SOLVED68

Case Study: Liam is five (5) years old, and he has an acquired brain injury which affects his movement, balance, communication, and learning. His mother, Chloe, had a normal pregnancy followed by a prolonged birth leading to Liam attaining a low Apgar score. Liam failed to meet expected milestones during his first year of life and was diagnosed with cerebral palsy at 13 months of age. Liam lives in rural Australia with his parents and two older siblings aged, 10 and 13 years of age. The family are First Nations Australians. Liam’s father is an interstate truck driver which leaves Chloe to care for the children including attending to Liam’s cares and needs. 1. Describe the typical or normal growth and development of a pre-schooler child (5-year- old) under the following headings: Cognitive development Motor development Psychosocial development What to look at here? o Cognitive development, e.g., look at Piaget and relate to ‘typical’ development for 5-year-old o Motor development-what does this look like for the ‘typical’ 5-year-old o Psychosocial development-refer to Erikson, This leads to Q2, so you understand growth and development for a ‘typical’ 5 year, now think about the child who has a disability (make a nice linking sentence to Q2). Evaluates the cognitive, motor and psychosocial development of the ‘typical’ preschooler (5-year-old). Refence to use : Prows, C.A., & Hockenberry, M. J. (2022). Developmental and Genetic Influences on Child Health Promotion. In M. J. Hockenberry, D. Wilson, & C. C. Rodgers (Eds), Wong’s essentials of pediatric nursing (11 th ed., pp.38-56). Saracho, O.N. Theories of Child Development and Their Impact on Early Childhood Education and Care. Early Childhood Educ J 51, 15-30 (2023). https://doi.org/10.1007/s10643-021-01271-5 Department of Education and Training. (2022). Reflective Practice. https://www.education.vic.gov.au/childhood/professionals/learning/Pages/reflective- practice.aspx Eschenbacher, S. (2020). Transformative learning and the hidden dynamics of transformation, Reflective Practice, 21(6), 759-772. DOI: 10.1080/14623943.2020.1821631 Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Oxford: Oxford Further Education Unit Karimi, S., Haghani, F., Yamani, N., & Najafi Kalyani, M. (2017). A qualitative inquiry into Nursing students’ experience of facilitating reflection in clinical setting. The Scientific World Journal, 6293878. https://doi.org/10.1155/2017/6293878 Marshall, T., Keville, S., Cain, A., & Adler, J. R. (2021). On being open minded, wholehearted, and responsible: A review and synthesis exploring factors enabling practitioner development in reflective practice, Reflective Practice, 22(6), 860-876. DOI:10.1080/14623943.2021.1976131 Nicol ,J.S., & Dosser ,I.(2015).Understanding reflective practice. Nursing Standard, 30(36), 34-42. doi:10.7748/ns.30.36.34.s44. (2020). Gibbs’ reflective cycle. https://my.cumbria.ac.uk/media/MyCumbria/Documents/ReflectiveCycleGibbs.pdf Helyer, Ruth. The Work-Based Learning Student Handbook, Macmillan Education UK, 2015.
SCIENCE
HEALTH SCIENCE
NURSING

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