This document discusses the developmental milestones of preschoolers aged 3 to 5 years old across physical, social, language, emotional, cognitive, and moral domains. Key points include: Preschoolers can independently dress and brush teeth with some assistance; develop social skills like sharing; use complex sentences; experience strong emotions; learn through play and social interaction; and start to understand basic concepts. The document also addresses common health issues, fears, behaviors, and parental concerns during this stage such as imaginary friends, difficulty sharing, and regression during stress.
Maternal and Child Health Nursing
Care of the Childbearing & Childbearing Family
Chapter 33 - Nursing Care of an Adolescent
(ppt based on Joanne Flagg and Adele Pillitteri 8th edition)
it contains information about the important measurements , the vital signs, head, eyes, ears, nose , mouth and throat, neck, chest, breast and abdomen of a newborn. You'll find the normal and the abnormal findings on each category.
Maternal and Child Health Nursing
Care of the Childbearing & Childbearing Family
Chapter 33 - Nursing Care of an Adolescent
(ppt based on Joanne Flagg and Adele Pillitteri 8th edition)
it contains information about the important measurements , the vital signs, head, eyes, ears, nose , mouth and throat, neck, chest, breast and abdomen of a newborn. You'll find the normal and the abnormal findings on each category.
TRENDS IN PEDIATRICS AND PEDIATRIC NURSING
Pediatric regarded as the medical science which enables an anticipated newborn to grow into a healthy adult, useful to the society
The EINC initiative of the Philippine Department of Health- Non Communicable Diseases Prevention and Control-Family Health Office (DOH-NCDPC-FHO) and DOH Center for Health Promotions (NCHP), supported by the Joint Programme on Maternal and Neonatal Health (JPMNH), and being funded by AusAID, was piloted in 11 hospitals in the Philippines, and has yielded favorable results.
The recommended EINC practices during the intrapartum period include continuous maternal support by having a companion of choice during labor and delivery, freedom of movement during labor, monitoring progress of labor using the partograph, non-drug pain relief before offering labor anesthesia, position of choice during labor and delivery, spontaneous pushing in a semi-upright position, non-routine episiotomy, and active management of the third stage of labor (AMTSL).
For newborns, four core steps were recommended in a time bound sequence. A social marketing handle, “The First Embrace,” accompanied the initiative for practice change among health workers.
Childhood Vaccinations Essay
Essay on My Day
Essay on Parents and their Children
Essay on Child Birth
Essay about My Child
Scary Story Essay example
Essay about the human brain
My Childhood Essay
Child Observation Essay examples
To Make A Difference Essay
Persuasive Short Stories
Essay Growing Up
Early Childhood Education Essay examples
TRENDS IN PEDIATRICS AND PEDIATRIC NURSING
Pediatric regarded as the medical science which enables an anticipated newborn to grow into a healthy adult, useful to the society
The EINC initiative of the Philippine Department of Health- Non Communicable Diseases Prevention and Control-Family Health Office (DOH-NCDPC-FHO) and DOH Center for Health Promotions (NCHP), supported by the Joint Programme on Maternal and Neonatal Health (JPMNH), and being funded by AusAID, was piloted in 11 hospitals in the Philippines, and has yielded favorable results.
The recommended EINC practices during the intrapartum period include continuous maternal support by having a companion of choice during labor and delivery, freedom of movement during labor, monitoring progress of labor using the partograph, non-drug pain relief before offering labor anesthesia, position of choice during labor and delivery, spontaneous pushing in a semi-upright position, non-routine episiotomy, and active management of the third stage of labor (AMTSL).
For newborns, four core steps were recommended in a time bound sequence. A social marketing handle, “The First Embrace,” accompanied the initiative for practice change among health workers.
Childhood Vaccinations Essay
Essay on My Day
Essay on Parents and their Children
Essay on Child Birth
Essay about My Child
Scary Story Essay example
Essay about the human brain
My Childhood Essay
Child Observation Essay examples
To Make A Difference Essay
Persuasive Short Stories
Essay Growing Up
Early Childhood Education Essay examples
CHAPTER 4Building an Anti‑Bias Education Program Clarifying andWilheminaRossi174
CHAPTER 4
Building an Anti‑Bias Education Program: Clarifying and Brave Conversations with Children
Everything teachers do—setting up the learning environment; planning the curriculum; observing, assessing, and thinking about individual children; and so much more—rests upon establishing strong, caring, and trusting relationships with children and families. Without such relationships with their teachers, children find it hard to open up, to learn, to grow, to feel safe. These relationships are built onSeeing each individual child as a member of a unique family with many, often complex, social identities that shape their learning and ways of beingRespecting each child’s individual way of learning and being rather than imposing an expected behaviorKnowing how children learn to think and how they are, and are not yet, able to discern what is happening around themUnderstanding that children are in the process of learning at all times and that it takes many experiences before they master an idea or a behaviorListening carefully to each child to understand how each is making sense of experiences and/or behavior
An essential element in building strong relationships is your willingness to engage in conversations that support children’s sense of self, that let them know they are safe and honored exactly as who they are. Children live in a world that sends multiple, stereotype‑laden messages about their comparative value, their right to be visible, and how they are expected to behave based on their economic class, ethnicity, gender, abilities, racial identity, and religion. These overt and covert messages affect their own sense of self‑worth and how they think about people who are different. Avoiding conversations about identity and fairness is a disservice to children who are developmentally dependent upon adults to help them make sense of the complex and contradictory societal messages they receive.
When programs do not demonstrate respect for and acknowledgement of human diversity, children and families cannot feel truly seen or honored. When a teacher avoids directly addressing comments or behaviors that can hurt another child, no child feels safe. Keeping silent not only does not help children, it actively hurts them. Learning how to break this silence, how to talk about anti‑bias issues with clarity, courage, and caring, is an essential skill not only in the world of early childhood education but in the world at large. This chapter explores ways to build trusting relationships with children by directly talking about identity, diversity, injustice, and activism, which correspond to the four goals of ABE.The Hurtful Power of Silence
It is hoped that children will turn to their trusted adults when they are confused or are hurt by their experiences. But to do so, children need a vocabulary to describe what they are thinking. Too often, adults ignore children’s attempts to understand how people can be different from one another and yet the same. A Whit ...
Media and Children is an attempt to assist parents ensure exposure to various forms of media is a positive and learning experience and minimize the negative impacts.
1.The first five years of a childs life are crucial to theikendahudson
1.
The first five years of a child's life are crucial to their physical, mental, social, and emotional development. Based on the reading, discuss what are the most important things (give us your top 3-5) for parents to do to promote healthy growth in all areas of a child's development?
2.
Discuss various ways can parents promote self-regulation within their children?
Effective parenting is essential to children’s growth and development. Parenting young children is a challenging and often isolating task, but good parenting is essential to the well-being of children. In this lesson, students will explore children’s growth, skillful parenting techniques, ways for parents to access needed support, and how to monitor and supervise media use for their school-age children.
Topics to be covered include:
· Techniques to help children aged 0- 5 years develop positive relationships with family and peers.
· Parenting techniques that help children aged 0-5 years learn to regulate their behavior and develop problem solving skills.
· Ways in which parents support children’s cognitive, physical, social-emotional and language development during the first five years of life.
CONTINUE
· Most parents bring their newborn home and feel utterly overwhelmed--even parents who have done it before. Caring for a new baby is all-encompassing. Newborns need to eat round-the-clock, and typically have highly erratic sleep behaviors. During the course of the first year, the parents gain confidence, and the infant begins to regulate itself and gain a wide range of developmental skills.
Sleep
Routines for sleep vary depending upon parent preferences. Some parents are happy and willing to breastfeed or rock an infant to sleep regularly, while others value more independent sleep. Providing comfort during the transition to sleep helps the infant develop healthy attachment, so encouraging independent sleep is not appropriate in a young infant, under six to nine months. Increasingly, experts are recommending more gentle transitions to independent sleep, rather than the traditional suggestion to just leave an infant to cry.
The American Academy of Pediatrics (AAP) provides parents with a distinct and important set of recommendations regarding infant sleep. These recommendations are designed to prevent SIDS or sudden infant death syndrome. The causes of SIDS remain largely unknown; however, the following measures have been scientifically proven to reduce the risks:
· Breastfeeding and immunization reduce the risk of SIDS and are recommended.
· Infants should sleep on a firm, flat surface without soft bedding, including crib bumpers.
· Infants should sleep in the parents’ room, in an infant-appropriate sleep space, like a crib.
· Babies should always be placed to sleep on their backs, without positioners of any sort.
Sleep and bedtime routines can help to smooth the transition for older infants, toddlers and preschoolers. Common routines include a bath, a final sna ...
· Chapter 8 Chapter 8 The Preschool YearsThe preschool years chestnutkaitlyn
· Chapter 8
Chapter 8: The Preschool Years
The preschool years are important. Research shows us that children who attend preschool do better in kindergarten and first grade. However, not every state offers public preschool. And, many schools that do offer this, offer it only to children with special needs (and then regular education students may need to win a lottery to get in). Although children who do not have a special need may attend, they are usually screened and placed on waiting lists. Also, there is typically a tuition to pay for the child if he/she does not have a special need.
Your text introduces the idea of universal prekindergarten: providing preschool for every child whose parents want it (preschool for all children) on page. But, keep in mind that universal prek doesn’t mean that your child must attend, it simply means that it is available if you would like it. I point this out because many people (in particular, stay at home moms) think that this is the government’s way of not allowing them the choice to stay home and educate their own child. Therefore, there are parents who are against this.
In the past, socialization skills were the focus of prekindergarten however; sad but true, today there is a decided move away from socialization as the primary function for enrolling children in preschool. Preschools are now promoted as places to accomplish many more skills than just socialization! This plays a role in my comments above about not all parents favoring universal prek; the stress toward academic success is definitely a concern for many.
Of course, high-quality affordable preschool can be difficult to come by. We know that children benefit from attending high-quality preschool, but high-quality preschool also often comes with a high price. Thus, it can be difficult for many parents to have the ability to send their child to preschool.
The children of today are different than the children of the past. Aside from the many academic expectations the children have placed upon them, we may need to find new and innovative ways to teach them - making the learning environment interesting and engaging everyday!
Physical Development
During the preschool years, children begin to "slim down" as they have a more elongated look. Their muscle development continues to develop and their actions become more precise. They enjoy activities such as drawing, painting, cutting, and coloring. They also learn more about how to take care of themselves as they learn about hygiene - washing hands and brushing teeth - as well as the ability to dress one's self.
Social/Emotional Development
Preschool children are in Erikson’s psychosocial development state of initiative versus guilt. It’s important to keep this in mind because it can be difficult to have patience with young children! You want children to want to take initiative and try things. Provide them with freedom and do not make them feel bad (or “guilty”) for having motivation and willingn ...
EEC4910
Early Childhood Education Leadership Capstone
Module Course Project-Early Childhood Trends Talking Points
11/18/2018
Author Note
This paper is being submitted on 11/18/2018, for Doreen Anzalone’s EEC4910 Section 02 Early Childhood Education Leadership Capstone
Health
MENTAL HEALTH
In Early Childhood classrooms there is a lot of things that help keep it running smoothly. However, a lot of people that have never worked in a classroom do not realize how important the overall health of children is to assuring that the classroom is being as effective as it should be.
2
Tips to Promote Children’s Mental Health
Show children self-care methods
Foster a positive self-view
Model healthy habits
Looking on the Brightside- teaching hope and determination.
Teach and model self-reflection
Teach acceptance of change
Make connections- model friendship skills and abilities
Teach and promote empathy by modeling empathy behaviors
Have a consistent yet flexible schedule. Routines are great but strict schedules can be overwhelming and stressful.
Take a break together, spend some down time just playing and enjoying each other company.
A toddler’s relationships with parents and caregivers help shape who they are, their personalities, and their understanding of the world around them. These trusted adults lay the foundation for further social and emotional development and skills. The secure relationships toddlers form with trusted adults, provides them with a sense of safety. This sense of safety and trust allows them to confidently explore and discover new objects and places. When toddlers feel safe they are more alert, and more likely play, observe, interact and experiment with people and objects. With nurturing and trusting relationships toddler’s brains mature through interactions. They learn that they are safe when conflict arises because adults are responsive to their needs. These relationships teach toddlers how to form other relationships, respond to challenges, and communicate with others. They also teach toddlers how to recognize and respond to emotional cues, and how to regulate and react to their own emotions
3
Overall Growth of Children
Developmental Milestones outline the skills are abilities that most children should acquire during these Windows of Opportunities and throughout their development. It is important to keep in mind that all children develop at varying rates throughout their development, but it is also important to watch for red flags and significant delays. Developmental Milestones are helpful in tracking toddlers progress and determining whether they need early intervention. Early intervention services are vital in toddlers. Many times, early intervention services can help reduces delays and the effect disabilities may have on a child’s success in school and later in life.
4
Typical Milestones of a Toddler
Physical Development
Enjoy physical activities (running, kicking, climbing) .
Genes, Chromosomes, and Genetic Code: Relevance and ImplicationsJen Gragera
Genes are the thing that determines your unique traits from the inside out. They play an important role in your overall health but they can also make you more susceptible for certain health problems and diseases, in the first place those that run in your family. Most diseases are a result of a combination of multiple factors including dietary, lifestyle and environmental factors. However, it is also possible to develop health problems exclusively due to genetic abnormalities and mutations.
- 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
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.
Couples presenting to the infertility clinic- Do they really have infertility...Sujoy Dasgupta
Dr Sujoy Dasgupta presented the study on "Couples presenting to the infertility clinic- Do they really have infertility? – The unexplored stories of non-consummation" in the 13th Congress of the Asia Pacific Initiative on Reproduction (ASPIRE 2024) at Manila on 24 May, 2024.
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.
MANAGEMENT OF ATRIOVENTRICULAR CONDUCTION BLOCK.pdfJim Jacob Roy
Cardiac conduction defects can occur due to various causes.
Atrioventricular conduction blocks ( AV blocks ) are classified into 3 types.
This document describes the acute management of AV block.
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Ve...kevinkariuki227
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
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
Title: Sense of Taste
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 structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
Triangles of Neck and Clinical Correlation by Dr. RIG.pptx
Nursing care of children
1. MCN 202
NURSING CARE OF CHILDREN
DEVELOPMENTAL MILESTONES OF THE
PRESCHOOLER AND SCHOOL AGE
University of Northern Philippines
Graduate School
Master of Arts in Nursing
3. DEVELOPMENTAL MILESTONES OF
THE PRESCHOOLER
The preschool period traditionally
includes ages 3, 4, and 5 years.
Although physical growth slows
considerably during this period,
personality and cognitive growth
are substantial.
4. A.PHYSICAL DEVELOPMENT
The preschoolers are able to independently
dress including buttoning and zippering.
Brushing teeth still requires some assistance.
Around the age of 5 the child will be able to
walk steadily both forward and backward.
He/she walk up and down stairs one foot at a
time, as well skip, jump and climb.
At this time he also learns to throw and catch
a ball and to ride a tricycle independently.
5. B. SOCIAL, PLAY AND LANGUAGE DEVELOPMENT
Social
Between the ages of 3 and 5, preschooler is becoming a more social
creature.
He is now learning to share and cooperate.
Play
Preschoolers do not need many toys.
Play is more focused on make-believe than on toys or games.
Many preschoolers have imaginary friends as a normal part of having an
active imagination.
Four and five year olds divide their time between rough-housing and
imitative play.
Five-year-olds are also interested in group games or songs they have
learned in kindergarten or preschool.
6. Language
Three-year-olds have acquired about 900 to 1,000
words. They easily can produce three-word
sentences.
At four years of age, vocabulary consists of about
4,000 to 6,000 words, and they are typically
speaking in five- to six-word sentences.
Five-year-olds’ language continues to grow, and
their vocabularies are expanding to 5,000 to 8,000
words. The number of words in sentences is
increasing, and sentence structure is becoming
more complex.
7. C. EMOTIONAL DEVELOPMENT
At three, their emotions are usually extreme and short-lived.
They need to be encouraged to express their feelings with
words. They begin to learn to share.
At four, they tend to brag and be bossy. They need to feel
important and worthwhile. They need opportunities to feel
more freedom and independence. They are learning to take
turns and to share.
The phase of 5-year-old development is fraught with
emotional extremes and contradictions. A 5-year-old may be
able to exhibit much more self-control, such as sitting for
periods of time in a classroom and listening to a teacher's
instructions.
8. D. COGNITIVE DEVELOPMENT
The preschool years are important and
vibrant time for learning.
Preschoolers learn best by doing.
Along with learning new words, preschoolers
will learn colors, shapes, and some basic
abstract concepts (which helps them begin to
understand consequences).
9. AT 3 YEARS OLD, PRESCHOOLERS:
Have a word for almost everything.
Are understood by others about 75 percent of the time.
Know the colors red, blue, and yellow.
May talk more often and for longer periods of time.
Like to use nonsense (and sometimes "naughty")
words, rhymes and songs with actions.
Ask questions to get information - "Why?", "Where's the
puppy?", or "What is that?"
10. AT 4 YEARS OLD, PRESCHOOLERS:
Describes pictures in detail.
Identify and names primary colors.
Understands concepts of grouping and matching.
Recognizes own name in print.
Increased concentration.
Draw a person adding much detail to the body.
Count to at least to 10.
Tell you their physical address and often their home
telephone number.
Make their own rhyming words, mimic sounds or even
create their own sounds or words.
Understand that events have a cause and effect reaction
(e.g. if you drop a glass then it will break).
Begins to learn rules of behavior and reasons behind them.
11. AT 5 YEARS OLD, PRESCHOOLERS:
Identify and name secondary colors.
Can count 10 or more objects.
Actively seeks information through “why” and “how”
questions.
Learns through observations and social
interactions.
Understands order and process.
Recognizes most letters of the alphabet.
Understands basic concept of time.
Knows what common objects are used for.
12. E. MORAL AND SPIRITUAL DEVELOPMENT
Children of preschool age determine right from wrong based
on their parents’ rules.
Preschoolers begin to have an elemental concept of God if
they have been provided some form of religious training.
Preschoolers tend to do good out of self-interest rather than
because of strong spiritual motivation.
Preschoolers enjoy the security of religious holidays, and
religious rituals such as prayer and grace before meals
because these rituals offer them the same reassurance and
security as a familiar nursery rhyme read over and over.
13. F. PROMOTING DEVELOPMENT OF THE
PRESCHOOLER IN DAILY ACTIVITIES
DRESSING
Many preschoolers can dress themselves except
for difficult buttons.
Preschoolers prefer bright colors or prints and may
select items that do not match.
14. SLEEP
Preschoolers are aware of their needs; when they
are tired, they often curl up on a couch and fall
asleep.
Children in this age group may also refuse to go to
sleep because of fear of the dark.
Preschoolers may need a night light.
A helpful suggestion for parents is to screen out
frightening stories or TV watching just prior to
bedtime.
15. EXERCISE
The preschool period is an active phase, so
children receive a great deal of exercise.
Preschoolers love time-honored games such as
ring-around-the-rosy, or other more structured
games which can help them develop motor skills as
well as prevent childhood obesity.
16. BATHING
Preschoolers can wash and dry their hands perfectly
adequately.
Preschoolers should not be left unsupervised at bath
time to prevent accidents such as scalding, drowning in
the bathtub and slipping on wet floors.
Preschoolers do not clean their fingernails or ears well,
so these areas often need “touching up” by a parent or
older sibling.
Hair washing can be a problem. They cannot close their
eyes well enough or long enough to keep soap out.
Parents can hang a mobile over the tub so they have a
reason to look up for rinsing and they can use a
nonirritating shampoo.
17. CARE OF TEETH
If independent toothbrushing was not started as a
daily practice during the infant or toddler years, it
should be started during the preschool years.
Encourage them to eat fruits and vegetables for
snacks rather than candy or sweets to prevent
tooth decay.
Children should have made a first visit to a dentist
by 2.5 years of age for evaluation of tooth
formation.
18. G. PARENTAL CONCERNS ASSOCIATED
WITH THE PRESCHOOL PERIOD
1. COMMON HEALTH PROBLEMS OF THE
PRESCHOOLER
The mortality of children during preschool years is low
and becoming lower every year as more infectious
diseases are preventable.
The major cause of death is automobile accidents,
followed by poisoning and falls.
In contrast, the number of minor illnesses, such as
colds, ear infections, and flu symptoms are
exceptionally high.
19. 2. COMMON FEARS OF THE PRESCHOOLER
a. Fear of the Dark
Parents should monitor the stimuli their children are
exposed to which trigger their fear, especially
around bedtime. This includes televisions, adult
discussion and frightening stories.
Burning a dim night light can solve the problem and
costs only pennies.
Children who awake terrified and screaming need
reassurance they are safe. They may require an
understanding adult to sit on their bed until they can
fall back to sleep again.
20. b. Fear of Mutilation
Fear of mutilation is revealed by the intense
reaction of a preschooler to even a simple injury
such as falling and scraping a knee.
They dislike invasive procedures, such as
needlesticks, rectal temperature assessment,
otoscopic examination.
They need good explanations of the limits of
health care procedures (e.g., a tympanic
thermometer does not hurt, a finger prick heals
quickly) in order to feel safe.
c. Fear of Separation or Abandonment
Fear of separation intensifies because their keen
imagination allows them to believe they are being
deserted when they are not.
21. 3. BEHAVIOR VARIATIONS
a. Telling Tall Tales
Stretching stories to make them seem more
interesting is a phenomenon frequently
encountered in this age group.
Parents should not encourage this kind of
storytelling, but instead help a child separate fact
from fiction by saying, “That’s a good story, but now
tell me what really happened.” This conveys the
idea a child has not told the truth, yet does not
squash imagination or initiative.
22. b. Imaginary Friends
Imaginary friends are a normal, creative part of the preschool
years and can be invented by children who are surrounded by
real playmates.
Parents can help their preschooler separate fact from fantasy
about their imaginary friend by saying, “I know Eric isn’t real, but if
you want to pretend, I’ll set a place for him.” This helps a child
understand what is real and what is fantasy without restricting a
child’s imagination or creativity.
c. Difficulty Sharing
Sharing is a concept that first comes to be understood around the
age of 3 years.
Preschoolers begin to understand that some things are theirs,
some belong to others, and some can belong to both.
As with most skills, preschoolers need practice to understand and
learn it.
23. d. Regression
Some preschoolers, generally in relation to stress, revert to
behavior they previously outgrew, such as thumb sucking,
loss of bladder control, and inability to separate from their
parents.
Stress is usually the result of such things as a new baby in
the family, a new school experience, seeing frightening
television news, marital and financial difficulties, or
separation caused by hospitalization.
Regression in these circumstances is normal.
Manifestations of stress are best ignored; calling them to a
child’s attention merely causes more stress, because it
makes a child aware that he or she is not pleasing parents.
24. e. Sibling Rivalry
Jealousy of a brother or sister may first become evident
during the preschool period, partly because this is the first
time that children have enough vocabulary to express how
they feel and partly because they are more aware of family
roles and how responsibilities at home are divided.
For many children, this is also the time when a new brother
or sister is born.
Because preschooler can sense that a younger sibling is
being allowed behavior that was not tolerated in them, this
can lead to sibling rivalry.
25. 4. PREPARING FOR A NEW SIBLING
Introduction of a new sibling is such a major happening that
parents need to take special steps to be certain their preschooler
will be prepared
.
If the preschooler has been sleeping in a crib that is to be used
for the baby, it is usually best if he or she is moved to a bed about
3 months in advance of the birth. Explaining that it is time to sleep
in a new bed because he is growing up.
If children are to start preschool or childcare, they should do so
either before the baby is born or 2 or 3 months afterward, if
possible. That way, children can perceive starting school as a
result of maturity and not of being pushed out of the house by the
new child.
If the mother will be hospitalized for the birth, she should be
certain her child is prepared for this separation in advance.
Mother should maintain contact with their preschooler during the
short time they are hospitalized for the birth.
26. 5. SEX EDUCATION
Preschoolers’ questions about genital organs are simple
and fact-finding. It is important for parents not to convey that
these body parts are never to be talked about to leave an
open line of communication for sexual questions.
It is common for preschoolers to engage in masturbation.
Calling unnecessary attention to the act can increase
anxiety and cause increased, not decreased activity.
An important part of sex education is teaching them to avoid
sexual abuse, such as not allowing anyone to touch their
body unless they agree it is all right. Because children have
been taught this, remember to ask permission before giving
nursing care that involves touching.
27. 6. CHOOSING A PRESCHOOL OR CHILDCARE
CENTER
Be sure to investigate preschools or
childcare centers carefully before enrolling to
be certain that the child will be safe and have
an enjoyable experience.
28. 7. BROKEN FLUENCY
Broken fluency is the repetition and prolongation of
sounds, syllables and words.
It is often referred to as secondary stuttering
because a child begins to speak without this
problem and then, during the preschool years,
develops it.
It is a part of normal development and, if accepted
as such, will pass.
33. DEVELOPMENTAL MILESTONES OF
THE SCHOOL AGE
School-age child development
describes the expected physical,
emotional, and mental abilities of
children ages 6-12.
The school-age years are a time of
steady growth and development.
34. A.PHYSICAL DEVELOPMENT
School-age children usually have smooth and strong motor
skills. However, their coordination (especially eye-hand),
endurance, balance, and physical abilities vary.
Fine motor skills may also vary widely. These skills can
affect a child's ability to write neatly, dress appropriately, and
perform certain chores, such as making beds or doing
dishes.
There will be big differences in height, weight, and build
among children of this age range.
A sense of body image begins developing around age 6.
Sedentary habits in school-aged children are linked to a risk
of obesity and heart disease in adults. Children in this age
group should get 1 hour of physical activity per day.
35. There can also be a big difference in the age at which children
begin to develop secondary sexual characteristics.
For girls, secondary sex characteristics include:
Breast development
Underarm and pubic hair growth
For boys, they include:
Growth of underarm, chest, and pubic hair
Growth of testicles and penis
36. B. PSYCHOMOTOR DEVELOPMENT
Gross Motor Development
At the age of 6, children endlessly jump, tumble, skip and
hop. They have enough coordination to walk a straight line.
Many can ride a bicycle. They can skip rope with practice.
A 7-year-old appears quiet compared with a rough-and-
tumble 6-year-old. Gender difference usually begin to
manifest in play: there are “girl games,” such as dressing
dolls, and “boy games,” such as pretending to be pirates.
The movements of 8-year-olds are more graceful. They ride
a bicycle well and enjoy sports.
37. Nine-year-olds are on the go constantly. They have enough
eye-hand coordination to enjoy baseball, basketball and
volleyball.
By 10, they are more interested in perfecting their athletic
skills than they were previously.
At age 11, they feel awkward because of their growth spurt
and drop out of sports activities. They may channel their
energy into constant motion such as drumming fingers and
tapping pencils and feet.
Twelve-year-olds plunge into activities with intensity and
concentration. They often enjoy participating in sports
events for charities (walk-a-thons). They are cooperative
around the house.
38. Fine Motor Development
Six-year-olds can easily tie their shoelaces. They can cut
and paste well and draw a person with good detail.
For seven-year-olds this has been called the “eraser year”
because they are never quite content with what they have
done.
By 8 years of age, children’s eyes are developed enough so
they can read regular-size type. They learn to write script
rather than print.
By 9, their writing begins to look mature and less awkward.
Older school children begin to evaluate their teacher’s ability
and may perform at varying levels, depending on each
teacher’s expectations.
39. C. PLAY AND LANGUAGE DEVELOPMENT
Play
Play continues to be rough at age 6 years; however, when
they discover reading as an enjoyable activity, they can
begin to spend quiet time with books.
Many children spend hours playing video games, an activity
that can either foster a healthy sense of competition or
create isolation from others.
By 7 years of age, children require more props for play. This
is the start of a decline in imaginative play.
Girls begin to prefer teenage dolls.
40. Around 7, children also develop an interest in collecting
items such as cards, dolls, rocks, or marbles.
Eight-year-olds like table games but hate to lose, so they
tend to avoid competitive games.
Many children of 8 or 9 enter a phase of reading comic
books.
Many 10-year-olds spend most of their time playing video
games. Boys and girls plays separately at age 10, although
interest in the opposite sex is apparent.
Eleven and 12-year-old enjoy dancing to popular music and
playing table games and are accommodating enough to be
able to play with younger siblings.
41. Language Development
Early school-age children should be able to use simple, but
complete sentences that average five to seven words.
Language delays may be due to hearing or intelligence
problems.
A 6-year-old child normally can follow a series of three
commands in a row.
By age 10, most children can follow five commands in a row.
42. D. EMOTIONAL DEVELOPMENT
Children who enter the school-age period have the ability to
trust others and a sense of respect for their own worth.
They can accomplish small tasks independently because
they have gained a sense of autonomy.
They have learned to share, and discovered that doing
things is more important and rewarding than watching things
being done (a sense of initiative).
43. E. COGNITIVE DEVELOPMENT
The period from 5 to 7 years of age is a transitional stage where
children undergo a shift from the preoperational thought to concrete
operational thought or the ability to reason through any problem they
can actually visualize.
Children can use concrete operational thought because they learn
several new concepts, such as:
Decentering, the ability to project one’s self into other people’s
situation and see the world from their viewpoint rather than focusing
only on their own view.
Accommodation, the ability to adapt through processes to fit what is
perceived (i.e. understanding that there can be more than one
reason for other peoples’ action).
Conservation, the ability to appreciate that a change in shape does
not necessarily mean a change in size.
Class inclusion, the ability to understand that objects can belong to
more than one classification
44. F. PROMOTING DEVELOPMENT OF A SCHOOL
AGE CHILD IN DAILY ACTIVITIES
DRESSING
School-age children have definite opinions about clothing
styles, based on the likes of their friends or a popular icon
rather than the preference of their parents.
Parents must be aware that a child who wears different
clothing than others may become the object of exclusion
from a school club or group.
Many schools require school uniforms to avoid this problem
45. SLEEP
Younger school-age children typically require 10-12
hours of sleep, older ones require about 8-10
hours.
During early school years, many children enjoy a
quiet talk or a reading time at bedtime.
At about age 9, when friends become more
important, children generally give up these
activities.
46. EXERCISE
School-age children need daily exercise because
school is basically a sit-down activity.
Exercise need not involve organized sports. It can
come from neighborhood games, walking with
parents, or bicycle riding.
School-age children must participate in some daily
exercises, or else obesity, or osteoporosis later in
life can result.
47. HYGIENE
Six or 7 years of age still need help in regulating
the bath water temperature and in cleaning their
ears and fingernails.
By age 8, they are generally capable of bathing
themselves.
Both boys and girls become interested in showering
as they approach their teens.
48. CARE OF TEETH
School-age children should visit a dentist at least
twice yearly for a checkup, cleaning, and possibly a
fluoride treatment.
School-age children have to be reminded to brush
their teeth daily.
Snacks are best limited to high-protein foods rather
than candy.
49. G. COMMON HEALTH PROBLEMS OF THE
SCHOOL-AGE PERIOD
Children in their early school years have one of the
lowest rates of death and serious illness of any age
group.
The two leading causes of death are accidents and
cancer.
Minor illnesses are largely due to dental
caries, gastrointestinal disturbances, and upper
respiratory infections.
50. DENTAL CARIES
Caries (cavities) are progressive, destructive
lesions or decalcification of the tooth enamel and
dentin.
Neglected caries result in poor chewing and
therefore poor digestion, abscess and pain, and
sometimes osteomyelitis (bone infection).
Dental caries are largely preventable with proper
brushing and fluoride application.
51. MALOCCLUSION
Children with malocclusion of the teeth (a deviation
from normal) should be evaluated by an
orthodontist to see if orthodontic braces or other
therapy is necessary.
Braces and retainers, once thought of as
implements to be made fun of, have become such
a common feature of life for school children today.
Some even view them as a mark of pride or badge
of courage.
52. H. CONCERNS AND PROBLEMS OF THE SCHOOL-
AGE PERIOD
One of the most important disorders of the school-
age period is attention deficit hyperactivity disorder
(ADHD) because it interferes so dramatically with
school progress. Other problems concern
language, fears, and responsibility.
53. 1.Problems Associated With Language
Development
The most common speech problem of a school-age
child is articulation. The child has difficulty
pronouncing s, z, th, l, r, and w or substitutes w for r
(“westroom” instead of “restroom”).
This is most noticeable during the first and second
grades; it usually disappears by the third grade.
54. 2. Common Fears and Anxieties of a School-Age
Child
Anxiety Related to Beginning School
Preschool learning was carried out through fun activities;
whereas part of every day in grade school involves obvious
work.
School Phobia
School phobia is fear of attending school.
Children may develop signs of illness such as vomiting,
diarrhea, headache, or abdominal pain on school days.
A particular child may be reacting to a situation such as
harsh teacher or facing a class bully every day. Counseling
may help the child manage the situation better.
55. 3. Home Schooling
Because of religious or personal preference or
because of disillusionment with the school system,
a growing number of children are home schooled
today.
It is important to identify these children at a health
care visit because with their less extensive
experience with peers, they may not be comfortable
with peer interaction.
56. 4. Latchkey Children
Latchkey children are schoolchildren who are
without adult supervision for part of each weekday
because both parents work outside the home.
A major concern of latchkey children is that they will
develop an increased tendency to accidents,
delinquent behavior, alcohol, or beginning drug
abuse, or decreased school performance for lack of
adult supervision.
Many communities offer special after-school
programs so children do not have to be home
alone.
57. 5. Sex Education
Sex education should be incorporated into health education
throughout the school years in a manner that is appropriate to
age and development. Topics include:
Reproductive organ function
Secondary sexual characteristics, so children will know what
is going on with their bodies
Physiology of reproduction, so they understand what
menstruation is and why it occurs
Male sexual functioning, including why the production of
increased amounts of seminal fluid leads to nocturnal
emissions
Explanation of the physiology of pregnancy and the
possibility that comes with sexual maturity for unplanned or
unwanted pregnancies
Birth control measures and the principles of safe sex
Social and moral implications of sexual maturity
58. 6. Stealing
Stealing usually happens at around 7 years of age,
when children discover the importance of money.
A parent should tell the importance of property
rights. Youngsters who continue to steal past 9
years of age may require counseling.
59. 7. Violence or Terrorism
Children basically view their world as safe, so it is a
shock when violence such as school shooting or
reports of international terrorists enter their lives.
A number of organizations have proposed
guidelines on how to help children deal with
violence and terrorism.
60. 8. Bullying
To avoid bullying school personnel should:
Supervise recreation periods closely
Intervene immediately to stop bullying
Insist that if such behavior does not stop, both
school and parents will become involved
Therapy may be needed to correct bullying
behavior
Advise parents to discuss bullying with their school-
age child and tell them how it should be reported,
so that adults can intervene
61. 9. Recreational Drug Use
Once considered a college or high school problem, illegal
drugs are now available to children as early as elementary
school.
Alcohol is available in so many homes and can be
purchased in small stores without proof of age.
Inhalants that are easily available such as airplane glue
(toluene) and aerosolized cooking oil may be abused by
school age children.
Parents should suspect glue sniffing if their child regularly
appears irritable, inattentive or drowsy.
School health personnel should be aware of this and look
for warning signs.
Cigarette smoking also begins in school-age children. To
discourage use of tobacco, health care professionals and
parents need to be role models of excellent health
62. 10. Children of Alcoholic Parents
Children of alcoholic parents are at greater risk from having
emotional problems because of the frequent disruption in
their lives.
Alcoholism may have a genetic cause, so children of
alcoholics are more likely to become alcoholics.
Manifestations of these children are: failing marks in school,
withdrawal from friends or social activities, and delinquent
behavior such as stealing.
School nurses are in excellent position to identify such
children, monitor their school progress and refer them to
organizations such as Al-Anon for support.
63. 11. Obesity
Many families rely on fast food meals, and such
foods tend to be high in calories and fat and can
lead to obesity
Children of obese parents are also inclined to
obesity. Obese children begin to develop many of
the same health problems as obese adults such as
hypertension, type 2 diabetes, and an elevated
cholesterol.
They also may be ridiculed for their size and be
unable to participate on sports teams.
64. Such programs should contain three aspects:
Intake of about 1,200 calories
An active exercise program
A counseling program to discuss self-image and
motivation to reduce weight
67. Thank you!!!
BARROGA, Marilyn Richelle
DIGUEL, Brenda Lee
GRAGERA, Jennifer C.
MASIGMAN, Mary Ann
PAESTE, Gloria
SERRANO, Cecille
VALENTON, Kathleen Anne Marie