vision in toddler age. toddler safety becomes a problem as the toddler becomes more mobile

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Vision in toddler age Vision in toddler age

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Vision in toddler ageVision in toddler age

ToddlerToddler

Safety becomes a problem asthe toddler becomes moremobile.

ToddlersToddlers

Normal toddlerNormal toddler::

Toddler stage is Toddler stage is between 1 to 3 years of between 1 to 3 years of age. During this period, age. During this period,

growth growth slowsslows considerablyconsiderably . .

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n Age: 1 – 3 yearsAge: 1 – 3 yearsn Looks leaner and more Looks leaner and more

muscular.muscular.n Steady growth curve Steady growth curve

steplike rather than linear steplike rather than linear (straight)(straight)

n Has pot-bellied abdomen: Has pot-bellied abdomen: immature abdominal immature abdominal muscles.muscles.

n Lordosis: forward curve of Lordosis: forward curve of the spine at the sacral area.the spine at the sacral area.

n Walks with their feet spread Walks with their feet spread a part (bowleggedness): a part (bowleggedness): from the weight of the from the weight of the relatively large trunkrelatively large trunk

General AppearanceGeneral Appearance

Physical growthPhysical growth

WeightWeight::The toddler's average weight gain is The toddler's average weight gain is 1.8 to 2.7 kg/year1.8 to 2.7 kg/year..

Formula to calculate normal weight of Formula to calculate normal weight of children over 1 year of age ischildren over 1 year of age is

Age in years X 2+8 = Age in years X 2+8 = …….. kg.. kg..e.g., The weight of a child aging 4 e.g., The weight of a child aging 4 yearsyears

= = 44 X 2 + 8 = 16 kgX 2 + 8 = 16 kg

HeightHeight::

• During 1During 1––2 years, the child's 2 years, the child's height increases by height increases by 1cm/month.1cm/month.

• The toddler's height increases The toddler's height increases about 10 to 12.5cm/year.about 10 to 12.5cm/year.

Formula to calculate Formula to calculate normal heightnormal height

Age in years X 5 + 80 = Age in years X 5 + 80 = cm. cm.

e.g., the length of 2 years old e.g., the length of 2 years old child child

= 2 X 5 + 80 = 90cm = 2 X 5 + 80 = 90cm

Head and chest Head and chest circumferencecircumference::

• The head increases 10 cm only from The head increases 10 cm only from the age of 1 year to adult age.the age of 1 year to adult age.

• During toddler years, chest During toddler years, chest circumference continues to increase circumference continues to increase in size and exceeds head in size and exceeds head circumference.circumference.

TeethingTeething::

• By 2 years of age, the toddler By 2 years of age, the toddler has 16 temporary teeth.has 16 temporary teeth.

• By the age of 30 months (2.5 By the age of 30 months (2.5 years), the toddler has 20 years), the toddler has 20 teeth teeth

Physiological growthPhysiological growth::

Pulse:Pulse: 8080––130130 beats/min beats/min (average 110/min)(average 110/min)..

Respiration:Respiration: 2020––30C/min30C/min..

Bowel and bladder controlBowel and bladder control : : Daytime control of bladder Daytime control of bladder

and bowel control by 24and bowel control by 24––30 30 monthsmonths..

Fine Motor - toddlerFine Motor - toddler

• 1 year old: transfer objects from 1 year old: transfer objects from hand to handhand to hand

• 2 year old: can hold a crayon and 2 year old: can hold a crayon and color vertical strokescolor vertical strokes• Turn the page of a bookTurn the page of a book• Build a tower of six blocksBuild a tower of six blocks

• 3 year old: copy a circle and a cross 3 year old: copy a circle and a cross –– build using small blocks build using small blocks

Gross - Motor of toddlerGross - Motor of toddler At 15 months, At 15 months, the toddler canthe toddler can::

• Walk alone.Walk alone.• Creep upstairs.Creep upstairs.• Assume standing position without falling.Assume standing position without falling.• Hold a cup with all fingers grasped Hold a cup with all fingers grasped

around it.around it.

At 18 monthsAt 18 months::• Hold cup with both handsHold cup with both hands..• Transfer objects hand-to hand at will.Transfer objects hand-to hand at will.

ContinuousContinuous

At 24 monthsAt 24 months::

• Go up and down stairs alone Go up and down stairs alone with two feet on each step.with two feet on each step.

• Hold a cup with one hand.Hold a cup with one hand.• Remove most of own clothes.Remove most of own clothes.• Drink well from a small glass Drink well from a small glass

held in one hand.held in one hand.

At 30 months: At 30 months: the toddler canthe toddler can::

• Jump with both feet.Jump with both feet.• Jump from chair or step.Jump from chair or step.• Walk up and downstairs, Walk up and downstairs,

one foot on a step.one foot on a step.• Drink without assistance.Drink without assistance.

Issues in parenting Issues in parenting –– toddler (emotional toddler (emotional

development)development)• Stranger anxiety Stranger anxiety –– should dissipate by should dissipate by

age 2 age 2 ½½ to 3 years to 3 years• Temper tantrums: occur weekly in 50 to Temper tantrums: occur weekly in 50 to

80% of children 80% of children –– peak incidence 18 peak incidence 18 months months –– most disappear by age 3 most disappear by age 3

• Sibling rivalry: aggressive behavior Sibling rivalry: aggressive behavior towards new infant: peak between 1 to towards new infant: peak between 1 to 2 years but may be prolonged 2 years but may be prolonged indefinitelyindefinitely

• Thumb sucking Thumb sucking • Toilet TrainingToilet Training

Cognitive developmentCognitive development::• Up to 2 years, Up to 2 years, the toddler uses his the toddler uses his

senses and motor development senses and motor development to different self from objects.to different self from objects.

• The toddler from 2 to 3 years will The toddler from 2 to 3 years will

be be in the in the pre-conceptual pre-conceptual phase of cognitivephase of cognitive developmentdevelopment (2-4 years), where (2-4 years), where he is still egocentric and can not he is still egocentric and can not take the point of view of other take the point of view of other peoplepeople..

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n 1. Sensorimotor Stage (birth- 1. Sensorimotor Stage (birth- 2years):2years):n Stage 5 Stage 5 tertiary circular tertiary circular

reactionreaction (12-18 months): (12-18 months): active experimentation (little active experimentation (little scientist) , trial and error.scientist) , trial and error.

n Stage 6 Stage 6 Invention of new Invention of new meansmeans (18-24 months): (18-24 months): beginning of problem solving beginning of problem solving and symbolic thought. Deferred and symbolic thought. Deferred imitation (remember actions imitation (remember actions and imitate them later). and imitate them later). Beginning sense of time Beginning sense of time

Cognitive Development Cognitive Development (Piaget)(Piaget)

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Imitative LearningImitative Learning

Imitative learning: A way of learning new Imitative learning: A way of learning new behaviors by copying others’ behaviorsbehaviors by copying others’ behaviors..

Social developmentSocial development::

• The toddler is very social being but still The toddler is very social being but still egocentric.egocentric.

• He imitates parents.He imitates parents.• Notice sex differences and know own sex.Notice sex differences and know own sex.• According to According to Erikson,Erikson,• The development of autonomy during this The development of autonomy during this

period is centered around toddlers period is centered around toddlers increasing abilities to control their increasing abilities to control their bodies, themselves and their bodies, themselves and their environment environment i.e., "I can do it myself".i.e., "I can do it myself".

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n The Psychosocial Crisis The Psychosocial Crisis ((EriksonErikson): Autonomy versus ): Autonomy versus Shame and DoubtShame and Doubtn Autonomy - the ability to Autonomy - the ability to

behave independently, to behave independently, to perform actions on one’s ownperform actions on one’s own

n Shame and Doubt – Some Shame and Doubt – Some children fail to emerge from children fail to emerge from toddlerhood with a sense of toddlerhood with a sense of masterymastery

n Shame is an intense emotion Shame is an intense emotion that can result from social that can result from social ridicule or criticism and ridicule or criticism and internal conflictinternal conflict

n Doubt is a lack of self-confidence Doubt is a lack of self-confidence and worth, accompanied by a and worth, accompanied by a constant sense of failure constant sense of failure

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n Parallel play characterizes Parallel play characterizes the 2-year-old.the 2-year-old.

n Associative play and Associative play and interaction are common in interaction are common in 2- to 3-year-olds 2- to 3-year-olds

n Enjoy toys that require Enjoy toys that require action: trucks, blocks, action: trucks, blocks, telephone, throwing toys)telephone, throwing toys)

n Imitating actions by 2-yrImitating actions by 2-yrn Symbolic play, or pretend Symbolic play, or pretend

play (Fantasy Play), play (Fantasy Play), appears around 2 years of appears around 2 years of age; A vivid mental image age; A vivid mental image of an action permits them of an action permits them to copy what they recall to copy what they recall rather than what they seerather than what they see

Play Play ActivitiesActivities

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n Separation anxiety Separation anxiety continue.continue.

n Fear of water.Fear of water.n Fear of lonenessFear of lonenessn Fear of strange Fear of strange

peoplepeoplen Fear of strange Fear of strange

objectsobjectsn Fear of large animalsFear of large animals

Emotional Development Emotional Development & Fears& Fears

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Parental concerns Parental concerns associated with associated with

toddlerhood periodtoddlerhood period

n Negativism.Negativism.n Temper tantrums.Temper tantrums.n Toilet training.Toilet training.n Discipline.Discipline.

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NegativismNegativism

n Answer with NO to Answer with NO to every questions.every questions.

n Not being Not being stubborn but stubborn but assertion of assertion of control.control.

n Reduce the Reduce the opportunity of “no” opportunity of “no” answers; give answers; give choices.choices.

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Temper TantrumsTemper Tantrumsn Child may kicks, screams, stamps feet Child may kicks, screams, stamps feet

and shouts, bangs head against the and shouts, bangs head against the floor, holds breath.floor, holds breath.

n It’s a way to release their tension: they It’s a way to release their tension: they do not have the vocabulary to express do not have the vocabulary to express their feelings.their feelings.

n Usually occurs when they’re tired, Usually occurs when they’re tired, before bedtime, hungry, during long before bedtime, hungry, during long shopping trip or visit.shopping trip or visit.

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What to doWhat to do??

n It is important that parents remain It is important that parents remain calm in the midst of a tantrum.calm in the midst of a tantrum.

n Take a few seconds to evaluate the Take a few seconds to evaluate the situation before you decide on an situation before you decide on an action. action.

n Let the child know that you Let the child know that you understand he/she is upset, but understand he/she is upset, but also let him/her know there is a also let him/her know there is a better way of handling it. better way of handling it.

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n Do not try to talk or Do not try to talk or reason with your child reason with your child when she is in the when she is in the throes of a tantrum throes of a tantrum

n An out of control child An out of control child can be a danger to can be a danger to himself or others. If himself or others. If this is the case, calmly this is the case, calmly take the child into take the child into your arms until the your arms until the tantrum subsides. tantrum subsides. Speak to him in a Speak to him in a soothing voice. soothing voice.

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n Setting rules and guidelines Setting rules and guidelines for behaviorfor behaviorn Limit-setting: (e.g., parents Limit-setting: (e.g., parents

should set limits on the amount should set limits on the amount of time children spend watching of time children spend watching TV)TV)

n Types of disciplines:Types of disciplines:n Reasoning: explaining why Reasoning: explaining why

the act is wrongthe act is wrongn Using rewards for Using rewards for

encouraging children to encouraging children to behave in specified waybehave in specified way

n Ignoring behaviorIgnoring behaviorn Consequences : Consequences :

n Parent should be consistent: Parent should be consistent: Consequences should be Consequences should be appropriate for the situationappropriate for the situation

n Time outTime outn Punishment Punishment

DisciplineDiscipline

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Nutrient NeedsNutrient Needs

n AppetiteAppetiten Toddler’s growth rate is slower Toddler’s growth rate is slower

than infancy which results in a than infancy which results in a decreased appetite and interest in decreased appetite and interest in foodfood

n It is important to understand a It is important to understand a decreased appetite is normaldecreased appetite is normal

n Toddlers can self-regulate their Toddlers can self-regulate their calorie intakecalorie intake

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Nutrient NeedsNutrient Needsn CaloriesCalories

n Calorie needs of toddlers reflect their decreased Calorie needs of toddlers reflect their decreased growth rategrowth rate

n The RDA for 1-3 year olds is 102 calories per kg The RDA for 1-3 year olds is 102 calories per kg body weight body weight

n ProteinProteinn The RDA for protein for 1-6 year olds is 1.2 The RDA for protein for 1-6 year olds is 1.2

grams per kg body weight. This amount can grams per kg body weight. This amount can easily be met with a typical dieteasily be met with a typical diet

n Adequate calories are needed to spare protein so Adequate calories are needed to spare protein so it is used for growth and tissue repair instead of it is used for growth and tissue repair instead of energyenergy

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Nutrient NeedsNutrient Needs

n FatFatn Dietary fat intake should not be Dietary fat intake should not be

restricted for toddlers under 2 years of restricted for toddlers under 2 years of ageage

n Toddlers need the calories from fat to Toddlers need the calories from fat to fuel their rapid growthfuel their rapid growth

n Low fat and skim milk do not provide Low fat and skim milk do not provide enough caloriesenough calories

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Tooth DecayTooth Decay

n A major cause of tooth decay is A major cause of tooth decay is continual use of a bottle with milk or continual use of a bottle with milk or juice at bedtime or through the dayjuice at bedtime or through the day

n Carbohydrate foods that stick to the Carbohydrate foods that stick to the teeth can also cause tooth decay. teeth can also cause tooth decay. Rinsing the mouth with water or Rinsing the mouth with water or brushing teeth to remove brushing teeth to remove carbohydrate can lower the risk of carbohydrate can lower the risk of tooth decaytooth decay

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ConstipationConstipation

n Constipation is a common problem Constipation is a common problem among toddlers among toddlers

n Diets containing adequate fiber Diets containing adequate fiber appropriate for the child’s age can appropriate for the child’s age can lower the risk of constipationlower the risk of constipation

n Adequate fluid intake can also lower Adequate fluid intake can also lower the risk of constipationthe risk of constipation

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Overweight and ObesityOverweight and Obesity

n Weight loss is not Weight loss is not appropriate for toddlersappropriate for toddlers

n Adequate nutrients must Adequate nutrients must be provided for normal be provided for normal growth and developmentgrowth and development

n Recommendations are to Recommendations are to stay close to the same stay close to the same weight until the toddler weight until the toddler grows tallergrows taller

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Overweight and ObesityOverweight and Obesity

n Avoid overfeedingAvoid overfeedingn Do not force a toddler to eatDo not force a toddler to eatn Encourage physical activityEncourage physical activityn Use appropriate serving sizesUse appropriate serving sizesn Choose snacks carefullyChoose snacks carefullyn Limit intake of juiceLimit intake of juicen Do not use food as a rewardDo not use food as a reward

Pre-SchoolPre-School

Preschool stagePreschool stage

Definition:-Definition:-

It is the stage where child is It is the stage where child is 3 to 6 years of age. The 3 to 6 years of age. The growth during this period growth during this period is relatively is relatively slowslow..

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General characteristicsGeneral characteristics

n Much calmer period in the child’s Much calmer period in the child’s development: growth is steady but slowdevelopment: growth is steady but slow

n The 3-year-old may still have the The 3-year-old may still have the prominent potbelly of toddlerhood but will prominent potbelly of toddlerhood but will slim down over the next few years.slim down over the next few years.

n During preschool years, both boys & girls During preschool years, both boys & girls slim down as trunks of their bodies slim down as trunks of their bodies lengthen.lengthen.

n Although their heads are still somewhat Although their heads are still somewhat large for their bodies, by end of preschool large for their bodies, by end of preschool years most children have lost their top-years most children have lost their top-heavy look heavy look

Physical growth:-Physical growth:-

Weight: Weight: The preschooler The preschooler gains approximately gains approximately 1.8kg/year.1.8kg/year.

Height: Height: He doubles birth He doubles birth length by 4length by 4––5 years of age.5 years of age.

Physiological growth Physiological growth • Pulse: Pulse: 8080––120 beat/min. 120 beat/min. (average 100/min).(average 100/min).

• Respiration: Respiration: 2020––30C/min.30C/min.

• Blood Pressure: Blood Pressure: 100/67100/67++24/25.24/25.

Fine Motor Fine Motor –– Older Older ToddlerToddler

• 3 year old: copy a circle and a cross 3 year old: copy a circle and a cross –– build using small blocks build using small blocks

• 4 year old: use scissors, color within 4 year old: use scissors, color within the bordersthe borders

• 5 year old: write some letters and 5 year old: write some letters and draw a person with body partsdraw a person with body parts

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Visual PerceptionVisual Perception

n Only toward end of early childhood Only toward end of early childhood are most children’s eye muscles are most children’s eye muscles adequately developed to allow them to adequately developed to allow them to move their eyes efficiently across a move their eyes efficiently across a series of lettersseries of letters

n Due to young children’s lack of motor Due to young children’s lack of motor coordination, they may trip or produce coordination, they may trip or produce poor artworkpoor artwork

n Functional AmblyopiaFunctional Amblyopia know as ‘lazy know as ‘lazy eye’ resulting when one eye is used eye’ resulting when one eye is used less than other- sometimes requires less than other- sometimes requires surgerysurgery

Fine motor and cognitive Fine motor and cognitive abilitiesabilities

pre-schoolpre-school• Buttoning clothingButtoning clothing• Holding a pencilHolding a pencil• Building with small blocksBuilding with small blocks• Using scissorsUsing scissors• Playing a board gamePlaying a board game• Have child draw picture of himself Have child draw picture of himself

Cognitive developmentCognitive development

Preschooler up to 4 years of Preschooler up to 4 years of age is in the age is in the pre-conceptual pre-conceptual phasephase. He begins to be . He begins to be able able to give reasons for his belief to give reasons for his belief and actions, but not true and actions, but not true cause-effect relationship.cause-effect relationship.

Emotional Development of Emotional Development of PreschoolerPreschooler

• Fears the Fears the darkdark• Tends to be Tends to be impatient and impatient and selfishselfish

• Expresses Expresses agressionagression through through physical and verbal behaviours.physical and verbal behaviours.

• Shows signs of Shows signs of jealousy of jealousy of siblings.siblings.

Social development in Social development in preschoolerspreschoolers

• EgocentricEgocentric• Tolerates short separationTolerates short separation• Less dependant on parentsLess dependant on parents• May have dreams & night-maresMay have dreams & night-mares• Attachment to opposite sex parentAttachment to opposite sex parent• More cooperative in playMore cooperative in play

Social developmentSocial development

According to According to Erikson theoryErikson theory::• The preschooler is in the The preschooler is in the

stage where he stage where he develops a develops a sense of initiativesense of initiative, Where , Where he wants to learn what to do he wants to learn what to do for himself, learn about the for himself, learn about the world And other people.world And other people.

Red flags: preschoolRed flags: preschool

• Inability to perform self-care tasks, hand Inability to perform self-care tasks, hand washing simple dressing, daytime washing simple dressing, daytime toiletingtoileting

• Lack of socialization Lack of socialization

• Unable to play with other childrenUnable to play with other children

• Unable to follow directions during examUnable to follow directions during exam

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PlayPlay

n At 4 years: At 4 years: associativeassociative play: group play play: group play in similar or identical activities but in similar or identical activities but without rigid organization or ruleswithout rigid organization or rules

n Imitative, imaginative and dramatic play: Imitative, imaginative and dramatic play: dress-up clothes, dolls, housekeeping toys, dress-up clothes, dolls, housekeeping toys, dollhouses, telephones, trains, trucks, dollhouses, telephones, trains, trucks, planesplanes

n Imaginary playmates are so much a Imaginary playmates are so much a part of this age periodpart of this age period

n At 5 years At 5 years cooperativecooperative play: more play: more realistic activities, where the preschooler realistic activities, where the preschooler can obey rules and regulationscan obey rules and regulations

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Solitary PlayA child is in a room full of other children, but he/she is playing alone and not paying attention to anyone.

Parallel PlayChildren are playing the same game or activity. They are playing next to each other, but they are not talking or doing the same activity.                         

Associative PlayChildren are playing the same game, but they are not working together or connecting with one another.

Cooperative PlayChildren are working together to play a game.

Pool SafetyPool Safety

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IMPORTANT NUTRIENTS IMPORTANT NUTRIENTS FOR PRESCHOOLERSFOR PRESCHOOLERS

   NutrientFunctionFood SourcesCalciumHealthy bones

and teethMilk, cheese, yogurt, milk in puddings and soups, calcium fortified beverages

IronHealthy red blood cells, prevents anemia.

Meat, fish, poultry, eggs, cooked beans and lentils, peanut butter, nuts, seeds, fortified breakfast cereals, dried fruit

Vitamin A Healthy skin, eyes and nails, protects against infection.

Sweet potatoes, carrots, spinach, kale, dark orange squash, cantaloupe, sweet red peppers, apricots, broccoli

Vitamin CHealthy muscles and bone, increases iron absorption.

Oranges, kiwi fruit, 100% fruit juice (apple, orange), grapefruit, strawberries, sweet green and red peppers, broccoli, tomatoes, Brussels sprouts

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IMPORTANT NUTRIENTS IMPORTANT NUTRIENTS FOR PRESCHOOLERSFOR PRESCHOOLERS

   NutrientFunctionFood Sources

Vitamin DHealthy bones and teeth

Fish liver oils, fish (salmon, mackerel, sardines, tuna), fortified milk and margarine. Moderate exposure to sunlight also helps the body produce vitamin D .

Vitamin B12Healthy red blood cells

Found only in animal products such as meat, fish, poultry, eggs, and milk products. Foods fortified with vitamin B12 such as soy and rice beverages, and soy-based meat substitutes.

ZincHealthy growth

Red meats, some seafood (oysters), and whole grains.

FiberHealthy digestion, prevents constipation

Breads and cereals made with whole wheat, wheat bran, oats, rye flour, vegetables and fruit, cooked beans and lentils.

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Common Health Common Health ProblemsProblems

n 1. Infectious disorders:1. Infectious disorders:n Communicable diseases: Chicken Pox, Communicable diseases: Chicken Pox,

Diphtheria, Measles, Pertussis, …etc.Diphtheria, Measles, Pertussis, …etc.n Conjunctivitis.Conjunctivitis.n Stomatitis.Stomatitis.n 2. Ingestion of injurious agents:2. Ingestion of injurious agents:n Cosmetics and personal care products, Cosmetics and personal care products,

cleaning products, plants, foreign bodies, cleaning products, plants, foreign bodies, gasoline.gasoline.

n Heavy metal poisoning (mercury, iron, Heavy metal poisoning (mercury, iron, lead)lead)

n 3. Enuresis3. Enuresisn 4. Tonsillitis:4. Tonsillitis:

School-AgeSchool-Age

Normal school-age childNormal school-age child::

School-age period is School-age period is between the age of 6 to 12 between the age of 6 to 12 years. The child's growth years. The child's growth and development is and development is characterized by gradual characterized by gradual growth.growth.

Physical growthPhysical growth

Weight:Weight:• SchoolSchool––age child gains about age child gains about

3.8kg/year.3.8kg/year.• Boys tend to gain slightly more Boys tend to gain slightly more

weight through weight through 12 years.12 years.• Weight Formula for 7 - 12 yrs Weight Formula for 7 - 12 yrs = = (age in yrs x 7 )(age in yrs x 7 )–– 5 5 22

HeightHeight::• The child gains about 5cm/year.The child gains about 5cm/year.• Body proportion during this period: Body proportion during this period:

Both boys and girls Both boys and girls are long-are long-leggedlegged..

Dentition:Dentition:• Permanent teethPermanent teeth erupt during erupt during

school-age period, school-age period, starting from 6 starting from 6 yearsyears, usually in the same order in , usually in the same order in which primary teeth are lost.which primary teeth are lost.

• The child acquires permanent The child acquires permanent molars, medial and lateral incisors.molars, medial and lateral incisors.

Physiological growthPhysiological growth::

• Pulse: Pulse: 9090++15 beats/min15 beats/min

(75 to 105).(75 to 105).• Respiration: Respiration: 2121++3C/min 3C/min

(18(18––24).24).• Blood Pressure: Blood Pressure:

100/60100/60++16/10.16/10.

School Years: fine motorSchool Years: fine motor

• Writing skills improveWriting skills improve• Fine motor is refinedFine motor is refined• Fine motor with more focusFine motor with more focus

• Building: models Building: models –– logos logos • SewingSewing• Musical instrumentMusical instrument• Painting Painting • Typing skillsTyping skills• Technology: computersTechnology: computers

Motor developmentMotor development

At 6At 6––8 years, 8 years, the schoolthe school––age child:age child:• Rides Rides a bicyclea bicycle..• Runs Jumps, climbs and hops.Runs Jumps, climbs and hops.• Has improved eye-hand Has improved eye-hand

coordination.coordination.• Prints word and Prints word and learn cursive learn cursive

writingwriting..• Can brush and comb hair.Can brush and comb hair.

At 8At 8––10 years, 10 years, the schoolthe school––age child:age child:• Throws balls skillfully.Throws balls skillfully.• Uses to participate in organized sports.Uses to participate in organized sports.• Uses both hands independently.Uses both hands independently.• Handles eating utensils (spoon, fork, Handles eating utensils (spoon, fork,

knife) skillfully.knife) skillfully.

At 10At 10––12 years, 12 years, the schoolthe school––age child:age child:• Enjoy all physical activities.Enjoy all physical activities.• Continues to improve his motor Continues to improve his motor

coordination.coordination.

School Age: gross motorSchool Age: gross motor

• 8 to 10 years: 8 to 10 years: team team sportssports

• Age ten: Age ten: match sportmatch sport to to the physical and emotional the physical and emotional development development

School performanceSchool performance

• Ask about favorite subjectAsk about favorite subject• How they are doing in schoolHow they are doing in school• Do they like schoolDo they like school• By parent report: any learning By parent report: any learning

difficulties, attention problems, difficulties, attention problems, homeworkhomework

• Parental expectationsParental expectations

School AgeSchool Age

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n They also enjoy many quit and They also enjoy many quit and solitary activities such as solitary activities such as collections.collections.

n The newly acquired skill of The newly acquired skill of reading reading becomes increasingly satisfying.becomes increasingly satisfying.

n Enjoy challenging play – Enjoy challenging play – video/computer games.video/computer games.

n Around 7 years of age, imagination Around 7 years of age, imagination is declined.is declined.

n Helping in kitchen with jobs Helping in kitchen with jobs (making salad).(making salad).

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FearsFears

n Most of the new fears that Most of the new fears that trouble them are related to trouble them are related to school and family (e.g., school and family (e.g., fear of failing, fear of fear of failing, fear of teachers, bullies and bullying, teachers, bullies and bullying, and fear of something bad and fear of something bad happening to their parents).happening to their parents).

n Excessive worry about past Excessive worry about past behavior.behavior.

n Fear of kidnapping, death.Fear of kidnapping, death.

School Age: cognitive School Age: cognitive developmentdevelopment

At 7-11 yearsAt 7-11 years, , the child now is the child now is in the in the concrete operational stage of concrete operational stage of cognitive development.cognitive development. He is able He is able to function on a higher level in his to function on a higher level in his mental ability.mental ability.

Greater ability to concentrate and Greater ability to concentrate and participate in self-initiating quiet participate in self-initiating quiet activities that challenge cognitive activities that challenge cognitive skills, skills, such assuch as reading, playing reading, playing computer and board games.computer and board games.

18/04/23 70

Characteristics of Concrete Operational Thought Characteristics of Concrete Operational Thought ((Piaget)Piaget)

• Ages 7 – 11 years.

• Conservation has developed.

• Classification and categorization have developed.

• Ability to resolve contradictions.

• Comprehension of past, present, and future.

• Understanding of reversibility; child has control and flexibility.

• Using the alphabet for organization.

• Ability to verbalize directions.

• Ability to transpose (i.e., see things from another’s viewpoint).

• Comprehension of relational terms.

• Can use simple logic.

•humor

• .Ages 7 – 11 years

• .Conservation has developed

• .Classification and categorization have developed

• .Ability to resolve contradictions

• .Comprehension of past, present, and future

• .Understanding of reversibility; child has control and flexibility

• .Using the alphabet for organization

• .Ability to verbalize directions

• .Ability to transpose (i.e., see things from another’s viewpoint)

• .Comprehension of relational terms

• .Can use simple logic

•humor

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Psychosocial Development (Erikson)Psychosocial Development (Erikson)

n Industry vs inferiority: the stage of Industry vs inferiority: the stage of accomplishment (how to do things well)accomplishment (how to do things well)

n School-age children are willing to build School-age children are willing to build skills and participate in meaningful and skills and participate in meaningful and socially useful work. socially useful work.

n Interests expand, and with a growing Interests expand, and with a growing sense of independence, children want to sense of independence, children want to engage in tasks that can be carried engage in tasks that can be carried through to completion.through to completion.

n Failure to develop a sense of Failure to develop a sense of accomplishment may result in a sense of accomplishment may result in a sense of inferiorityinferiority

Emotional developmentEmotional development

The schoolThe school––age child:age child:• Fears Fears injury to bodyinjury to body and fear of and fear of

dark.dark.• Jealous Jealous of siblings (especially 6of siblings (especially 6––8 8

years old child).years old child).• Curious Curious about everything.about everything.• Has Has short bursts of anger by age of short bursts of anger by age of

10 years but able to control anger 10 years but able to control anger by 12 years.by 12 years.

Social developmentSocial development The schoolThe school––age child is :age child is :• Continues to be egocentric.Continues to be egocentric.• Wants other children to play with him.Wants other children to play with him.• Insists on being first in every thingInsists on being first in every thing• Becomes peer orientedBecomes peer oriented..• Improves relationship with siblings.Improves relationship with siblings.• Has greater selfHas greater self––control, confident, control, confident,

sincere.sincere.• Respects parents and their role.Respects parents and their role.• Joints group (formal and informal).Joints group (formal and informal).• Engage in tasks in the real world.Engage in tasks in the real world.

Red flags: school ageRed flags: school age

• School failureSchool failure• Lack of friends Lack of friends • Social isolationSocial isolation• Aggressive behavior: fights, fire Aggressive behavior: fights, fire

setting, animal abusesetting, animal abuse

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BehaviorBehavior

n Frequent Frequent physical complaintsphysical complaints (such as (such as sore throats, tummy aches, arm/leg sore throats, tummy aches, arm/leg pain) may simply be due to a child's pain) may simply be due to a child's enhanced body awareness. enhanced body awareness.

n Although frequently no physical Although frequently no physical evidence for such complaints can be evidence for such complaints can be found, the complaints need to be found, the complaints need to be investigated, both to investigated, both to rule out rule out substantial conditions and to assure substantial conditions and to assure the child that the parent is concernedthe child that the parent is concerned about his or her well-being about his or her well-being (maintaining trust).(maintaining trust).

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n Peer acceptancePeer acceptance becomes becomes increasingly important during increasingly important during the school-age years. Behaviors the school-age years. Behaviors that are important to be part of that are important to be part of the group need to be negotiated the group need to be negotiated with parents to allow the child to with parents to allow the child to have some conformity and group have some conformity and group standing without crossing standing without crossing beyond the boundaries of beyond the boundaries of acceptable behavior within the acceptable behavior within the family's standards. family's standards.

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n FriendshipsFriendships at this age tend at this age tend to be primarily with members to be primarily with members of the of the same sex.same sex. In fact, early In fact, early school-age children typically school-age children typically talk about how "strange" or talk about how "strange" or "awful" members of the "awful" members of the opposite sex are. This lack of opposite sex are. This lack of appreciation of the opposite appreciation of the opposite sex steadily diminishes as the sex steadily diminishes as the child approaches child approaches adolescence.adolescence.

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n Lying, cheating, or stealing Lying, cheating, or stealing are all examples of are all examples of behaviors that school-age behaviors that school-age children may "try on" in children may "try on" in learning how to negotiate learning how to negotiate the many expectations and the many expectations and rules placed upon them by rules placed upon them by family, friends, the school, family, friends, the school, and society in general. and society in general.

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NutritionNutrition

n Good appetitesGood appetitesn Educate about Educate about

healthy foods and healthy foods and balanced dietbalanced diet

n Fostering industry by Fostering industry by planning mealsplanning meals

n Require more iron, Require more iron, fluoride & calcium: fluoride & calcium: teething , pre-pubertyteething , pre-puberty

n Obesity may occur Obesity may occur (junk foods)(junk foods)

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n Promoting school safety:Promoting school safety:n More accidents as a result of being More accidents as a result of being

independentindependentn Can follow instructionsCan follow instructionsn Bicycle safety : use helmetBicycle safety : use helmetn Drugs, tobacco useDrugs, tobacco use

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Common Health ProblemsCommon Health Problems

n Enuresis.Enuresis.n Dental caries.Dental caries.n Attention Defect Disorder Attention Defect Disorder

(ADD)/Attention Defect (ADD)/Attention Defect Hyperactivity Disorder (ADHD).Hyperactivity Disorder (ADHD).

n Malocclusion:Malocclusion:

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MalocclusionMalocclusion

n good jaw alignment is necessary for good jaw alignment is necessary for optimum teeth formation, health of optimum teeth formation, health of supporting tissues, optimum speech supporting tissues, optimum speech development & pleasant appearance.development & pleasant appearance.

n May be congenital and related to May be congenital and related to conditions such as cleft palate, small conditions such as cleft palate, small lower jaw or familial.lower jaw or familial.

n May result from constant mouth May result from constant mouth breathingbreathing

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