g&d of school-age child

8/10/2019 G&D of School-Age Child

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Growth and Development of

the School-Age ChildAreas of dramatic change between 6 and 10 years

First day of school Thinking process Social skills Activities Attitudes Use of language

Industry vs. inferiority-if unsuccessful in completing activities during this

stage, children develop a feeling of inferiority-success with completing the activities in this stage

provides the child with self-confidence


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Growth and Development of

the School-Age Child (cont.)

Health becomes community concern Starting school

Physical exam

Immunizations

Usually healthy time of childs life Accidents still pose serious hazard


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Physical Development

Weight and height Growth is slow and steady Gains about 5 lbs. annually

Annual height increase about 2.5 (6 cm) Period ends in the preadolescent growth spurt

Changes in dentition Starts to lose deciduous (baby) teeth at about 6 years

Eruption of permanent teeth, 6 year molars (directlybehind the deciduous molars) These are important: key or pivot teeth-help shape the

jaw and affect the alignment of the permanent teeth


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Physical Development (cont.)

Changes in skeletal growth

Spine is straighter

Abdomen is flatter Body is generally more slender and long-legged

Bone growth in long bones

Cartilage is being replaced by bone at the epiphyses

(growth centers at the end of long bones and atwrists)

Skeletal maturation is more rapid in girls than in boys


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SKELETAL GROWTH

6 YEAR OLD

10YEAR OLD


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Psychosocial Development

Displays a sense of duty and accomplishment

Engages in meaningful projects and sees them through

to completionApplies the energies earlier put into play to

accomplishing tasks

Refines motor, cognitive, and social skills

Develops a positive sense of self


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Psychosocial Development (cont.)

Not all children are ready for this stage due toenvironmental deprivation, a dysfunctional family,insecure attachment to parents, and immaturity Unrealistic or excessive goals can cause problems later inlife

When environmental support is adequate child shouldcomplete several personality development tasks at thisage:

Developing coping mechanisms Developing a sense of right and wrongAccomplishing a feeling of self-esteem Displaying ability to care for oneself


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Each child is product of Personal heredity Environment

Cognitive ability Physical health

Every child needs love and acceptance

Understanding, support and concern when mistakes

are made Thrive on praise and recognition


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Factors affecting self-confidence

Consistent rules

Positive attention

Clear expectations


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Development from ages 6 to 7

Still employs magical thinking

Can sit still for short periods of time Understands taking turns

Enjoys group activities

Begins to enjoy participating in real-life activities


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Questions parental standards as the ultimate authority

Becomes more impressed by the behavior of peers Is increasingly interested in group activities

Moves from preoperational, egocentric thinking toconcrete, operational, decentered thought


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Concepts displayed by the 7- to 10-year-old child

Decentration Being able to see several aspects of a problem at the

same time and to understand the relation of variousparts to the whole situation

Cause-and-effect relations become clear Magical thinking begins to disappear


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Concepts displayed by the 7- to 10-year-old child (cont.) Reversibility

Conservation of continuous quantity

The ability to think in either direction Classification

The ability to group objects into a hierarchicalarrangement

Collections


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QuestionA school-age child aged 7-10 years moves from

preoperational, egocentric thinking to what?

a. Concrete, operational, centered thought

b. Concrete, operational, decentered thought

c. Cognitive, operational, centered thought

d. Cognitive, operational, decentered thought


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Answerb. Concrete, operational, decentered thought

Rationale: Important changes occur in a childs thinkingprocesses at about age 7 when there is movement frompreoperational, egocentric thinking to concrete,

operational, decentered thought.

Q#2


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Nutrition

As coordination improves, the child becomesincreasingly active Requires more food to supply necessary energy

The nutritional needs of the school-age child shouldbe met by choosing foods from all the food groups Increased appetite and a tendency to go on food jags

are typical Offer choices Supervise snacking habits Matter-of-fact attitude about food by caregivers Provide a positive mealtime atmosphere


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Nutrition (cont.)

Obesity can be a concern Causes

Genetic, environmental, or sedentary lifestyle factors

Interventions Appropriate physical activity (moderately active for 60

minutes every day, or most days) Limiting fat intake (no more than 35% of total

calories) Positive caregiver support

-avoid nagging-avoid clean your plate rule-limit fast food meals


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Nutrition (cont.)

Health teaching at school

Reinforce proper diet

Subsidized breakfast and lunch programs Provide well-balanced meals (often children only eat part)

Old enough to be partially responsible for packing ownlunch

Post school lunch menus

Q#3


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H l h P i d M i


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Health Promotion and Maintenance

(cont.)

Health education (cont.)

Sex education-time and place for formal educationremains controversial

Includes

Helping children develop positive attitudes abouttheir own bodies

Their own sex

Their own sexual role to achieve optimumsatisfaction in being a boy or a girl


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(cont.) Sex education (cont.)

At various places in curriculum-often limited to 1 class,usually 5thgrade

Covers different topics in different school systems-watchfilms about menstruation and developing bodies;separate classes for boys and girls

Caregivers may want to use printed materials

Teach about HIV


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(cont.) Health education (cont.)

Substance abuse education Just say no programs

Teach unhealthy aspects of tobacco, alcohol and druguse Children may experiment with inhalants

May contain deliriants Can cause death


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HEALTH PROMOTION AND

MAINTANENCE CONTD

Common Products Inhaled as Deliriants-Box 26-1

Model glue Varnish

Rubber cement Shellac Cleaning fluids Hair Spray

Kerosene vapors Nail polish remover

Gasoline vapors Liquid typing correction fluid

Butane lighter fluid Propellant (whipped cream)

Paint sprays Aerosol paint cans

Paint thinner Solvents


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(cont.)

Substance abuse education

Family caregivers should Teach familys values

Teach difference between right and wrong

Set and enforce rules of acceptable behavior

Learn facts about drugs and alcoholActively listen to the children in the family

Q#4


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(cont.)

Accident prevention-remains leading cause of death Children must learn safety rules and practice them until

they are routine Children should know

Their full name Caregivers names

Home address Telephone number How to call 911


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(cont.)

Safety topics for school-age group-page 598

Traffic signals and safe pedestrian practices

Safety belt use for car passengers Bicycle safety

Skateboard and skating safety

Swimming safety

Danger of projectile toys

Danger of all terrain vehicles

Use of life jacket when boating


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QuestionHealth promotion and maintenance is important in this

age group. What is one topic that is important for thecaregiver to teach the child?

a. Positive body image

b. How to use the stove

c. How to call the health care providerd. Basic hygiene


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Answerd. Basic hygiene

Rationale: Caregivers have a responsibility to teach thechild about basic hygiene, sexual functioning,substance abuse, and accident prevention.


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The School-Age Child in the Health Care Facility

CONCEPT 6-8 YEARS 8-12 YEARS IMPLICATIONS FOR

NURSING

Birth See babies as aresult of 3 factors:social and sexualintercourse and

biological fusion

Begin to put 3components together;sperm and egg cometogether not sure why

Cultural & educationalfactors play a part indevelopment of wherebabies come from

Tend to see babyas emerging fromfemale only; fromoutside force-created whole

Fewer discrepancies inknowledge based on sexdifferences

Nurse should assess childsidea about birth; can theyunderstand where babiescome from and how beforeteaching

Boys know lessthan girls aboutbaby information

Explain roles of both parents,but the idea of sperm andegg union may not beunderstood until 8 or 9 yearsold


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CONCEPT 6-8 YEARS 8-12 YEARS IMPLICATIONS FOR

NURSINGDeath May be viewed as

reversibleConsidered irreversible Change from vague view

of death as reversibleand caused by externalforces to awareness ofirreversibility and bodilycauses

Animism (attributionof life) may be seen insome children; deathis viewed as result of

outside force

Ideas about what happensafter death unclear;related to concreteness ofthinking and socio-

religious upbringing

Fears about death morecommon @ 8; adultsshould alert to this

Experiences withdeath facilitateconcept development

Explanations aboutdeath, the fact theirthoughts will not causea death, they will notdie (if illness is notfatal) are needed



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CONCEPT 6-8 YEARS 8-12 YEARS IMPLICATIONS FORNURSING

HumanBody

Know body holdseverything inside

Can understandphysiology

Cultural factors mayplay a part in abilityand willingness todiscuss bodilyfunctions

Use outside world toexplain

Use generalprinciples to explainbody functions

Educational programscan be very effectivebecause of naturalinterest

Aware of major organs Interested ininvisible functions ofthe body

Assess knowledge ofbody by using diagramsbefore teaching

Interested in visiblefunctions of body


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Health See heath as doingdesired activities

See health as doingdesired activities

Need assistance inseeing cause and effect

List concretepractices ascomponents ofhealth

Understand cause andeffect Capitalize onpositiveness of concept;health lets you do whatyou really want to do

Many do not see

sickness as related tohealth; may notconsider cause andeffect

Believe it is possible to

be part healthy and partnot at the same time;can reverse from healthto sickness and back tohealth

Young children who are

sick may feel they willnever get well again


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Illness Sick children may seeillness aspunishment;evidence suggests

that healthy childrendo not see illness aspunishment

Same as 6-8 years ofage; can identifyillness states, reportbodily discomfort,

recognize that illnessis caused by specificfactors

Social factors play a part inillness concept

Highly anxiouschildren more likely

to view illness asdisruptive

Recognize that some seeillness as punishment

Sickness is a diffusestate; rely on othersto tell them when

they are ill

Encourage self-care andself-help behavior,especially in older children


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The School-Age Child in the Health

Care Facility (cont.)

Anxious about looking different than others their age May be uncomfortable with nurse of the opposite sex

Inform families and children of rules as part ofadmission process


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Nursing Care for the School-Age

Child in a Health Care Facility

Explain all procedures to children and their families

Show equipment and material to be used Outline realistic expectations of procedures and

treatments

Answer childrens questions truthfully

Give children an opportunity to verbalize anxieties

Respect desire for privacy

g&d of school-age child

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