PERRY’S MATERNAL CHILD
NURSING CARE (THE SCHOOL-AGE
CHILD AND FAMILY)
1. Which statement accurately describes physical
development of a child during the school-age years?
a. The child's weight almost triples.
b. A child grows an average of 2 inches/year.
c. Few physical differences are apparent among
children at the end of middle childhood.
d. Fat gradually increases, which contributes to the
child's heavier appearance.
ANS: B
In middle childhood, growth in height and weight occur at
a slower pace. Between the ages of 6 and 12 years,
children grow 2 inches/year. In middle childhood,
children's weight will almost double; they gain 3 kg/year.
At the end of middle childhood, girls grow taller and gain
more weight than boys. Children take on a slimmer look
with longer legs in middle childhood.
2. Generally what is the earliest age at which puberty
begins?
a. 13 years in girls, 13 years in boys
b. 11 years in girls, 11 years in boys
c. 10 years in girls, 12 years in boys
d. 12 years in girls, 10 years in boys
,ANS: C
Puberty signals the beginning of the development of
secondary sex characteristics. This begins in girls earlier
than in boys. Usually a 2-year difference occurs in the age
at onset. Girls and boys do not usually begin puberty at
the same age; girls usually begin earlier than boys do.
3. Which statement describes the cognitive abilities of
school-age children?
a. Have developed the ability to reason abstractly
b. Become capable of scientific reasoning and formal
logic
c. Progress from making judgments based on what
they reason to making judgments based on what they
see
d. Have the ability to classify, group and sort, and hold
a concept in their minds while making decisions
based on that concept
ANS: D
In Piaget's stage of concrete operations, children have the
ability to group and sort and make conceptual decisions.
Children cannot reason abstractly until late adolescence.
Scientific reasoning and formal logic are skills of
adolescents. Making judgments on what the child sees
versus what he or she reasons is not a developmental
skill.
4. What describes moral development in younger
school-age children?
a. The standards of behavior now come from within
themselves.
b. They do not yet experience a sense of guilt when
they misbehave.
, c. They know the rules and behaviors expected of
them but do not understand the reasons behind them.
d. They no longer interpret accidents and misfortunes
as punishment for misdeeds.
ANS: C
Children who are ages 6 and 7 years know the rules and
behaviors expected of them but do not understand the
reasons for them. Young children do not believe that
standards of behavior come from within themselves but
that rules are established and set down by others.
Younger school-age children learn standards for
acceptable behavior, act according to these standards,
and feel guilty when they violate them. Misfortunes and
accidents are viewed as punishment for bad acts.
5. Which statement characterizes moral development
in older school-age children?
a. They are able to judge an act by the intentions that
prompted it rather than just by the consequences.
b. Rules and judgments become more absolute and
authoritarian.
c. They view rule violations in an isolated context.
d. They know the rules but cannot understand the
reasons behind them.
ANS: A
Older school-age children are able to judge an act by the
intentions that prompted the behavior rather than just by
the consequences. Rules and judgments become less
absolute and authoritarian. Rule violation is likely to be
viewed in relation to the total context in which it appears.
Both the situation and the morality of the rule itself
influence reactions.
NURSING CARE (THE SCHOOL-AGE
CHILD AND FAMILY)
1. Which statement accurately describes physical
development of a child during the school-age years?
a. The child's weight almost triples.
b. A child grows an average of 2 inches/year.
c. Few physical differences are apparent among
children at the end of middle childhood.
d. Fat gradually increases, which contributes to the
child's heavier appearance.
ANS: B
In middle childhood, growth in height and weight occur at
a slower pace. Between the ages of 6 and 12 years,
children grow 2 inches/year. In middle childhood,
children's weight will almost double; they gain 3 kg/year.
At the end of middle childhood, girls grow taller and gain
more weight than boys. Children take on a slimmer look
with longer legs in middle childhood.
2. Generally what is the earliest age at which puberty
begins?
a. 13 years in girls, 13 years in boys
b. 11 years in girls, 11 years in boys
c. 10 years in girls, 12 years in boys
d. 12 years in girls, 10 years in boys
,ANS: C
Puberty signals the beginning of the development of
secondary sex characteristics. This begins in girls earlier
than in boys. Usually a 2-year difference occurs in the age
at onset. Girls and boys do not usually begin puberty at
the same age; girls usually begin earlier than boys do.
3. Which statement describes the cognitive abilities of
school-age children?
a. Have developed the ability to reason abstractly
b. Become capable of scientific reasoning and formal
logic
c. Progress from making judgments based on what
they reason to making judgments based on what they
see
d. Have the ability to classify, group and sort, and hold
a concept in their minds while making decisions
based on that concept
ANS: D
In Piaget's stage of concrete operations, children have the
ability to group and sort and make conceptual decisions.
Children cannot reason abstractly until late adolescence.
Scientific reasoning and formal logic are skills of
adolescents. Making judgments on what the child sees
versus what he or she reasons is not a developmental
skill.
4. What describes moral development in younger
school-age children?
a. The standards of behavior now come from within
themselves.
b. They do not yet experience a sense of guilt when
they misbehave.
, c. They know the rules and behaviors expected of
them but do not understand the reasons behind them.
d. They no longer interpret accidents and misfortunes
as punishment for misdeeds.
ANS: C
Children who are ages 6 and 7 years know the rules and
behaviors expected of them but do not understand the
reasons for them. Young children do not believe that
standards of behavior come from within themselves but
that rules are established and set down by others.
Younger school-age children learn standards for
acceptable behavior, act according to these standards,
and feel guilty when they violate them. Misfortunes and
accidents are viewed as punishment for bad acts.
5. Which statement characterizes moral development
in older school-age children?
a. They are able to judge an act by the intentions that
prompted it rather than just by the consequences.
b. Rules and judgments become more absolute and
authoritarian.
c. They view rule violations in an isolated context.
d. They know the rules but cannot understand the
reasons behind them.
ANS: A
Older school-age children are able to judge an act by the
intentions that prompted the behavior rather than just by
the consequences. Rules and judgments become less
absolute and authoritarian. Rule violation is likely to be
viewed in relation to the total context in which it appears.
Both the situation and the morality of the rule itself
influence reactions.
