, complain or resist every thing.
Social development:
He needs to know "who he is" in relation to family and society, i.e.,
he develops a sense of identity. If the adolescent is unable to
formulate a satisfactory identity from the multi-identifications,
sense of self-confusion will be developed according to Erikson:-
Adolescent shows interest in other sex.
He looks for close friendships.
139. Piaget theory
(cognitive development
Infancy stage
Toddler stage
Preschool stage
School-age stage
Adolescence stage
Up to2 years sensori -motor
2-3 years pre-conceptual
phase.
Up to 4years pre-conceptual
phase.
7-12 years concrete-
operational.
12-15 years preoperational
formal operations
15 years - through life formal
operations
140. Erikson theory
(psychosocial development)
Infancy stage
Toddler stage
Preschool stage
School-age stage
Adolescence stage
Trust versus mistrust.
Autonomy and self esteem
versus shame and doubt.
Initiative versus guilt.
Industry versus inferiority.
Identity and intimacy
versus role confusion.