Developmental Transitions Across The Lifespan - NCLEX-PN

Generativity vs. stagnation. Middle adults per Erikson achieve generativity by contributing to society and future generations, or stagnate from self-absorption.

Sits with support. At 6 months, infants typically develop trunk control sufficient to sit when propped, marking progress in gross motor development.

Crawls and pulls to stand. By 9 months, infants advance gross motor skills by crawling for mobility and pulling up to strengthen legs for standing.

Encourage parental presence and consistent routines. Parental involvement and routines provide security, aligning with toddlers' need for autonomy while minimizing anxiety from separation.

Respiratory rate. Infants have elevated respiratory rates (30-60 breaths per minute) due to higher metabolic demands and immature lung function.

By 2 to 3 months. The posterior fontanel typically closes by 2 to 3 months due to rapid early skull growth in infants.

By 12 to 18 months. The anterior fontanel closes between 12 and 18 months as cranial bones fuse, supporting normal brain growth and development.

Speaks in full sentences; mostly understandable. Four-year-olds use complex sentences with clearer articulation, reflecting advanced language acquisition and intelligibility.

Speaks in 3-word sentences. At 3 years, children form short sentences, indicating improved grammar and ability to convey basic ideas effectively.

Two-word phrases; about 50 words. By age 2, children combine words into simple phrases with expanding vocabulary, demonstrating syntactic and semantic progress.

Says 1 to 3 words. Language development at 12 months typically includes a few recognizable words, reflecting early expressive vocabulary growth.

Uses pincer grasp. The pincer grasp emerges around 9 months as fine motor control refines, allowing precise thumb-finger coordination for small objects.

Acute onset with fluctuating level of consciousness. Delirium is characterized by sudden, reversible changes in cognition and attention, distinguishing it from dementia's gradual progression.

Provide privacy and include the adolescent in decisions. Respecting privacy and involving adolescents promotes autonomy and identity formation, per Erikson's developmental tasks.

Use concrete explanations and allow questions. School-age children benefit from concrete, factual information and opportunities to ask questions, matching their cognitive level.

Simple puzzles or stacking blocks. These activities foster independence and mastery, supporting Erikson's autonomy stage by allowing self-directed play.

Ensure adequate lighting and remove environmental hazards. Age-related declines in vision, balance, and proprioception increase fall risk, mitigated by improved lighting and hazard removal.

Walks with assistance or a few steps. At 12 months, children often cruise along furniture or take initial steps, indicating maturation of balance and coordination.

Trust vs. mistrust. Erikson's psychosocial theory identifies this stage where infants develop basic trust through consistent caregiving or mistrust from unreliable responses.

Autonomy vs. shame and doubt. In Erikson's model, toddlers achieve autonomy by gaining self-control and independence, or experience shame and doubt from overcontrol.

Initiative vs. guilt. Erikson's stage for preschoolers involves taking initiative in play and activities, or developing guilt from criticism of their efforts.

Industry vs. inferiority. School-age children, per Erikson, build industry through mastering skills and tasks, or feel inferiority from failure or lack of support.

Identity vs. role confusion. Adolescents, according to Erikson, form a coherent identity by exploring roles, or face confusion from unresolved identity crises.

Intimacy vs. isolation. Young adults in Erikson's theory establish intimacy through close relationships, or experience isolation from fear of commitment.