Human Growth and Development

Notes

Definition

The term growth and development both refers to dynamic process. Often used interchangeably, these terms have different meanings. Growth and development are interdependent, interrelated process. Growth generally takes place during the first 20 years of life.; development continues after that.

Growth:
  1. Is physical change and increase in size.
  2. It can be measured quantitatively.
  3. Indicators of growth includes height, weight, bone size, and dentition.
  4. Growth rates vary during different stages of growth and development.
  5. The growth rate is rapid during the prenatal, neonatal, infancy and adolescent stages and slows during childhood.
  6. Physical growth is minimal during adulthood.

Human Growth and Development

Development:
  1. Is an increase in the complexity of function and skill progression.
  2. It is the capacity and skill of a person to adapt to the environment.
  3. Development is the behavioral aspect of growth
 Freud’s Psychosexual Development Theory

STAGE

AGE

CHARACTERISTICS

1. Oral

Birth to 1½ y/o

Center of pleasure: mouth (major source of gratification & exploration)

Primary need: Security

Major conflict: weaning

2. Anal

1½ to 3 y/o

Source of pleasure: anus & bladder (sensual satisfaction & self-control)

Major conflict: toilet training

3. Phallic

4 to 6 y/o

Center of pleasure: child’s genital (masturbation)

Major conflict: Oedipus & Electra Complex

4. Latency

6 y/o to puberty

Energy directed to physical & intellectual activities

Sexual impulses repressed

Relationship between peers of same sex

5. Genital

Puberty onwards

Energy directed towards full sexual maturity & function & development of skills to cope with the environment
Erikson’s Stages of Psychosocial Development Theory

STAGE

AGE

CENTRAL TASK

(+) RESOLUTION

(-) RESOLUTION

1. Infancy

Birth-18 mos

Trust vs Mistrust

Learn to trust others Mistrust, withdrawal, estrangement
2. Early childhood

1½ to 3 y/o

Autonomy vs Shame & doubt

Self control w/o loss of self esteem

Ability of cooperate & express oneself

Compulsive, self-restraint or compliance.

Willfulness & defiance.

3. Late childhood

3 to 5 y/o

Initiative vs guilt

Learns to become assertive

Ability to evaluate one’s own behavior

Lack of self-confidence.

Pessimism, fear of wrongdoing.

Over-control & over-restriction.

4. School Age

6 to 12 y/o

Industry vs Inferiority

Learns to create, develop & manipulate.

Develop sense of competence & perseverance.

Loss of hope, sense of being mediocre.

Withdrawal from school & peers.

5. Adolescence

12–20 y/o

Identity vs role confusion

Coherent sense of self.

Plans to actualize one’s abilities

Feelings of confusion, indecisiveness, & possible anti-social behavior.
6. Young Adulthood

18-25 y/o

Intimacy vs isolation

Intimate relationship with another person.

Commitment to work and relationships.

Impersonal relationships.

Avoidance of relationship, career or lifestyle commitments.

7. Adulthood

25-65 y/o

Generativity vs stagnation

Creativity, productivity, concern for others. Self-indulgence, self-concern, lack of interests & commitments.
8. Maturity

65 y/o to death

Integrity vs despair

Acceptance of worth & uniqueness of one’s own life.

Acceptance of death.

Sense of loss, contempt for others.
Havighurst’s Developmental Stage and Tasks

DEVELOPMENTAL STAGE

DEVELOPMENTAL TASK

1. Infancy & early childhood
  • eat solid foods
  • walk
  • talk
  • control elimination of wastes
  • relate emotionally to others
  • distinguish right from wrong through development of a conscience
  • learn sex differences and sexual modesty
  • achieve personal independence
  • form simple concepts of social & physical reality
2. Middle childhood
  • learn physical skills, required for games
  • build healthy attitudes towards oneself
  • learn to socialize with peers
  • learn appropriate masculine or feminine role
  • gain basic reading, writing & mathematical skills
  • develop concepts necessary for everyday living
  • formulate a conscience based on a value system
  • achieve personal independence
  • develop attitudes toward social groups & institutions
3. Adolescence
  • establish more mature relationships with same-age individuals of both sexes
  • achieve a masculine or feminine social role
  • accept own body
  • establish emotional independence from parents
  • achieve assurance of economic independence
  • prepare for an occupation
  • prepare for marriage & establishment of a family
  • acquire skills necessary to fulfill civic responsibilities
  • develop a set of values that guides behavior
4. Early Adulthood
  • select a partner
  • learn to live with a partner
  • start a family
  • manage a home
  • establish self in a career/occupation
  • assume civic responsibilities
  • become part of a social group
5. Middle Adulthood
  • fulfill civic & social responsibilities
  • maintain an economic standard of living
  • assist adolescent children to become responsible, happy adults
  • relate one’s partner
  • adjust to physiological changes
  • adjust to aging parents
6. Later Maturity
  • – adjust to physiological changes & alterations in health status
  • – adjust to retirement & altered income
  • – adjust to death of spouse
  • – develop affiliation with one’s age group
  • – meet civic & social responsibilities
  • – establish satisfactory living arrangements
Levinson’s Seasons of Adulthood

AGE

SEASON

CHARACTERISTICS

18-20 yrs

Early adult transition

Seeks independence by separating from family

21-27 yrs

Entrance into the adult world

Experiments with different careers & lifestyles

28-32 yrs

Transition

Makes lifestyle adjustments

33-39 yrs

Settling down

Experiences greater stability

45-65 yrs

Pay-off years

Is self-directed & engages in self-evaluation
Sullivan’s Interpersonal Model of Personality Development

STAGE

AGE

DESCRIPTION

1. Infancy

Birth to 1½ yrs

Infant learns to rely on caregivers to meet needs & desires
2. Childhood

1½ to 6 yrs

Child begins learning to delay immediate gratification of needs & desires
3. Juvenile

6 to 9 yrs

Child forms fulfilling peer relationships
4. Preadolescence

9 to 12 yrs

Child relates successfully to same-sex peers
5. Early Adolescence

12 to 14 yrs

Adolescent learns to be independent & forms relationships with members of opposite sex
6. Late Adolescence

14 to 21 yrs

Person establishes an intimate, long-lasting relationship with someone of the opposite sex
Piaget’s Phases of Cognitive Development

PHASE

AGE

DESCRIPTION

a. Sensorimotor Birth to 2 yrs Sensory organs & muscles become more functional
Stage 1: Use of reflexes Birth to 1 month Movements are primarily reflexive
Stage 2: Primary circular reaction 1-4 months Perceptions center around one’s body.

Objects are perceived as extensions of the self.

Stage 3: Secondary circular reaction 4-8 months Becomes aware of external environment.

Initiates acts to change the movement.

Stage 4: Coordination of secondary schemata 8-12 months Differentiates goals and goal-directed activities.
Stage 5: Tertiary circular reaction 12-18 months Experiments with methods to reach goals.

Develops rituals that become significant.

Stage 6: Invention of new means 18-24 months Uses mental imagery to understand the environment.

Uses fantasy.

b. Pre-operational 2-7 years Emerging ability to think
Pre-conceptual stage 2-4 year Thinking tends to be egocentric.

Exhibits use of symbolism.

Intuitive stage 4-7 years Unable to break down a whole into separate parts.

Able to classify objects according to one trait.

c. Concrete Operations 7-11 years Learns to reason about events in the here-and-now.
d. Formal Operations 11+ years Able to see relationships and to reason in the abstract.
Kohlberg’s Stages of Moral Development

LEVEL AND STAGE

DESCRIPTION

LEVEL I: Pre-conventional Authority figures are obeyed.
(Birth to 9 years) Misbehavior is viewed in terms of damage done.
Stage 1: Punishment & obedience orientation A deed is perceived as “wrong” if one is punished; the activity is “right” if one is not punished.
Stage 2: Instrumental-relativist orientation “Right” is defined as that which is acceptable to & approved by the self.

When actions satisfy one’s needs, they are “right.”

LEVEL II: Conventional Cordial interpersonal relationships are maintained.
(9-13 years) Approval of others is sought through one’s actions.
Stage 3: Interpersonal concordance Authority is respected.
Stage 4: Law and order orientation Individual feels “duty bound” to maintain social order.

Behavior is “right” when it conforms to the rules.

LEVEL III: Post-conventional Individual understands the morality of having democratically established laws.
(13+ years)
Stage 5: Social contract orientation It is “wrong” to violate others’ rights.
Stage 6: Universal ethics orientation The person understands the principles of human rights & personal conscience.

Person believes that trust is basis for relationships.

Gilligan’s Theory of Moral Development

LEVEL

CHARACTERISTICS

I. Orientation of Individual Survival Transition Concentrates on what is best for self.

Selfish.

Dependent on others.

Transition 1: From Selfishness to Responsibility Recognizes connections to others.

Makes responsible choices in terms of self and others.

II. Goodness as Self-sacrifice Puts needs of others ahead of own.

Feels responsible for others.

Is dependent.

May use guilt to manipulate others when attempting to “help.”

Transition 2: From Goodness to Truth Decisions based on intentions & consequences, not on others’ responses.

Considers needs of self and others.

Wants to help others while being responsible to self.

Increased social participation.

III. Morality of Nonviolence Sees self and others as morally equal

Assumes responsibilities for own decisions.

Basic tenet to hurt no one including self.

Conflict between selfishness and selflessness.

Self-judgment is not dependent on others’ perceptions but rather on consequences & intentions of actions.

Fowler’s Stages of Faith

STAGE

AGE

CHARACTERISTICS

Pre-stage: Undifferentiated faith

Infant

Trust, hope and love compete with environmental inconsistencies or threats if abandonment.
Stage 1: Intuitive-projective faith

Toddler-preschooler

Imitates parental behaviors and attitudes about religion and spirituality.

Has no real understanding of spiritual concepts.

Stage 2: Mythical-literal faith

School-aged child

Accepts existence of a deity.

Religious & moral beliefs are symbolized by stories.

Appreciates others’ viewpoints.

Accepts concept of reciprocal fairness.

Stage 3: Synthetic-conventional faith

Adolescent

Questions values & religious beliefs in an attempt to form own identity.
Stage 4: Individuative-reflective faith

Late adolescent & young adult

Assumes responsibility for own attitudes & beliefs.
Stage 5: Conjunctive faith

Adult

Integrates other perspectives about faith into own definition of truth.
Stage 6: Universalizing faith

Adult

Makes concepts of love & justice tangible.

 

Exam

Welcome to your NCLEX Practice Exam for Growth and Development! This exam is carefully curated to help you consolidate your knowledge and gain deeper understanding on the topic.

 

Exam Details

  • Number of Questions: 40 items
  • Mode: Practice Mode

Exam Instructions

  1. Practice Mode: This mode aims to facilitate effective learning and review.
  2. Instant Feedback: After each question, the correct answer along with an explanation will be revealed. This is to help you understand the reasoning behind the correct answer, helping to reinforce your learning.
  3. Time Limit: There is no time limit for this exam. Take your time to understand each question and the corresponding choices.

Remember, this exam is not just a test of your knowledge, but also an opportunity to enhance your understanding and skills. Enjoy the learning journey!

 

Click 'Start Exam' when you're ready to begin. Best of luck!

💡 Hint

Consider promoting the child's autonomy and fine motor skills typical for this developmental stage.

1 / 40

1. Nurse Laura is planning care for an 18-month-old toddler. Which intervention should be prioritized in the care plan?

💡 Hint

Consider which bodily function is commonly affected by aging, often leading to incomplete emptying.

2 / 40

2. Nurse Lee is conducting a physical assessment of an elderly patient and is aware of the typical physiological changes that occur with aging. Which of the following findings might the nurse anticipate?

💡 Hint

Consider which behavior may indicate a decline in self-care and overall well-being.

3 / 40

3. Nurse Taylor is conducting a home visit with an elderly woman whose husband passed away six months ago. Which behavior observed by Nurse Taylor would suggest that the client is struggling with ineffective coping?

💡 Hint

Focus on the type of vocalizations that are typical for an infant at this age.

4 / 40

4. Nurse Kelly is assessing the communication development of a 5-month-old infant during a routine check-up. Which behavior would indicate that the infant has reached the highest expected level of communication development for their age?

💡 Hint

Consider the option that minimizes dental risks while still addressing the child's comfort needs.

5 / 40

5. Nurse Roberts is counseling the mother of a 3-year-old who is worried because her child still asks for a bottle at nap time and bedtime. What would be the most appropriate advice Nurse Roberts could give?

💡 Hint

Consider the recommended guidelines for rear-facing car seats, focusing on age and size limits rather than just weight or other physical factors.

6 / 40

6. Nurse Andrews is advising the mother of a toddler on car seat safety. The mother asks when it is safe to position the car safety seat facing forward. What is the best response Nurse Andrews should give?

💡 Hint

Think about the stage when body image concerns and peer pressure are most prominent.

7 / 40

7. Nurse Parker is conducting a wellness workshop and addresses the risk factors for eating disorders. She identifies a specific age group that is particularly vulnerable to developing these disorders. Which age group is most at risk?

💡 Hint

Consider a soothing, non-verbal approach that provides comfort and reassurance without overstimulation.

8 / 40

8. Nurse Lewis is attending to an agitated older client with Alzheimer’s disease. Which nursing intervention is most likely to help calm the client?

💡 Hint

Focus on fine motor skills appropriate for a four-month-old, particularly those involving grasping objects.

9 / 40

9. Nurse Samantha is assessing a four-month-old infant during a well-baby checkup. Which developmental milestone should Nurse Samantha expect the infant to have achieved?

💡 Hint

Consider activities that help the elderly reflect on their life experiences, which can be crucial for their emotional well-being and sense of identity.

10 / 40

10. Nurse Daniel is planning activities for elderly residents in a long-term care facility. Which activity is most effective in addressing the growth and development needs of this age group?

💡 Hint

Consider the social play typical of preschoolers who are starting to interact more with peers.

11 / 40

11. Nurse Olivia is observing children in the hospital playroom. What type of play should she expect from 4-year-old children?

💡 Hint

Consider the physiological changes in the body’s ability to metabolize medications as a person ages.

12 / 40

12. Nurse Adams is reviewing the medication regimen of an elderly patient and considers the unique challenges associated with administering drugs to older adults. What is a primary concern when providing drug therapy for this age group?

💡 Hint

Consider a safe and natural approach to managing constipation that is appropriate during pregnancy.

13 / 40

13. Nurse Julia is advising a woman who is six months pregnant and experiencing constipation. What should Nurse Julia suggest to help minimize this condition?

💡 Hint

Think about how to prevent the baby from swallowing air during bottle feeding, which can cause discomfort and gas.

14 / 40

14. Nurse Emily is observing a new mother as she feeds her newborn. Which action shows that the mother understands the correct feeding technique?

💡 Hint

Think about how young children often react in new or unfamiliar situations, even when their parents are present.

15 / 40

15. Nurse Garcia observes a 2-year-old child in the playroom when the parents arrive for a visit. The child does not immediately go to the parents. How should Nurse Garcia interpret this behavior?

💡 Hint

Consider the stage when individuals begin to explore and form their own sense of self, often facing confusion and conflicts.

16 / 40

16. Nurse Thompson is counseling a group of parents on the various stages of development in children. She highlights a specific stage as being particularly unstable and challenging when it comes to the formation of personal identity. Which stage is she referring to?

💡 Hint

Consider the method that helps detect early signs of infection, especially in a laboring patient with ruptured membranes.

17 / 40

17. Nurse Emma is caring for a 33-year-old woman who is 35 weeks pregnant, with ruptured membranes for eight hours and 4 cm dilation. Recognizing the risk of infection, which intervention should Nurse Emma prioritize in the care plan?

💡 Hint

Think about the aspect of infertility treatment that requires precise timing and can create significant pressure on the couple's relationship.

18 / 40

18. Nurse Morgan is counseling a couple at an infertility clinic about the treatment process. She informs them that the most common source of stress for couples undergoing infertility treatment is typically related to:

💡 Hint

Consider an activity that is low-impact, easy to maintain, and beneficial for cardiovascular health.

19 / 40

19. Nurse Johnson is organizing activities at a senior citizens center and wants to choose one that best promotes health and maintenance for the members. Which activity should she select?

💡 Hint

Consider the visual sign in the cervix and vaginal area that is an early indication of pregnancy.

20 / 40

20. Nurse Sarah is caring for a pregnant client who is curious about how the doctor identified her pregnancy during an internal exam. Nurse Sarah explains that the most likely reason is a positive Chadwick’s sign, which is:

💡 Hint

Consider which action might lead to excessive moisture around the cord area, potentially delaying healing or causing complications.

21 / 40

21. Nurse Kelly is observing a new mother as she cares for her newborn's umbilical cord. To ensure proper cord care, Nurse Kelly needs to identify areas where the mother may require additional instruction. What indicates that the mother needs further teaching?

💡 Hint

Think about the developmental stage of adolescence and what aspect of hospitalization could most strongly impact their self-esteem and identity.

22 / 40

22. Nurse Taylor is caring for a hospitalized adolescent and needs to consider the primary concern this age group typically experiences during hospitalization. What is likely the most significant threat perceived by the adolescent?

💡 Hint

Focus on the colors with similar wavelengths that can become harder to differentiate as color perception declines with age.

23 / 40

23. Nurse Ava is providing care for an elderly client and is mindful of the typical age-related changes in color vision. Which colors are most likely to be challenging for the elderly client to distinguish?

💡 Hint

Consider the importance of peer interaction and socialization for adolescents during their development.

24 / 40

24. Nurse Jackson is caring for a 16-year-old who has undergone an appendectomy for acute appendicitis. Which nursing intervention would best support the adolescent's normal growth and development during their hospital stay?

💡 Hint

Think about the importance of trust-building during infancy according to Erikson’s theory.

25 / 40

25. Nurse Angela is teaching a new mother about her newborn's psychosocial development, using Erikson’s stages as a guide. What advice should Nurse Angela give the mother to promote healthy development?

💡 Hint

Think about the primary use of the Denver Screening test in evaluating overall child development rather than intelligence or diagnosing specific conditions.

26 / 40

26. Nurse Clara is about to administer a Denver Screening test to a 3-year-old child during a clinic visit. The child's mother inquires about the purpose of the test. What is the best response from Nurse Clara?

💡 Hint

Consider the importance of peer relationships and social interaction during adolescence according to Erikson's theory.

27 / 40

27. Nurse Carter is caring for a hospitalized 16-year-old. Based on Erik Erikson's stages of psychosocial development, what would be an appropriate intervention?

💡 Hint

Focus on the meal that provides a good combination of high protein and a rich source of Vitamin C.

28 / 40

28. Nurse Sofia is advising a pregnant woman on dietary adjustments to increase her intake of protein and Vitamin C to support fetal development. Which meal best meets the client's nutritional needs?

💡 Hint

Consider the balance between understanding normal developmental behavior and the need for setting appropriate limits.

29 / 40

29. Nurse Williams is addressing concerns from the mother of a 3-year-old who is frequently rebelling and throwing temper tantrums. What should Nurse Williams advise the mother to do?

💡 Hint

Consider the challenges most newborns face due to early delivery and insufficient development.

30 / 40

30. During a parenting class, Nurse Olivia is addressing questions from new parents. One parent asks about the primary cause of death in newborns during their first week of life. How should Nurse Olivia respond?

💡 Hint

Think about the hormone that is commonly measured by home pregnancy tests and is produced shortly after fertilization.

31 / 40

31. A client calls the clinic, seeking clarification about the results of a home pregnancy test she took earlier today. The nurse knows that the detection of which hormone is a strong indicator of pregnancy?

💡 Hint

Consider which colors have similar wavelengths that could make them harder to distinguish as vision declines with age.

32 / 40

32. Nurse Avery is caring for an elderly client and is aware of the common age-related changes in vision. Which colors might the client find most challenging to differentiate?

💡 Hint

Focus on a skill that a toddler typically masters as they develop fine motor abilities.

33 / 40

33. Nurse Davis is assessing the developmental milestones of a 2-year-old child. Which of the following abilities is Nurse Davis most likely to observe in this child?

💡 Hint

Consider which conditions may increase dependency on others for daily care, thereby increasing vulnerability.

34 / 40

34. Nurse Simmons is leading an educational session for new staff members about elder abuse. She describes a client profile that is most indicative of someone at risk for abuse. Which client does Nurse Simmons describe?

💡 Hint

Consider the motor skills a six-month-old child typically develops, particularly regarding sitting and movement.

35 / 40

35. Nurse Jordan is conducting a developmental assessment of a six-month-old infant. Which developmental milestones should Nurse Jordan expect to observe as typical for this age?

💡 Hint

Think about the method that would best help a school-aged child visualize and understand a complex procedure like heart surgery.

36 / 40

36. Nurse Lisa is preparing to educate a 10-year-old child about their upcoming heart surgery. Which approach should Nurse Lisa take to ensure the child understands the procedure?

💡 Hint

Think about the importance of understanding the patient's current eating patterns before providing specific nutritional guidance.

37 / 40

37. Nurse Megan is beginning nutritional counseling with a pregnant woman. What should be Nurse Megan's first step?

💡 Hint

Think about the importance of close medical monitoring and management from the very beginning of the pregnancy for a woman with diabetes.

38 / 40

38. Nurse Jenna is assisting a 28-year-old woman with Type I diabetes mellitus who is planning to start a family. The woman and her husband consulted with her diabetologist to discuss the implications of pregnancy with diabetes. What should be the nurse's primary focus for this patient?

💡 Hint

Think about an activity that is both age-appropriate and can be done while the child is confined to bed.

39 / 40

39. Nurse Thompson is preparing to care for a 5-year-old child who is in traction due to a femur fracture. Considering the child's age and limited mobility, which activity is most appropriate?

💡 Hint

Think about which age group is most likely to revert to earlier behaviors when stressed or unwell.

40 / 40

40. Nurse Kelly is observing the behavior of a young patient who has been admitted with a high fever. Understanding developmental stages, she considers which age group is most prone to showing signs of regression when ill. Which group is most likely to regress under these circumstances?