Bruno's family

Bruno’s family Bruno lived in in Berlin the Nazi Germany in the period of the Holocaust. Bruno was an eight-year old boy in a family of four members; father, mother, Bruno and his sister.

They are a nuclear family. Bruno realizes that his father Ralf has been promoted and their heir family needs to migrate to the countryside.

When Bruno’s family finally moves to countryside for their fathers new assignment, he does not like the new home. There are no kids to play with and he feels lonely. There is nothing much to explore. At one point Bruno spotted some people working in a farm and his parents forbid him from playing in the backyard.

Bruno and Gretel were not allowed to go to school. Instead, a private tutor was hired for them. He was called (Herr Liszt). The tutor pursued the agenda of antisemitism and nationalist propaganda.

Bruno

Gretel (sister)

Elsa (mother) Ralf (father) The family is a typical nuclear family. The father is a soldier who has just been promoted while the mother is a stay at home mom. The parents have adopted an authoritarian parenting style since they do not negotiate with the kids and do not allow Bruno to ask questions why he wouldn't be allowed to play with other kids. The parents are not flexible.

Bruno’s social networks Bruno’s social network was significantly limited after the family relocated to the countryside. He made only one friend (Shmuel) who was a Jew prisoner. Shmuel was wearing a uniform which Bruno thought was a striped pajama. In terms of school, Bruno had no social network since his parents hired a private tutor for him and his sister. The only social network that Bruno had was his family. However, the frequent disagreements with his parents compromised the relationship in the family.

Bruno’s religion and culture has not been portrayed in the movie. However, Bruno’s family is a christian family since Bruno’s mother is seen praying at some point.

Compared to their previous home where Bruno had made many friends and went to school, the new home was lonely for Bruno. In their previous home, Bruno had a well established social network and related well to his parent.

Bruno’s Observed Growth and Development milestone Bruno’s development was affected by their lifestyle and his father’s job. At some point in his development he had normal developmental milestones for instance as a toddler and preschool, he played just like any other normal kid. He was frequently playing with his friends before they located to countryside.

Another normal milestone exhibited by Bruno is the tendency to read at the school going age. At some point, Bruno is found reading outside their house. He even carried a book to convince his mother that he was going to read when he wanted to escape from home to go and help his friend Shmuel to find his This is normal and expected for any preschool child. When the family relocated to the countryside, father.

Bruno lacked friends to play with. He tried to make However, tricking his mother to believe that he was going to a friend but his parents were very strict. He met read was not in tandem with Shmuel whom he played some games with. his age. It is not usual for an 8-year old child to come up with such a plan to deceive his mother.

On the contrary, Bruno engaged in activities that a school going child is not expected to participate in such as the mission to search for Shmuel’s father.

This was unusual for an eight-years old child to do.

Bruno knew that for him to help his friend Shmuel and perhaps to redeem himself for betraying Shmuel to his father, he had to wear a uniform similar to the one Shmuel wore so that they were not caught. Bruno also managed to sneak from their house without being noticed by his parents.

This is not in line with normal milestone of a school going child.

Bruno’s ability to trick his parents and escape from home clearly indicates that he was reasoning as an adult while he was just 8 years old. This milestone was not comparable to what children of his age could do.

Development milestone Motor skills are those activities that involve muscle movements. Bruno is 8-years old, a school going age (Perry, Hockenberry, Lowdermilk, & Wilson, 2014).

Motor skills for School Age children (ages 8-9) (Perry et al., 2014)

Growth and Development for Bruno through observation (8-year)

Weight, 19.5-39.5 kg (43-87 pounds) Height, 117-142 cm (46-56 inches) Lateral incisors (maxillary) and mandibular cuspids erupt Attends third and fourth grade.

Buys useful articles; exercises some choice in making purchases.

Runs useful errands Shows preference in friends and groups Likes to compete and play games Is interested in boy-girl relationships but will not admit it.

Is easy to get along with at home.

Weight: 25.0 kg (55 pounds) Height: 130 cm (51 inches) Have lateral incisors and mandibular cuspids Schools at home through a private tutor He was able to read books that interests him and made his own choices like to help Shmuel Likes to read and watch Al Capone movies.

Does not have friends but struggles to get a friend despite his parents prohibiting him and plays a board game with him Not interested in any girl not even his sister Gremel Bruno could not get along with his sister at home .

Fine and Gross Motor Skills for School Age Children (Specifically Ages 8-9) (Perry et al., 2014)

Fine and Gross Motor Skills for Bruno through observation (8-yearsold)

Movement fluid; often graceful and posed Always on the go; jumps, chases, skips Increased smoothness and speed in fine motor control; uses cursive writing Dresses self completely Likely to overdo; hard quiet down after recess More limber; bones grow faster than ligaments (Perry et al., 2014)

Bruno is able to play commo games, he went to play in the bush and used tools like a spade to dig undeer the fence.

He was able to dress himself without the help of his sister or parents He is able to use common utensils while eating.

Able to sneak and run away from home He was able to read.

Age-specific Cognitive Developmental Stage (Piaget) Piaget: Concrete Operational Stage (ages 7-11) In this age bracket, children are able demonstrate, concrete and reasoning logically. The children transition to a stage where they can sense the events in the external environment (Perry et al., 2014). Bruno is in this stage of development as he is able to sense the people working in the farms and he is anxious to know who they are. He also explores the garden of their house but his parents are not happy with his exploration. Bruno also decided to explore further and snuck out of the house into the bush where he finally met Shmuel.

Major characteristics Logic: this is the ability to reason and find a solution to an existing problem.

For instance Bruno was able to reason that for him to avoid loneliness he needed a friend. He therefore resorted to explore and amidst his exploration he found a friend. Shmuel. Bruno also reasoned that for him to get into the camp unnoticed, he needed to wear a uniform similar to Shmuel’s . In comparison to the normal development of children, Bruno expressed a high level of logical reasoning.

Understanding of reversibility: this is the ability to realized that actions can be reversed for instance Bruno referred to Shmuel’s uniform as a striped pajama but when he wanted to help Shmuel he realized he needed to wear it therefore at this point he knew it was a uniform for the prisoners. Bruno’s understanding of reversibility of actions was excellent

Caring: this is the act of being concerned about others. For example, Bruno developed a sense of caring, he gave food to Shmuel and felt sympathetic about his situation.

Whenever he visited him, he brought food for him. Compared to the ageexpectation of children development, Bruno expressed a sense of care that was far beyond the expectations from a normal child of his age. This could have been because of the value of his friendship.

Age-specific psychosocial developmental stage (Erikson) Erikson: Industry vs. inferiority (ages 512) In this stage, children become more selfaware and start being responsible.

Children become competent and develop a sense of confidence with each success.

(Perry et al., 2014). Bruno is not inferior in as much as he lacks friend, he tries to explore and in the process he meets Shmuel. He is industrious and extrovert when he is in company of his friend. However, he fills inferior when at home with his parents because they do not give him the freedom he needs.

Bruno expressed both the industrious and inferior character; he was confident and industrious when he met Shmuel and felt inferior in presence of his parents

At this stage, children also form morals values and recognize some cultural differences. Children may desire to express their autonomy. This may lead to the children being disobedient and rebellious to their parents. Bruno is seen disobeying his parents’ orders not to leave the house. He plans to leave and joins his friend.in the camp.

Developmental Challenges Distortion of child-parent relationship: children starts to realize thy need independence and freedom, their relationship with their parents may be distorted at this stage. Bruno did not have a good relationship with his parents since they denied him the freedom to make friends. At the same time, his father was harsh and never listened to him.

Rebellion: Bruno became rebellion and acted against the orders of his mother not to leave the house. Instead, he left their house to join his friend in the camp

5-10 year old child (Bruno– 8 years): respect, family, friends and school habits Bruno’s BMI adjusted for age, weight, height, and sex is 12.9. According to the Center for Disease Control and Prevention, Bruno is at the 25th percentile for boys aged 8 years old and has a healthy weight. Bruno maintains a healthy diet since he does not eat fatty food.

However, Bruno loke sugary food. He has been spotted a number of times offering cakes to his friend Shmuel suggesting that cakes are his favorite food.

School habits Bruno and his sister had a private tutor at their residence, however, when the family had not relocated. Bruno had many friends at their school. He enjoyed their company and related well to them

Comparison of observed psychosocial development with age-specific expectations Age-specific expectations

Observed psychosocial development

Enjoys doing his favorite things

Bruno was observed playing a lot even when he did not have friends

Gets along with peers well

Bruno was able to get along with Shmuel who was his peer. Shmuel was also 8 year old

Knows how to choose friends

Bruno was able to choose his friend Shmuel whom they got along with very ell

Accepts responsibility of family chores

Bruno did not participate in the family chore

Participate in family decision making

Bruno was not involved in the family decision making.

Likes rough and trouble plays

Bruno played rough games including running and ball game

Kohlberg: Level 2: Pre-conventional Morality. Stage 2: Instrumentalism, Individualism, and Exchange.

In preconventional level, morality of the child is drawn from the external consequences that certain actions may bring. In this stage, what they consider to be good moral is what is in their interest (Perry et al., 2014). Bruno understands that having friends is the right thing to do because it is in his best interest. His main reason for not welcoming the idea of relocating to countryside is because he will miss his friends. He did not care about his father's career. All he wanted is to maintain his friends because it was in his best interest. At his level, it is expected that the child will tend to pursue his own agenda because he believes it is the right thing to do. For example, Bruno pursued friendship, until he found one and when his friend disclosed to him that his father was missing, Bruno offered to help him find his father.

Comparison of observed moral development with age-specific expectations Age specific expectation of morals

Observed morals

Avoids punishment

Bruno avoided punishment by ensuring that his parents were not aware of his visits to Shmuel

Obey rule

Bruno did not seem to obey most of the rules.

Follow rules only if there is benefit known to her

Bruno only followed the rules that favored him

Make deals with each other

Bruno made deals with Shmuel

QSEN Core Competency of Safety Bruno’s respect, family and friend Bruno respects his father and mother because he understands that they are harsh and can punish him if he does not do as they say. However, he was able to navigate their threats and accomplish his mission of getting a friend despite being prohibited by his parents Bruno respected his friend more and when he betrayed him he made up to him by helping him to find his father.

Quality and Safety Education for Nurses (QSEN) is a project aimed at address the challenges experienced while preparing nurses who can be able to possess skills and knowledge to facilitate service delivery. Such nurses will be able to ensure quality and safety of the healthcare systems.

The national advisory board has provided an appropriate definition of quality and safety competencies for nursing profession and provide goals for the knowledge skills and attitude that nurses must have before they are licensed and registered. Some of the skills and attitudes include patient-oriented care, teamwork, evidence based practice, quality improvement and patient safety.

• Health promotion, illness/injury prevention Bruno eats an imbalanced diet as it is shown in various occasion giving his friend Shmuel cakes.

Bruno’s BMI is lies in the healthy range, however, his diet is not regulated well perhaps due to lack of education on the importance of a balanced diet.Bruno should be educated on the proper food grouping and the importance of including all the food groups in his diet (CDC, 2017). Bruno’s parents should consider addition of fruits and vegetables in his diet to enhance immunity.

• Physical Development Bruno is active and participates in physical activities such as running, playing ball game and other games. However, he lacks company and friends to play with which limits his physical activities.

Bruno’s age is an age bracket when children are highly active and parents need to provide a conducive environment for the kids to involve in various activities. Bruno’s parents should therefore allow him to play freely

• Social Development Bruno seems to be an extrovert boy but the parents limit his socialization by denying him a chance to play with other kids. Social interaction with his friend Shmuel a boy that he never knew before is proof of his endeavors to embrace socialism. The parents should therefore be able to allow the boy to interact with other children. Bruno’s parents should consider enrolling him to a school where he will meet oher pupils of his age where he enhance his social interactions.

• Safety Teaching Bruno was injured when he fell down while playing and dislocated his knee bone. Playing can be good but at the same time it could be very dangerous if necessary precautions are not taken into account. Bruno’s parents should teach Bruno safety precautions to be observed while playing.

The playing sites for Bruno can also be improved by making them safer for playing.

References Division of Nutrition, Physical Activity, and Obesity. (n.d.). Retrieved February 09, 2018, from https://nccd.cdc.gov/ Healthy Weight. (2017, September 13). Retrieved February 09, 2018, from https://www.cdc.gov/healthyweight/children/index.html MyPlate Daily Checklist. (2017, October 03). Retrieved February 09, 2018, from https://www.choosemyplate.gov/MyPlate-Daily-Checklist Perry, S.E., Hockenberry, M.J., Lowdermilk, D.L., & Wilson, D. (2014).

Maternal child nursing care (5th ed.). Elsevier Health Sciences

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