Nursing Diagnosis Objectives of care Planning Intervention Rationale Evaluation

(Expected out
comes)
Dx: Delayed Growth and NOC- Growth After 30 mins of After 30 mins of health
Development related to NIC- Nutritional health teaching Independent: teaching:
lack of age Monitoring
Client will:  Advice the  To promote  Selected 4 out of 5
Defining Characteristic:  There will be  Perform motor, parents what continuous toys, activities
Subjective: Inability to progress on the social, and or are the progress of
perform self-control development of expressive appropriate development
activities appropriate for the child. skills typical of toys, plays and
age.  The parents will age group activities for the
gain knowledge within scope of toddler
Objective: about what are present
Delay or difficulty in the things to do capabilities.  Discuss with  To promote  Stated 5 out of 5
performing skills typical to promote  Perform self- the parents the progression on normal activities of
of age group progress in control activities different normal the the child
Altered physical growth development. appropriate for activities for development
age toddler. and mobility of
 Demonstrate child
weight and
growth  Encourage the  Variety of  Planned daily
stabilization or parents to have activities would activities for the
progress toward plans of be introduced child for 1 week
age-appropriate activities for the
size. child for 1 week

Parents/  Teach parents  To ensure  Stated 3 out of 3

Caregivers will: strategies to cooperation. strategies for
 Verbalize catch the child’s catching the
understanding attention attention of the
of growth or child
developmental
delay or  Record height  To determine  Recorded the
deviation and and weight over trends, identify height and weight
time needs, and of the child.
plans for evaluate
intervention effectiveness of
therapies.

 Determine use  Which may  There’s no

of medicines affect body medicine used that
growth. may affect the
growth and
development of the
Collaborative: child.
 Refer the child  For further
to a pediatrician diagnosis of the  Goal met
for consultation delayed
of delay development
development

KYLE DWIGHT SHANE S. CABABAT

PRECONCEPTUAL STAGE
In the preconceptual stage of thinking, children have a certain understanding of:
 class membership
 can divide their internal representations into classes,
 they cannot differentiate between members of the class (so if they see two different members of a class at different times,
they believe them to be the same object.)
 Thinking tends to be egocentric. Egocentrism refers to the child's inability to see a situation from another person's point of
view. According to Piaget, the egocentric child assumes that other people see, hear, and feel exactly the same as the child
does.
 Pretend play is common. Toddlers often pretend to be people they are not (e.g. superheroes, policeman), and may play
these roles with props that symbolize real life objects. Children may also invent an imaginary playmate.
As yet the child has not grasped the social function of either language or rules.
 Exhibit use of symbolism. This is the ability to make one thing - a word or an object - stand for something other than itself.
Language is perhaps the most obvious form of symbolism that young children display.
However, Piaget (1951) argues that language does not facilitate cognitive development, but merely reflects what the child
already knows and contributes little to new knowledge. He believed cognitive development promotes language development,
not vice versa.

A famous example of this is seen in a story Piaget tells of his son who sees a snail and then a few metres along the footpath sees
another snail and yet believes it to be the same snail (Le Francois, 2000). In this stage children think transductively as opposed to
either deductively or inductively. The latter two refer to making generalisations from particulars and particulars from generalisations.
Transductive thinking is inferring particulars from particulars, an example of this would be assuming a mouse was a rat because the
mouse has a long scaly tail which fits into the childs rat schema, this is inferring a particular from a particular.
Transductive reasoning is another feature of the child's thinking in the substage. Transductive reasoning is a faulty type of logic that
involves making inferences from one specific to another. It can lead to correct or accurate conclusions, but it is not guaranteed to do
so.
http://piaget.weebly.com/stages-of-cognitive-development.html

KYLE DWIGHT SHANE S. CABABAT