Case Study Group 7

8/8/2019 Case Study Group 7

1/40

Saint Anne College Lucena Inc.

Diversion Road Brgy. Gulang-Gulang

Lucena City

BSN IV-B GROUP VII

Maningas, Maricris C.

Calvario, Raymart P.

Herrera, Franzes R.

Alvarez, Michelle Z.

Suayan, Jessica M.

Balmas, Jessie B.

Red, Macrin B.

Liu, Joana P.

Janete T. Ramirez, RN

Clinical Instructor

August 2010


2/40

PREFACE

Our exposure at SACLI BED - Kiddie Department provided us with the opportunity to

learn and be part of their lives. Spending time with them will help us better to understand their

world. This exposure enhance our knowledge that will allow us to determine the needs of every

child and established ways to meet them, based on the behavior and attitudes that they show.

In this presentation, emphasis has been made in the child action and behavior based on

their level of growth and development, the child shows his/her needs that must be met and

satisfied to prevent regression. This presentation has been prepared to determinine the children's

needs in order to plan appropriately and make applicable interventions to provide a positive

outcome. The information presented is based on the different theories of growth and development

For those students who will make the same study, may this work serve as a guide and

source of information about growth and development. It will serve as an ideal source of knowledge

and information that will enable them to gain knowledge, skills and attitude towards the right

approach towards meeting the needs of growing child. The contents of this work have different

analysis and identification based on the different theories in nursing pediatrics. This presentation

done by BSNIV-B will make readers/students to properly understand and relate theselves to the

children and be motivated to properly approach the children.


3/40

ACKNOWLEDGEMENT

We would like to express our appreciation and our deepest gratitude to the following

persons and institutions. This case study will not be possible without your help and support. We

would like to say thank you from the bottom of our heart.

To our mentor, Mrs. Janete Ramirez RN for being always there to guide us and motivate

us. To Mrs. Leotilda Perez, the principal of Elementary level who has been very kind to us during

our exposure.

To Ms. Michelle Panlilio, the assistant principal of Elementary level who was very

hospitable and kind during our stay with them. We thank you for your kind support.

To our department including all of our professors in Health Education who had been the

root of our knowledge, and to our school St Anne College Lucena Inc. for the continuous

development of that knowledge.

To our panelist, Mrs RED and Mam Ramirez .To all the teachers of the Basic Education

Department who has taken us under their wings that they continue to develop their pupils to their

totality.

To all the students of the Basic Education Department, we thank you for your cooperation

and you are part of this study.

Above all Lord Almighty, who gave us wisdom and knowledge to deal with the kids.


4/40

INTRODUCTION

To become an effective health care provider one must be mold by exposure and training in

different field where our help needed most and to different areas where a health care provider is

in need. With regards into this holistic approach, it is right that we were assigned to stay at Kiddie

Department for our actual duty.

Care is being rendered not only to ill individuals but also to those who are in healthy state

and having been exposed to this area allowed us to learn a lot in child's growth and development

with the help of the different theories and theorist.

Though we had difficulties in accomplishing our tasks good, it doesn't hinder us in

performing well. Through keen observation, we were able to determine different attitudes and

behavior of children and how they interact with their classmates and teachers. We did

acknowledge the fact that each individual is unique to one another yet we know that they follow

same pattern of growth and development


5/40

OBJECTIVES

GENERAL OBJECTIVE:

At the end of the exposure of BSN IV - B, Group VII at St Anne College - Basic Education

Kiddie Department, our group was able to gain knowledge toward the different concept of growth

and development through keen observation of the children's behaviors and attitudes and relating

it with the different theories of growth and development among preschoolers and school age

children.

SPECIFIC OBJECTIVES:

> To obtain knowledge regarding the different theories of growth and

development

> To provide guidance in the achievement of needs of the preschoolers as

well as the school age children.

> To establish trusting relationship with the children.

> To identify and understand the children's behavior, attitudes and needs.

> To assess the capabilities of the children; from preschool up to Grade III.


6/40

Growth

And

DevelopmentalMilestones


7/40

CONCEPT OF GROWTH AND DEVELOPMENT

Growth

y Physical change and increase in size

y Measure quantitatively

y Growth rate vary during different stages of growth and development and rapidly during prenatal,

neonatal, infancy, adolescent stage and slow during childhood.

y DISCOTINUITYOFGROWTHRATE

Rapid growth:

a. Infancy-head

b. Puberty-trunks and extremity

Slow growth rate:

a. Pre-schooler slow and uniform growth rate

b. After puberty-decline growth rate until death

Development

y Increase in the complexity of function and skill progression

y Capacity of person to adopt to the environment

y Progressive increase in mental and emotional ability

y Follows chronological arrangement and refine skills

y Different aspects:

A. As to the areas of functions

a. Gross motor behavior

b. Fine-motor behavior

c. Language behavior

d. Personal-social behavior

B. Infantile reflex development

C. Different growth and development theories

PRINCIPLES OF GROWTH AND DEVELOPMENT

1. Growth and development are continuous, orderly sequential process influenced by maturational,

environmental and genetic factors.

2. All humans follow the same pattern of growth and development.


8/40

3. The sequence of each stage is predictable, although the time of onset, the length of the stage, and

effect of each stage vary with the person.

4. Learning can either be help or hinder the maturational process. Depending on what is learned.

5. Each development stage has its own characteristics.

6. Growth and development occur in CEPHALOCAUDAL direction.

7. Growth and development occur in PROXIMODISTAL direction.

8. Development proceeds from simple to complex or from single acts to integrated acts.

9. Development becomes increase differentiated, begins with a generalized response and progresses to

a skilled specific response.

10.Certain stage of growth and development are more critical than others.

11.The pace of growth and development is uneven.

FACTORS INFLUENCING GROWTH AND DEVELOPMENT

1. Genetic Inheritance - establish and conception.

2. Environment family, religion, climate, school, culture, community, nutrition and affiliation.

STAGES OF GROWTH AN DEVELOPMENT

STAGE AGE SIGNIFICANT

CHARACTERS

NURSINGIMPLICATION

neonatal 0-28

days

Behavior is largely reflexive

and develops to more

purposeful behavior.

-assist parents to identify and

meet the unmet needs.

infancy 1-3 y/o Physical growth is rapid. -control the infants so that

physical and psychological needs

are met.

toddler 3-6 y/o Motor development permits

increase physical autonomyand psychosocial skills

increase.

-safety and risk strategies must

be balanced to permit growth.

preschool 3-6 y/o The preschooler world is

expanding. New experiences

and social role are tried during

play, physical growth is

slower.

-provide opportunity for play and

social activity.

School age 6-12 y/o Pre-adolescent period (10-12)

peer group increase influence

behavior. Physical, cognitive,

social development increase

-allow time and energy to pursue

hobbies and schools activities,

recognize and support childs

achievements.


9/40

and communication skills

improved.

adolescence 12-20

y/o

Self concept changes with

biological development values

are tested. Physical growth

accelerates, stress.

-assist to develop coping

behavior and strategies for

resolving conflicts.

Young adult 20-40

y/o

A personal lifestyle develops,

persons establish relationship

with significant other a

commitment to something.

-accept adults chosen lifestyle

and assist necessary

achievements relating to health.

-recognize the person

commitment, support change as

necessary for health.

Middle adult 40-65

y/o

Lifestyle changes to other

changes.

-assist client to plan for

anticipated changes in life, to

recognize the risk factors related

to health and to focus on strength

rather than weakness.

Older adult

1. Young

adult

2. Middle

adult

3. Old old

65-74

y/o

75-84

y/o

85 y/o

above

-Adaptation to retirement and

changing physical abilities is

often necessary.

-Adaptation to decline in speed

of movement reaction time and

increase dependence on others

may be necessary.

-increasing physical problems

-assist client to help physically

and socially active to maintain to

peer group interaction.

-assist client to cope with loss

and provide necessary safety

measure.

-assist client with self care as

required, and with maintaining

as much independence as

possible.


10/40

GROWTH AND DEVELOPMENT THEORIES

HAVIGHURTS AGE PERIODS AND DEVELOPMENTAL TASK THEORY

Infancy and Early Childhood

1. Learning to walk.

2. Learning to take solid foods.

3. Learning to talk.

4. Learning to control the elimination of the body washes.

5. Learning sex differences and sexual modesty.

6. Achieving psychologic stability.

7. Forming simple concepts of social and physical reality.

8. Learning to relate emotionally to parents, siblings and other people.

9. Learning to distinguish right from wrong and developing a conscience.

Middle Childhood

1. Learning physical skills necessary for ordinary games.

2. Building wholesome attitudes toward oneself as a growing organism.

3. Learning to get along with age mates.

4. Learning on appropriate masculine or feminine social role.

5. Developing concepts necessary for everyday living.

6. Developing fundamental skills in reading, writing and calculating.

7. Developing conscience, morality and scale of values.

8. Achieving personal independence.

9. Developing attitudes toward social group and institutions.

Adolescence

1. Achieving new and more mature relations with age mates and both sexes.

2. Achieving a masculine of feminine social role.

3. Accepting once physique and using the body effectively.

4. Achieving emotional independence from parents and other adults.

5. Achieving assurance of economic independence.

6. S

electing and preparing for all occupation.7. Preparing for marriage and family life.

8. Developing intellectual skills and concept necessary for civic competence.

9. Desiring and achieving socially responsible behavior.

10.Acquiring a set of values and ethical system as guide to behavior.


11/40

Early adult

1. Selecting a mate.

2. Learning to live with partner.

3. Starting a family.

4. Rearing children.

5. Managing a home.

6. Getting started occupation.

7. Taking civic responsibility.

8. Finding a congenial social group.

Middle Age

1. Achieving adult civic and social responsibility.

2. Establishing and maintaining on economic standard of living.

3. Assisting teenage children to become responsible and happy adult.

4. Developing adult leisure-time activities.

5. Relating oneself to ones spouse as a person.

6. Accepting and adjusting for the physiologic changes of middle age.

7. Adjusting to aging parents.

Late Maturity

1. Adjusting to decreasing physical strength and health.

2. Adjusting retirement and reduce income.

3. Adjusting death spouse.

4. Establishing an explicit affiliation with ones age group.

5. Meeting social and civil obligation.

6. Establishing satisfactory physical living arrangement


12/40

PSYCHOSEXUAL DEVELOPMENT THEORY

SIGMUND FREUD (1856-1939)

STAGE AGE CHARACTERISTICS IMPLICATION

Oral 0-1 y/o -Mouth is the center of pleasure

Major conflict: WEANING

Not met: thumbsuckers, nail

bitter, pencil chewer, and

compulsive eater or smoker.

Feeding produces pleasure sense of

comfort and safety. Feeding should

be pleasurable and provided when

required.

Anal 1-3 y/o -Anus and bladder are the

sources of pleasure.

Major conflict: TOILET

TRAINING

Controlling and expelling feces

provide pleasure and sense of

control. Toilet training should be

pleasurable experience.

Phallic 4-6 y/o -The childs genital are the

center of pleasure, other

activities can include fantasy,

experimentation with peers and

questioning of adults aboutsexual topics.

-CASTRATIONANXIETY

-major conflicts: OEDIPUS

ANDELECTRACOPLEX.

-the child identifies with the parent

of the opposite sex and later takes

on a love relationship outside the

family.

Latency 6-puberty -energy is directed to physical

and intellectual activities, sexual

impulse tend to be repressed.

Develop relationships between

peers of the same sex.

-encourage child with physical and

intellectual pursuits.

-encourage sports and other

activities with the same sex.

Genital Puberty-

adult

-energy is directed toward full

sexual maturity.

-learns how to form loving

relationship.

-sexual desires reemerge

directed to physical changes

-encourage separation from

parents, achieving of independence

and decision making.


13/40

PSYCHOSOCIAL THEORY

ERIK ERIKSON (1902-1996)

STAGE AGE CENTRAL

TASK

SIGNIFICANT

PERSON

INDICATORS

OF POSITIVE

RESOLUTION

INDICATORS

OF NEGATIVE

RESOLUTION

Infancy 0-18

mos

Trust vs. mistrust mother Learning to

trust others

Mistrust,

withdrawal,

strangement

Early

childhood

18mos-

3 y/o

Autonomy vs.

shame and doubt

father Self control

without loss of

self esteem,

ability to

cooperate

-Compulsive self

restraint or

compliance

Late

childhood

3-5 y/o Initiative vs.

guilt

Basic family Learning the

degree to which

assertiveness

and purpose

influence theenvironment.

Lack of self

confidence,

pessimism, fear of

wrong doing.

School age 6-12

y/o

Industry vs.

inferiority

Peer group Beginning to

create, develop

and manipulate.

Loss of hope,

sense of being

mediocare.

Adolescence 12-18

y/o

Identity vs. role

confusion

External group Coherent sense

of self plan to

actualize ones

ability.

Feelings of

confusion and

possible antisocial

behavior.

Young adult 18-25

y/o

Intimacy vs.

isolation

partner Intimate

relationship

with other

people.

Impersonal

relationship.

Adulthood 26-65

y/o

Generativity vs.

stagnation

partner Creativity,

productivity,

concern for

others.

Self indulge,

lack of interest.

Maturity 65-

death

Integrity vs.

despair

mankind Acceptance and

uniqueness of

ones own life.

Sense of loss/

contempt for

others.


14/40

INTERPERSONAL THEORY

HACKY STACK SULLIVAN (892-1949)

STAGE AGE CHARACTERISTICS

Infant 0-18 mos -child is able to use words that covey the same meaning to the child as

they do others.

-basic needs are met: infants are in a state of well being.

-basic needs not met: fear like state occurs, manifested by excessive

crying.

-Good me feelings occur when acceptance is sensed

-bad me feelings occur when infants experiencing anxiety.

Early

childhood

18mos- 6

y/o

-children are able to communicate better with others thereby

facilitating interpersonal relationship.

-children learn to recognize signs indicating approval or disapproval

of their behavior.

-excessive parental disapproval during this time may cause children to

view themselves and the world as negative.

Late

childhood

6-9 y/o -increase intellectual ability and developing internal control over

behavior. Children learn to pay attention to others wishes, form

satisfying relations with peers of both genders and sometimes oppose

rules.

Pre

adolescence

9-12 y/o -children participate in expanding in an expanding world that provides

confrontation with rules and knowledge about themselves. They

realize their status within the peers groups is based on the performance

are vulnerable to teasing and become interesting in relating closely toappear of same genderCHUM.

Early

adolescence

12-15 y/o -independence is mastered.

-early adolescents may demonstrate a variety of behavior including

rebellion. Dependence, cooperation and collaboration as they become

independent.

Late

adolescence

15-19 y/o -initial feelings of love to opposite gender are emerging, as the

individual learns to master expression of sexual impulse and use of

communication skills in interaction.


15/40

COGNITIVE THEORY

JEAN PIAGET (1896-1980)

PHASESANDSTAGES AGE SIGNIFICANT BEHAVIOR

SENSORIMOTORPHASE

Stage1 use of reflexes

Stage2 primary circular

reaction

Stage3 secondary circular

Reaction

Stage4 coordination of

secondary schemata

Stage5 tertiary circular

reaction

S

tage6 invention of newmeans

0-2 y/o

0-1mos

1-4 mos

4-8 mos

8-12 mos

12- 18 mos

1

8-24 mos

-most action is reflexive.

-perception of events is centered on the body.

-acknowledges with external environment.

-actively makes changes.

-motor vision is coordinated.

-recognized familiar objects.

-can distinguish a goal from means of attaining

it. Search from hidden object.

-tries to discover new goals from a means of

attaining it.

-rituals are important, solicits help of others.

-interest in novelty and repetition.

-interprets the environment by mental image.Uses make believe and pretend play.

PRECONCEPTUAL PHASE 2-4 y/o -uses egocentric approach to accommodate the

demands of an environment. Everything is

significant and relates to me.

-explores the environment.

-language development is rapid

-associate words with objects.

INTUITIVE PHASE 4-7 y/o -egocentric diminish

-thinks of one idea at a time.

-includes other in the environment.

-sophisticated language.

CONCRETE

OPERATIONAL PHASE

7-11 y/o -solves concrete problems

-begins to understand relationships such as size

understand left and right.

-cognizant of viewpoints.

FORMAL OPERATIONAL

PHASE

11-15 y/o -uses rational thinking capable of systematic

abstract thought

-reasoning is deductive and futuristic.


16/40

OBSERVATION

AND

ANALYSIS


17/40

PRE-ELEMENTARY

(3-6 YEARSOLD)


18/40

THEORIES OF

GROWTH AND

DEVELOPMENT

OBSERVATION ANALYSIS

Sigmund Freud'sPsychosexual Theory(Oral Phase)

Sucking of fingers Pencil biting Lip biting (occurswhen the teacherrecognize a wrongdeed by the student)

There is a regressionon the part of a childdoing these activities,maybe their oral needswere not satisfy duringtheir oral phase

Sigmund Freud'sPsychosexual Theory(Anal Phase)

Recognize the needto use comfort roomand excusesthemselves

Shows mastery intoilet training

Jean Piagef sCognitiveDevelopment Theory(Pre-Conceptual

Phase)

Can recognize objectswith thecorresponding colors.Can differentiate left

from right

Children who belongin this stage canassociate words withobjects

Hacky Stack Sullivan'sInterpersonal Theory

Obeys teacher'scommand Borrow politely thethings needed to aclassmate and return itpolitely

They can recognizeand follow authoritieslike teachers In this part ofchildhood, the canrecognize signsindicating approval or

disapproval andaccept interferencefrom others

Erik Erikson'sPsychosocial Theory(Autonomy VS Doubt)

Participate in classdiscussion

Children in this phasehave the ability tocooperate andtoexpress oneself indiscussions

Erik Erikson'sPsychosocial Theory(Initiative vs Guilt)

Put waste on trashcan

Children in this stagedevelops initiative indoing simple task


19/40

Lawrence KohlbergsMoral Theory ( Pre-moral)

Coach a kinder inanswering activities

The child think she ishelping a classmate,because in this stage a

child may feel what isgood is pleasant andwhat is bad is painful.


20/40

GRADEONE

(6-7 YEARSOLD)


21/40


22/40

GRADETWO

(7-8 YEARSOLD)


23/40

THEORIES OF

GROWTH AND

DEVELOPMENT


Robert Havighurst'sDevelopmental Task

Most of the kids areinto plays that requiresmotor skills. They loveroaming around theclassroom

Children at the middlechildhood learnphysical skillsnecessary for theirdaily living includingplay. Also, they learnto get along with otherkids.

Sigmund Freud'sPsychosexual Theory

Into cooperative play Children's energy isdiverted into physicaland intellectualmanner, thus theydevelop relationshipamong peers of thesame age.

Hacky Stack Sullivan'sInterpersonal theory

Obey older person Indication ofacceptance of

subordination.

Hacky Stack Sullivan'sInterpersonal theory

Cheating duringplay

Children at latechildhood sometimesintend to oppose rules.

Erik Erikson'sPsychosocial Theory

Some are loner It may indicatewithdrawal which issign that there isfailure in achievement

of developmental taskduring school agelevel which is industryvs inferiority


24/40

GRADETHREE

(8-9 YEARSOLD)


25/40

THEORIES OF

GROWTH AND

DEVELOPMENT


Sigmund Freud'sPsychosexual Theory

Extremelyhyperactive

Energy is direct intophysical andintellectual activities.

"Hacky StackSullivan'sinterpersonal theory

Some don't payattention in doingseatwork and refer to

just play

Role opposition mayoccur in late childhoodstage.

Freud's reychosexualTheory

Erik Erikson'sPsychosocial Theory

Some are fond oferasing the writings onthe board and insweeping the floor

Children at Latencystage are very modestand industrious.Children begin tocreated develop andmanipulate, this task is

also stated in thestage of industry vs.inferiority.

Freud's PsychosexualTheory

Pencil bitterCompulsive eater

The child may nottotally get over withthe oral stage. Itindicates regressionand oral fixation.


26/40

DOCUMENTATION


27/40


28/40


29/40

CURRICULUMVITAE


30/40

Name: Michelle Z. Alvarez

Age: 19 y/o

B-day: September 29, 1991

Gender: Female

Adress: Brgy. Wakas Tayabas, Quezon

Birth Place: Tayabas, Quezon

Status: Single

Religion: Roman Catholic

Educational Attainment:

Primary:W

akasE

lementaryS

chool

Secondary: Luis Palad National High School

Tertiary: Saint Anne College Lucena Inc.


31/40

Name: Jessica M. Suayan

Age: 19 y/o

B-day: December 26, 1990

Gender: Female

Adress: Candelaria, Quezon

Birth Place: Candelaria, Quezon

Status: Single



Primary: Candelaria Elementary School

Secondary: Lady Mediatrix Institute



32/40

Name: Raymart P. Calvario

Age: 19 y/o

B-day: October 27, 1990

Gender: Male

Adress: Perez, Quezon

Birth Place: Alabat, Quezon

Status: Single



Primary: Mainit SurElementary School

Secondary: Alabat Island National High School



33/40

Name: Jessie B. Balmas

Age: 18 y/o

B-day: December12, 1991

Gender:

Female

Adress: Sta. Cruz Laguna

Birth Place: San Juan Metro Manila

Status: Single

Religion: Born Again Christian


Primary: Union College

Secondary: Basic Christian International School



34/40

Name: Eleena Macrin B. Red

Age: 20 y/o

B-day: May 3, 1990

Gender: Female

Adress: Gumaca, Quezon

Birth Place: Gumaca, Quezon

Status: Single



Primary: Gumaca East Central School

Secondary: Gumaca National High School



35/40

Name: Maricris C. Maningas

Age: 35 y/o

B-day: December 29, 1974

Gender: Female

Adress: Pleasantville Subd. Lucena City

Birth Place:M

anila

Status: Married



Primary: Justo Lukban Elementary School

Secondary: Araullo High School



36/40

Name: Joanna P. Liu

Age: 32 y/o

B-day: September1, 1978

Gender: Female

Adress: St.Thomas Village Kanlurang Mayao Lucena City

Birth Place: Pagbilao, Quezon

Status: Married



Primary: Pagbilao Central Elementary School

Secondary: Pagbilao Academy

Tertiary: Saint Anne College Lucena Inc. BSHRM Undergraduate

International Academy ofManagement and Economics BSBA Graduate

St. Anne College Lucena Inc. BSN - Present


37/40

Name: Franzes R. Herrera

A

ge:31

y/o

B-day: January 24, 1979

Gender: Male

Adress: Clayton St. Plesant Ville Sudb. Phase III, Ilayang Iyam L.C.

Birth Place: Mauban, Quezon

Status: Single



Primary: Lucena East2Elementary School

Secondary: Manuel S. Enverga Memorial College ofArts and Trade

Tertiary:

National

University B

SECEG

raduate

AMA BSCoE Undergraduate

St. Anne College Lucena Inc. BSN - Present


38/40


39/40

ATTHECLINIC

GRADEI


40/40

GRADEII

GRADEIII

Documents

Case Study Group 7