CHAPTER

40
Assisting in
Pediatrics
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40-2

Learning Outcomes (cont.)
40.1 Relate growth and development to
pediatric patient care.
40.2 Identify the role of the medical
assistant during pediatric examinations.
40.3 Discuss pediatric immunizations and
the role of the medical assistant.

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in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.


40-3

Learning Outcomes (cont.)
40.4 Explain variations of pediatric
screening procedures and diagnostic
tests.
40.5 Describe common pediatric diseases
and disorders and their treatment.

40.6 Recognize special health concerns of
pediatric patients.
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in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.


40-4

Introduction
• Pediatrics

• Medical Assistant

– Specialty

– Parent education

– Healthcare of children

– Adhering to
immunization
schedules

• Pediatrician
– Monitors development
– Diagnose and treat

– Recognizing special
health concerns
– Liaison between

parent and physician

© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.


40-5

Developmental Stages and Care
• Developmental milestones for each stage
– Physical development
– Intellectual-cognitive development
– Psycho-emotional development
– Social development

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in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.


40-6

Neonate
• Birth to one month
• Physical development
– Umbilical cord

– Head
• ¼ the length
• Fontanels


– Skin
• Loose, wrinkled, red
• Peels during 1st week

– Jaundice
• Yellowish color
• Bilirubin

– Reflexes
– Vision and
hearing

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in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.


40-7

Neonate (cont.)
• Intellectual-cognitive development
• Social development
– Responds to stimulation
– Establishes an activity pattern
– Responds to a soft, gentle voice
– Tries to focus on voice and face
– Can show excitement and distress

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in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.



40-8

Neonate (cont.)
• Aspects of care
– Hygiene
• Tepid sponge baths
• Avoid oil, lotions,
and powders

– Jaundice treatment
• Hydration
• Ultraviolet light or
bili-blanket
• Blood tests

– Feeding
instructions

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in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.


40-9

The Infant: One Month to One Year (cont.)
• Physical development
– Rapid growth
– Develops head to foot
– Larger groups of

muscles develop
before smaller groups

• Intellectual-cognitive
development
– Recognition and
understanding develop
– At 12 months ~ follows
simple directions

– Eye-hand
coordination

© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.


40-10

The Infant: One Month to One Year (cont.)
• Psycho-emotional development
– Address physical needs quickly and calmly
– Physical contact and cuddling important

• Social Development
– Occurs quickly
– Increasing interaction with family

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in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.



40-11

The Infant: One Month to One Year (cont.)
• Aspects of care
– Regular checkups and immunization
– Provide physical contact
– Introduce solid foods
– Ensure safety

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in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.


40-12

The Toddler: One to Three Years
• Physical development
– Weight gain slows
– Arms and legs lengthen
– Begins walking
– Toilet trained by three
years of age

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in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.


40-13


The Toddler: One to Three Years (cont.)
• Intellectual-cognitive development
– Learn through play
– Develop independence
– Speech progresses

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in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.


40-14

The Toddler: One to Three Years (cont.)
• Psycho-emotional
development

• Social
development

– Gain control over
expression of
feelings

– Progress to sharing
and playing with
others

– Need consistent
limits


– Adult guidance to
learn appropriate
behavior

– Become sensitive
to feelings of others

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in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.


40-15

The Toddler: One to Three Years (cont.)
• Aspects of care
– Promote the development of
• Fine motor skills
• Language skills

– Set limits
– Provide a safe
environment

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in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.


40-16


The Preschooler: Three to Five Years
• Growth rates vary
• Respiratory and heart rates slow down
• Require adequate calcium intake
• Achieve of nighttime continence
• Develop fine motor skills

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in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.


40-17

The Preschooler: Three to Five Years
• Intellectual-cognitive development
– Vocabulary at three years ~ 900 words
– Vocabulary at five years > 2000 words

• Psycho-Emotional Development
– Progresses from pleasant to negative to selfassured
– Capable of accepting some responsibility by
five years old
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in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.


40-18

The Preschooler: Three to Five Years
• Social development – able to take turns

and play with other children
• Aspects of care
– Developmental assessment and physical
– Receive appropriate immunizations
– Maintain nighttime routines

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in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.


The Elementary School Child: Six to Ten
Years

40-19

• Physical development
– Girls may be larger than boys
– Muscles continue to develop
– Need regular exercise

• Intellectual-cognitive development
– Attention span increases
– Better able to separate fantasy from reality
– Develop sense of right and wrong
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in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.


The Elementary School Child: Six to Ten
Years (cont.)

• Psycho-emotional
development
– Peer influences
– Gender-related
roles
– Sensitive to
criticism

40-20

• Social
development
– Avoid
overwhelming child
– Outdoor activities
– Appropriate social
behaviors learned

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in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.


The Elementary School Child: Six to Ten
Years (cont.)

40-21

• Aspects of care
– Structure and schedule
– Monitor physical activities

– Be consistent in activities and discipline
– Regular health and dental checks

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in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.


The Middle School Child: Eleven to
Thirteen Years

40-22

• Physical development
– Onset of puberty
• Girls – 12 to 13 years of age
• Boys – around 14 years of age

– Skin problems and acne

• Intellectual-Cognitive Development
– Grades may slip
– Tend to exaggerate
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in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.


The Middle School Child: Eleven to
Thirteen Years (cont.)
• Psycho-Emotional
Development

– Crave
independence

40-23

• Social development
– Relationships
– Need a trusted adult
to talk to

– Sexuality
– Temperamental
– Take on behaviors
of peers
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in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.


The Middle School Child: Eleven to
Thirteen Years (cont.)

40-24

• Aspects of care
– Provide assurance that the child is valued and
loved
– Discipline consistently
– Do not be hypercritical
– Monitor friendships and associations
– Do not over schedule the child’s time.

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in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.


The Adolescent: Fourteen to Nineteen
Years

40-25

• Physical development
– Centered on normal sexual change
– May develop unhealthy habits leading to
health problems as an adult

• Intellectual-Cognitive Development
– Developing own values
– Do not always see the consequences of
behaviors
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.