Growth - increase in physical whole or parts or an increase in size or number of cells easily & accurately measured.

Development - more complex; an increase in new capabilites.

2) Assess Growth

2) Assess Development

Screening is done on every well visit through observation.  Watching the child perform ADL's & noting communication skills, interactions & emotional responses area all clues.

Standardized tests & screenings are used to compare a child's personal & social, fine motor, language & gross motor skills along a timeline & check against what % of children their age completed certain skills.

4) Factors affecting growth & development

- Genetics our inherited characteristics from our parents.

- Environment - physical & psychosocial, ex: prenatal toxins (smoking, alcohol), poverty.  Lower immune systems, ↑ respirations, ↑ metabolism all lead to greater impact of toxins on the body.

- Culture - effects from various dicts, habits & beliefs.

- Nutrition - greater need of nutrients due to rapid growth

- Health status - disease can disrupt systems of rapidly growing kid

- Family - Structure & continuety provides for the best foundation. Also parental education & nuturing.  Reading w/ child.

7)

Health promotion activities

3)

Psychosexual Development

*Toddlers - identify themselves as boys or girls & in play, will assume roles of their same sex parent.  Discovery their private parts.

*Preschoolers - begin to ask question of bodily differences & "where do babies comes from" child attitude toward sex can be shaped by how parents handle during this phase. Children develop a sense of rivalry w/same sex parent competing for opposite sex parent's attention.

3)

Psychosexual Development

Continued

*School age - children at this age tend to put more emphasis on growing same sex friendships.

*Adolescents - intimiate "couple" relationships at this stage w/half of all adolescents having sex.  Most use no contraceptive until after 1 yr of first intercourse.  Homosexual behavior likely to begin.

3)

Developmental Stages Psychosocial

*Infancy- crucial period for developing foundation of personality.  If needs are met fully/quickly infant develops sense of trust; if needs are not met child has no reason to believe they are safe & are not trusting.  "Oral stage" mouth is primary sensory orga.

*Toddler- develop sense of self & can handle short periods of separation from parents as long as its the child's idea.  Negativism, always saying "no" so as not to lose free will.  Ritualism gives the toddler a sense of control.  They are egocentric.

*Preschooler - seek opportunities to learn communication & social skills.  Also learn appropriate behaviors w/guidance.  Develops initiative.  4 yr old maybe more confrontational as they test their role w/in a group while 5 yr old can play cooperatively for hours.

*School age - develop a sense of "industry" replaces "fantasy" with "work" (school, athletics, chores) excelling at these gives the child a sense of accomplishment.  However falling short can lead to low self-esteem. *Adolscent - identity is formed.  Pull away more from family & identify more w/peer group.  Early adolscents & middle feel everyone is watching them & any little thing sends them to despair.  Middle to late begin sexual experimentation.

3)

Moral Development

*Preschooler - begin to learn right from wrong.  Obey rules out of self interest.  Begins to use self-control to "be good".  May know right from wrong w/out knowing why.

*School age - behave initially to avoid punishment.  Associate degree of badness w/amount of damage done.

*Adolescent - realize wrong is wrong even if not caught.  Think of "greater good."  Honor contractual agreements & majority opinion.  Question existing moral beliefs before developing a moral framework.

3)

Cognitive Development

*Infact - egocentric, sensorimotor stage - experience the world thru their senses, start of reflexive to stimuli then move on to movements done b/c of stimuli they provide, & grow into problem solving.

*Toddler - learn thru trial & error, are extremely curious & exploring.  Use mental symbols to remember.  Imaginative.  Begin to consider consequences of actions.

*Preschoolers - retain mental images of loved ones. Realize needs can be met even w/o parents.  Can't view a whole in relation to its parts.  Unable to think in reversability.  (Adding but can't subtract)

*School age - transition from intuitive to concrete operations.  Ability to grasp reversibility, conversation, classification, logic & humor.

*Asolescent - move from concrete to abstract thinking.  Inductive & deductive reasoning, ability to connect separate events, & understand later consequences.  Late adolescent are capable of logical thought & understand complex concepts.