Helath promotion of infant

Stage 1 (Erickson)

Senserimotor ( birth to 1 years)

• trust v.s mistrust

• are basic needs met adequately, and lovingly

Stage 2 (Erickson)

Perioperational thought (1-3 years)

• autonomy v.s shame and doubt

• learn to be independent and make good decisions, gain self-control

Stage 3 (Erickson)

3-6 years old

• initiative v.s guilt

• develop conscience, sense of direction

Stage 4 (Erickson)

6-12 years

• industry v.s inferiority

• engage in tasks and and activities they can complete

• learn to cooperate with others, and abide by rules

• can feel inadequate and inferior if too much is expected

Stage 5 (Erickson)

12-18 years

• identity v.s role confusion

• learn who they are, beging to integrate concepts and values with those of society

Sensorimotor

0-2 years

• The infant knows the world through their movements and sensations.

• Children learn about the world through basic actions such as sucking, grasping, looking, and listening.

• Learn through interacting with the environment

Infants learn that things continue to exist even though they cannot be seen (object permanence).

• They are separate beings from the people and objects around them

• They realize that their actions can cause things to happen in the world around them.

Pre-operational

2-7 years

• Children begin to think symbolically and learn to use words and pictures to represent objects.

• Egocentric- unable to put oneself in the place of another

• While they are getting better with language and thinking, they still tend to think about things in very concrete terms.

• Thinking is non-logical, non-linear (i.e. Santa Claus)

• Transductive reasoning - because two events occur together, they cause one another i.e. all women with big

bellies are pregnant

Concrete Operations

7-11 years

• During this stage, children begin to thinking logically about concrete events.

• They begin to understand the concept of conservation; that the amount of liquid in a short, wide cup is equal to that in a tall, skinny glass, for example.

• Their thinking becomes more logical and organized, but still very concrete.

• Children begin using inductive logic, or reasoning from specific information to a general principle.

Formal Operations

11-15 years

• At this stage, the adolescent or young adult begins to think abstractly and reason about hypothetical problems.

• Teens begin to think more about moral, philosophical, ethical, social, and political issues that require theoretical and abstract reasoning.

• Begin to use deductive logic, or reasoning from a general principle to specific information.

• Thinking is adaptable and flexible