Anticipatory Guidance For Neonates To Adolescents
Anticipatory Guidance For Neonates To Adolescents
Anticipatory guidance helps family, caregivers, and others know what to expect according to the child’s growth and development. The guidance is done through collaboration between the healthcare provider and the caregiver. It is sometimes thought of as a type of counseling. Nurse practitioners working in pediatric primary care need to be experts on anticipatory guidance. There are excellent resources available and these are being updated as technologies and environments change.
This Assignment will demonstrate your ability to describe age-specific anticipatory guidance for the child and the family. Additionally, you will then have a reference table for quick glance created by you for future encounters with pediatric individuals and their families. Anticipatory Guidance For Neonates To Adolescents
This assignment has a template that you will use to fill in the relevant elements of the anticipatory guidance per age group. The columns provide guidance to the specific areas such as safety and immunizations. If there is an area that is not applicable, such as oral health in infancy-newborn group, then place N/A in the box
The present article serves as a quick office reference for clinicians, providing anticipatory guidance about the cognitive and social-emotional development of newborns, and children up to five years of age. The present review links recommendations to specific evidence in the medical literature, citing sources of developmental standards and advice, so that these may be further explored if desired. Practising primary care providers have indicated that these are areas of child development that are not well addressed by training and other available resources. The present article includes parenting information on important clinical presentations with which clinicians may be less familiar, such as promoting attachment, prosocial behaviours, healthy sleep habits, self-discipline and problem-solving; as well as on managing behaviours that are part of normal development, such as separation anxiety, tantrums, aggression, picky eating and specific fears. Information on the development of language, literacy and socialization are also included Anticipatory Guidance For Neonates To Adolescents
Anticipatory guidance for development is education provided to parents in order to promote optimal developmental outcomes. Milestones are specific developmental attainments that occur in a predictable sequence over time, reflecting the interaction of the child’s developing neurological system with its environment. Each milestone does not correspond to a single point in time, but rather a range. When a milestone has not occurred by the time most of the population has attained it, usually 95% or 2 SD from the mean, it is described as delayed. Knowing the sequence of milestones allows professionals to help families understand what their child is currently doing and what comes next, so as to anticipate common developmental patterns, especially those that may prove difficult or puzzling to parents, and suggest parenting strategies demonstrated to be effective. Responsive parenting is one of the most important factors promoting healthy cognitive and social-emotional development (1,2). Evidence indicates that learning or behavioural difficulties are experienced by almost 30% of children (1). Such difficulties can affect social adjustment and physical health throughout childhood and into adulthood (3). Primary care clinicians are the most common professionals sought by parents for child-rearing advice during the preschool years (4), and physicians are encouraged to provide this advice during well-child and immunization appointments (5,6). Anticipatory Guidance For Neonates To Adolescents
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This ‘anticipatory guidance’ document is intended for use by clinicians during developmental surveillance at well-child visits, and its age intervals match the well-baby visit schedule for Canada. It can be used in conjunction with a health maintenance checklist such as the “Rourke Baby Record” <www.cps.ca/english/statements/CP/Rourke/RourkeBabyRecord.htm>. The present document serves as a quick office reference for the educational content required to promote cognitive and social-emotional development, and for their corresponding milestones. The reference is for clinician use and is not intended as a parent handout. The Canadian Paediatric Society offers health information for parents that includes related topics such as promoting literacy, using positive discipline and helping children deal with their fears. Anticipatory Guidance For Neonates To Adolescents
The present article can serve as a model to help clinicians better understand and recognize markers of cognitive and social-emotional development in young children. The anticipatory guidance in this document is based on the typical development at each chronological age (7,8). Corresponding milestones in the domains of cognitive and social-emotional development are outlined in Tables 1 and and22 (7–14). The separation of cognitive and social-emotional milestones into discrete categories is sometimes artificial because the two domains are inextricably linked. The milestones tables generally use the upper limits of the normal range to place each attainment, with the age range of attainment in brackets. While many people are quite aware of the chronological sequences for gross motor, fine motor and speech-language skills, knowledge about the less visible domains of cognitive and social-emotional development is often limited, for both physicians and parents (1,4,15–18), and has been missing or inadequate in the charts and references used by physicians for training and clinical work. There is a great need for physicians to be familiar with the early signs of social and/or cognitive impairment that might be the first indicators of conditions such as autism or intellectual disability, so that they can refer such children for further assessment and intervention. The present document should not be used as a developmental screening tool. Clinicians should use more specific and validated instruments for this purpose, such as the “Parents’ Evaluation of Developmental Status” (PEDS) or the “Ages and Stages Questionnaire” (ASQ), which have moderate to high levels of sensitivity and specificity Anticipatory Guidance For Neonates To Adolescents
