NUR; 592-01: THEORETICAL FOUNDATIONS CLINICAL
Age: 5
| DATE | LOCATION | STUDENT NPP | CHILD’S RESPONSE | THEORIST |
| Home | Hello M, why are you crying, dear? You do know them; you need to practice. You know they are just mean. Did you tell the teacher about it?
I am sorry that they laughed at you and called you names. Do you know what we should do when you are sad? | The teacher said I do not know how to speak A to Z But my friend laughed at me
Evans called me stupid.
Yes. She did not tell them to stop laughing. The teacher said I should know my ABC if I do not want to be laughed at.
Yes. Sing the ABC song. Will I watch the numbers’ party after? | Erik Erickson’s children’s psychosocial development theory on industry vs. inferiority reveals that children in this stage learn to read and write and do things on their own. The child feels the need to win approval, develops a sense of pride for accomplishments made, and improves their self-esteem. M had challenges pronouncing all the letters. If the teacher had encouraged and reinforced her attempt, M would have felt more confident and competent. When her initiative was not recognized, M might have begun feeling inferior and doubted her abilities. M’s confidence and self-esteem may be destroyed to the point that it results in speech problems. The experience may have an impact on M’s social and emotional being, especially since it may impact how her peers treat her in the future. | |
| Home | Hi, how are you today?
Why? What happened to Angel?
Did you wash her clothes too?
Will we be having your invisible friend too? | Look, I am washing baby Angel
Mama says that we should bathe every day. Angel should bathe
Yes. Aunty, will you drink tea with me?
Riiiing! Aunty pick the phone. Nelly said she would call if she is coming. I must get Angel ready. | Jean Piaget’s theory of intellectual development suggests that in the preoperational stage, the language, memory, and imagination are undergoing development. Children such as M at this stage immerse in make-believe seem “mentally insane” in that they do not think realistically but still have their senses. M is aware that her doll is not a baby and that her shoe is not a telephone. Dramatic play, which is a form of metacognition, is a perfect example of children’s ability to represent objects in a wide variety of activities. M thinks on two levels, including the imaginative and the realistic levels. According to Piaget’s theory, with encouragement, M can initiate more exercises that can help her learn. She should be allowed to think symbolically since this is a stage in her life, and trying to accelerate the process through this stage can be worse than no teaching at all. Adults should, therefore, focus on the process of the child’s thinking and not just its products. | |
| Park | ||||