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NFDN 2005 UNIT 1-4 MIDTERM exam with verified solutions
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NFDN 2005 UNIT 1-4 MIDTERM exam with verified solutions
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NFDN 2005 UNIT 1-4MIDTERM exam with verified
solutions
Growth - answer a quantitative change that can be measured
- Ex: weight, height, head circumference, body proportion, body systems
Development - answer a qualitative change in skill or ability
- Ex: learning to tie shoes or building a block tower
Denver II Test - answer a test for screening cognitive and behavioral
problems in preschool children
- A subject's performance against the regular age distribution is noted
Four categories:
1. Social contact
2. Fine motor skill - using smaller muscles (holding a pen)
3. Language
4. Gross motor skills - using larger muscles (kicking a ball)
Principles of Growth and Development - answer - Continuous processes
- Progress in an orderly sequence
- Different children pass through the predictable stages at different rates
- Different body systems, different development rates
- Cephalocaudal (starts at the top and works its way down)
,Factors That Influence Growth and Development - answer - Genetics
- Gender
- Health & Nutrition
- Family interactions
- Intelligence
- Temperature (reaction patterns)
Erikson's Theory of Psychological Development - answer examines how
children interact with others - importance of culture and society
- Stage 1 (infancy) = trust vs. mistrust
- Stage 2 (toddlers) = autonomy vs. shame and doubt
- Stage 3 (preschoolers) = initiative vs. guilt
- Stage 4 (school-age) = industry vs. inferiority
- Stage 5 (adolescent) = identity vs. role confusion
Piaget's Theory of Cognitive Development - answer examines how
children grow cognitively
- Stage 1 (infancy) = sensorimotor stage
- Stage 2 (toddlers/preschoolers) = preoperational thought
- Stage 3 (school-age) = concrete operational thought
- Stage 4 (adolescent) = formal operational thought (abstract thinking)
Kohlberg's Theory of Moral Development - answer examines how children
develop a sense of right and wrong
- Level 1 (preschoolers or under) = preconventional level
- Level 2 (preschoolers to school-age) = conventional level
- Level 3 (adolescents) = postconventional level
,Infant - answer - Physical Development
· Begins before birth
· Birth weight doubled by 6 months and tripled by a year
· Head control is achieved by 4 months
· Fontanelles close at 3-6 months (posterior) and 12-18 months (anterior)
· Sitting up at 8 months
· Crawling at 9 months
- Cognitive Development
· Trust vs. Mistrust (Erikson's)
· Sensorimotor stage (Piaget's)
· Develop a sense of object permanence
· Explore the world through their mouths
- Play
· Infants don't have a good pincer grasp until 10 months
· Can handle larger toys
· Teething rings helpful for teething infants
· Likes toys that provide sensory stimulation (toys that make noise, black
& white or bright colors due to poor vision)
- Nutrition
· Breastfeed or bottle-feed
· Growth should be constant
· Child should follow same percentile
· Additional source of iron is required after 6 months (fortified cereal is
high in iron)
· Breast/bottle feed should continue until. 1 years old
- Safety
· Household safety - clean, cords
· Water safety - only takes 1 inch to drown an infant
· Electrical safety - covers on electrical outlets
· Falls - never leave infant unattended
, · SIDS
Toddlers - answer - Physical Growth
· Walking
· Talking - 2-word sentences by age 2
· Potbelly appearance
· Lordosis (change in center of gravity)
· Toilet-training - 2.5-3 years
- Cognitive Development
· Negativity is common (favourite word is no)
· Want to have more choices
· Tantrums are common
· Autonomy vs. shame and doubt (Erikson)
· Preoperational stage (Piaget)
·Stranger/separation anxiety is common
- Nutrition
· Appetite decreases after 1 years old
· Homo milk should be given until 2 years - extra fat required for proper
brain development
· Food refusal is common
· Parents should offer variety of food
· Small meals and snack
· Children will self-regulate their own intake
- Play
· Engage in parallel play (play in same room with different toys, not
together)
· Not able to share yet
· Like toys that promote physical activity
· Use deferred imitative skills
· Like to stack things and put things into other things
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