Psychosocial Development and Attachment for Infants Aged 0-6 Months
Human development changes are one of the most important parameters which should be considered in the nursing care. According to the case study, it is very much important to analyze the developmental parameters of Julie which is essential for her holistic growth. The nurse has to be aware of the psychological and physiological developmental changes that occur in the childhood stage. It is very important to work accordingly in a systematic way so that the cognitive development of the child is properly done. In this study, the components of the human development and its parameters will be analyzed. The nature of the human relationship will be analyzed so that the strategies can be taken properly for the cognitive development of the child (Bale & Epperson, 2015).
According to the case study, Julie is 2 years old. The main components of the human development in the child from the age range of two to five are both physical and psychological transformation. The parents are the nurse taking care of the child should be alert about this transformation so that they can analyze the holistic development of the child. In the physical transformation is mainly related to the height, weight, internal skeleton muscle changes which are more or less observed externally (Fjell et al., 2016).
The cognitive function that is the brain development also occurs in this age which is very much essential for the child. In the case of Julie, she has a proper physical growth but her cognitive function is lacking which should be improved by proper psychological nursing care. According to the theory of Jean Piaget Julie is in the preoperational stage that is within the age of 2- 7 and in this age, the cognitive senses start to develop in a proper way. Mainly in this stage, the children understand the phenomenon occurring around them through the sensory motor skill development. Strategies should be taken by the nurse and Victoria to develop the sensory-motor system of Julie (Glass, 2015).
The factor that affects the childhood development during the preoperational stage is essential to be maintained in a proper way. The factors which mainly affect the human development of the child are the social factors and the environmental factors. According to the theory of the Eric Erickson, it is said that through imagination and movement and proper communication the development of the children occurs properly. It is very much important in the case of Julie, the nurse and her mother Victoria should properly communicate with her and give her time so that her development can be done in a proper way. If the cognitive development is done in a proper way it will enable the child to form proper sentences and express her feelings in a perfect manner (Hasan et al., 2015).
According to the theory of Erikson in the early childhood stage the child goes through ego- physiological task. When performing this ego physiological task help the children to develop the cognitive domain which encourages the brain to perceive the phenomenon occurring around the child in a proper way. If toilet training of the children is given ion a proper way it will enable the Julie to grasp that task properly when the cognitive domain is working properly. It is important to remember for the nurse that a proper environment should be maintained which plays a huge factor in the development of the child psychology (Janacsek, Fiser & Nemeth, 2012).
Factors Influencing Psychosocial Development and Attachment
The human relationship plays a major factor for the child. The relationship between the mother and her child plays a very important role in the early developmental stages. There are several stages in the life where the meaning of relationship changes. From the early childhood stage to the developmental stage and to adolescent, adulthood and aged persons this transition depicts the change in the mental state of the humans. According to the case study, Victoria and Julie should have a very good relationship between themselves. Some communication strategies should be mastered by Victoria so that the relationship between them improves which will enable proper cognitive development of Julie (Meier, Rothen & Walter, 2014).
The transition of life should be gone through some of the factors. There are some of the factors which work on the measurement of the transition.
Normative Approach: It is very important to note how the transition can be managed, planned, and approached. To discuss the range of the transition, it is important to adopt the Schlossberg model which deals with the relationships, assumptions, and roles of the society and family in the development of the body and mind of the human being. So to discuss the problem of Julie, she must be accustomed to the environment as well as the family. As she is not trained with toilet during the day and night time, so she needs to care for by the parent. The full understanding of the problem may find out the solution to the problems relating to the case of Julie. In the situation, the parent of Julie needs to take control of the situation. The term ‘control’ may refer to the emotional or economical. To discuss the matter closely, the other children of the same age of Julie can go to the toilet without taking help from others; Julie must be taken much care to improve the matter by her mother Victoria. Another factor of this measurement is ‘recognition’ (Narvacan, Treit, Camicioli, Martin & Beaulieu, 2017). The transition may be the learning opportunities for the human being. So the transition can happen in any age group. From the age of 2 to 6 years, the children can learn various skills which can help them to grow much in their future. In the age group, the children may deal with the emotional activities which may strengthen their character.
Non- normative approach: By evaluating the above criteria, the children may have grown as per the expectation of the parent. During the age group, the children learn not only to practice it in the future but also it helps them to mobilize that to the other age group. As there is the existence of the transition in every age group so whatever the children have learned in their age group will help in a later period of life (Shaver & Sosis, 2014).
During the transition in 2 to 6 age group, there is the predictable and unpredictability in the later period of life. The transition may help the adolescent in combating the adversities in life. Through the transition period in the infant age group, they learn how to fight and struggle in the later period of life. After crossing the age group of 6, the children automatically accustomed to the activities of the postage group. The transition of the every age group helps them to learn a new skill which helps them to pass the adverse situation in the later period of life (Piek, Gasson & Summers, 2008).
Conclusion
To conclude the entire matter, relating to Julie needs extra attention to the development of the mental and health. During the case study, it is found that Julie does not behave or act like the other children her age. Although she can reveal her thought in four or five-word sentences, she does require proper treatment for the development of her health and mental. Sometimes, the new environment can change the mindset of the child. The child must be acclimatizing with the new environment for the development of the body and mind. The proper care and support may lead broad changes in developing of the childlike Julie (Randler, 2015). The parent of Julie must know the problem of their child. They need not worry about the health and mental condition of the child. The proper nursing care and treatment can cure the problem of Julie.
References
Bale, T., & Epperson, C. (2015). Sex differences and stress across the lifespan. Nature Neuroscience, 18(10), 1413-1420. doi: 10.1038/nn.4112
Fjell, A., Sneve, M., Grydeland, H., Storsve, A., Amlien, I., Yendiki, A., & Walhovd, K. (2016). Relationship between structural and functional connectivity change across the adult lifespan: A longitudinal investigation. Human Brain Mapping, 38(1), 561-573. doi: 10.1002/hbm.23403
Glass, R. (2015). Brain disorders across the lifespan. Nature, 527(7578), S150-S150. doi: 10.1038/nature16027
Hasan, K., Mwangi, B., Cao, B., Keser, Z., Tustison, N., & Kochunov, P. et al. (2015). Entorhinal Cortex Thickness across the Human Lifespan. Journal Of Neuroimaging, 26(3), 278-282. doi: 10.1111/jon.12297
Janacsek, K., Fiser, J., & Nemeth, D. (2012). The best time to acquire new skills: age-related differences in implicit sequence learning across the human lifespan. Developmental Science, 15(4), 496-505. doi: 10.1111/j.1467-7687.2012.01150.x
Meier, B., Rothen, N., & Walter, S. (2014). Developmental aspects of synaesthesia across the adult lifespan. Frontiers In Human Neuroscience, 8. doi: 10.3389/fnhum.2014.00129
Narvacan, K., Treit, S., Camicioli, R., Martin, W., & Beaulieu, C. (2017). Evolution of deep gray matter volume across the human lifespan. Human Brain Mapping, 38(8), 3771-3790. doi: 10.1002/hbm.23604
Piek, J., Gasson, N., & Summers, J. (2008). Motor control and coordination across the lifespan. Human Movement Science, 27(5), 665-667. doi: 10.1016/j.humov.2008.03.004
Randler, C. (2015). Ontogeny of morningness–eveningness across the adult human lifespan. The Science Of Nature, 103(1-2). doi: 10.1007/s00114-015-1326-z
Shaver, J., & Sosis, R. (2014). How Does Male Ritual Behavior Vary Across the Lifespan?. Human Nature, 25(1), 136-160. doi: 10.1007/s12110-014-9191-6
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