Nursing Chapter 20 Homework Middle Childhood The Child Learning Physical

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1

Differentiate between the terms growth and development.

Concepts for Lecture

1. Growth and development both refer to dynamic processes and are

2. Growth is physical change and increase in size. It can be measured

3. Development is an increase in the complexity of function and skill

progression. It is the capacity and skill of a person to adapt to the

4.

Growth and development are independent, interrelated processes.

Growth generally takes place during the first 20 years of life. Develop-

ment takes place during that time and also continues after that point.

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2

Describe essential principles related to growth and development.

Concepts for Lecture

1. Growth and development are continuous, orderly, sequential processes

influenced by maturational, environmental, and genetic factors. All

humans follow the same pattern of growth and development. The se-

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CONCEPTS OF GROWTH AND DEVELOPMENT

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• Provide examples of indicators of growth and

development. Ask the students to classify the

examples.

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If appropriate for the setting, demonstrate use of

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• Have the students provide examples demonstrat-

ing the principles of growth and development.

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104 CHAPTER 20 / Concepts of Growth and Development

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3

List factors that influence growth and development.

Concepts for Lecture

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4

Concepts for Lecture

1. Temperament is the way individuals respond to their external and

internal environment. This sets the stage for interactive dynamics of

growth and development.

Temperament may persist throughout the life span, although

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5

Describe the stages of growth and development according to various theo-

rists.

Concepts for Lecture

1. The rate of a person’s growth and development is highly individual;

however, the sequence of growth and development is predictable

experiences and social roles are tried during play. Physical growth

slows.

School age (6 to 12 years) includes the preadolescent period (10

to 12 years). Peer groups have an increasing influence on behavior.

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• Discuss the positive and negative impact of these

factors on growth and development.

•

Have the students provide examples of how

impaired health may have interfered with the

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Have the students interview their parents, if

possible, to determine the students’ temperament

as infants. Have them compare it with their tem-

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• Divide the students into groups. Assign each

group one or two developmental stages. Ask the

groups to provide examples to illustrate the

major characteristics of each assigned develop-

mental stage. Have the groups share with the

class.

• Invite a panel of nurses who care for infants,

children, adolescents, adults, and the elderly to

discuss how they incorporate the stages and vari-

opmental stage.

to other changes. For example, children leave home and occupation-

al goals change.

During older adulthood, the young-old (65 to 74 years) adapt to

retirement and changing physical abilities. Chronic illness may

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6

Describe characteristics and implications of Freud’s five stages of develop-

ment.

Concepts for Lecture

1. According to Freud’s theory of psychosexual development, the

2. The oral stage is from birth to 1 1/2 years. The mouth is the center of

pleasure (gratification and exploration). Security is the primary need.

3. The anal stage is from 1 1/2 to 3 years. The anus and bladder are the

source of pleasure (sensual satisfaction, self-control). The major con-

4. The phallic stage is from 4 to 6 years. The genitals are the center of

pleasure; masturbation offers pleasure. Fantasy, experimentation

5. The latency stage is from 6 years to puberty. Energy is directed to

physical and intellectual activities. Sexual impulses tend to be

6.

The genital stage is puberty and after. Energy is directed toward full

sexual maturity and function and development of skills needed to cope

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Identify Erikson’s eight stages of development.

Concepts for Lecture

1. Erikson’s stages of development reflect both positive and negative

aspects of the critical life periods. The resolution of conflicts at each

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• Have the students expand the implications of

each of Freud’s stages listed in Table 20–2,

providing specific interventions to assist

individuals to accomplish the tasks of the stage.

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• Have the students generate examples of positive

and negative resolutions of each central task.

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Have the students provide examples of their

106 CHAPTER 20 / Concepts of Growth and Development

The infancy stage is from birth to 18 months. The central task at

this stage is trust versus mistrust.

The early childhood stage is from 18 months to 3 years. The

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Identify developmental tasks associated with Havighurst’s six age periods.

Concepts for Lecture

1. Havighurst believed that learning is basic to life and individuals con-

tinue to learn throughout life. Developmental tasks arise at or about a

2. Infancy and early childhood: The child is learning to walk; learning

to eat solid foods; learning to talk; learning to control the elimination

3. Middle childhood: The child is learning physical skills necessary for

ordinary games; building wholesome attitudes toward oneself as a

4. Adolescence: The adolescent is achieving new and more mature

relations with age-mates of both sexes, achieving a masculine or

feminine social role, accepting one’s physique and using the body

5. Early adulthood: The young adult is concerned with selecting a ma-

te, learning to live with a partner, starting a family, rearing children,

6. Middle age: The middle-aged adult is focused on achieving adult

civic and social responsibility, establishing and maintaining an eco-

7.

Later maturity: The older adult is concerned with adjusting to decreasing

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Compare Peck’s and Gould’s stages of adult development.

Concepts for Lecture

1. Peck believes that although physical capabilities and functions

2. Ego differentiation versus work–role preoccupation. An adult’s iden-

tity and feelings of worth are highly dependent on the work role. On

4. Ego transcendence versus ego preoccupation. This task is the ac-

5. Gould believes that transformation is a central theme of adulthood

and that adults continue to change over the period of time considered

to be adulthood. Gould describes seven stages of adult development:

• Stage 1 (ages 16–18): Individuals consider themselves part of a fami-

ly instead of individuals and want to separate from their parents.

seen as a valuable companion.

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• Have the students compare Peck’s and Gould’s

developmental tasks of the adult with Erikson’s.

• Many adults do not choose to marry or have

children, or have become divorced. Have the

students discuss the application of Peck’s and

Gould’s theories to these situations.

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Invite nurses from the institution who work with

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State the four characteristics of Bowlby’s attachment theory.

Concepts for Lecture

1. British psychologist and physician John Bowlby (1907–1990)

worked extensively with children suffering separation and loss

during wartime, researching and explaining how they responded. He

hypothesized that humans have an essential need for attachment, or

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Explain Piaget’s theory of cognitive development.

Concepts for Lecture

1. Cognitive development refers to the manner in which people learn to

2. Cognitive development represents a progression of mental abilities

3. Piaget is the most widely known cognitive theorist. According to

Piaget, cognitive development is an orderly, sequential process in

4.

In each phase, the individual uses three primary abilities: assimilation,

accommodation, and adaptation. Assimilation is the process through

which humans encounter and react to new situations by using the mech-

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• Provide the students with examples of problem-

solving processes and skills that are learned in

each of Piaget’s five phases. Ask the students to

classify these into the appropriate phase.

• Have the students discuss whether all people are

able to attain the formal operations phase.

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CHAPTER 20 / Concepts of Growth and Development 109

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Compare Kohlberg’s and Gilligan’s theories of moral development.

Concepts for Lecture

1. Kohlberg’s theory specifically addresses moral development in chil-

dren and adults. The morality of an individual’s decision was not his

2. Gilligan’s theory is based on research with women subjects. She

reported that women often consider the dilemmas Kohlberg used in

his research to be irrelevant. Women scored consistently lower on

Kohlberg’s scale of moral development in spite of the fact that they

approached moral dilemmas with considerable sophistication. Gilli-

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Compare Fowler’s and Westerhoff’s stages of spiritual development.

Concepts for Lecture

1. Fowler describes the development of faith as a force that gives

meaning to a person’s life. He believes the development of faith is

an interactive process between the person and the environment.

2.

Westerhoff describes faith as a way of being and behaving that evolves

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• Have the students debate Gilligan’s research

findings about the difference between men’s and

women’s moral perspectives.

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• Have the students discuss whether Fowler’s or

Westerhoff’s theory of spiritual development

applies to a person who does not belong to an

organized religion or does not have a belief in a

supreme being.