332 - Growth & Development/Safety ISSUU Visual report: Timothy Leslie Templeton

Growth & Development/Safety ISSUU Visual Report Boss Baby: An Analysis of Timothy Leslie Templeton NURS 332 Carrie Rhoads

The Templetons: Family -

Ted and Janice Templeton have a seven year old son, Timothy Leslie Templeton who was the only child until recently.

Theodore Lindsey Templeton, or Boss Baby as Tim calls him, joined the family and has caused quite the upset in the family dynamics. The family is adapting to the new addition of Boss Baby. Ted and Janice are sleep deprived, unorganized, and stressed when taking care of Boss Baby. Tim doesn’t trust Boss Baby and exhibits jealousy towards him. Ted and Janice work at PuppyCo in the Marketing department.

Ted and Janice Templeton: Parenting style -

Ted and Janice are very involved parents. When Tim was the only child, there was a very established bedtime routine of read 3 books, give 5 hugs, and sing his special song. Ted and Janice are involved in outdoor activities with Tim such as teaching him how to ride a bike.

When Boss Baby comes along, Ted and Janice take the boys to Take Your Kid to Work Day at PuppCo. When they have to go on a work trip, they ensure the boys are left with a qualified professional nanny. Ted and Janice are very attentive to the needs of Boss Baby as a newborn. They even acknowledge that they have not spent adequate time with Tim since they brought home the new baby.

Timothy Leslie Templeton: Tim is seven and a half years old and loves being the only child. He enjoys having all the attention from his parents. Time has a very active imagination, he has a wall of various hats and costumes he wears to play. His adventures take him to the Congo, outer space, and to the deep sea. Tim’s adventures occur both solo and with his parents.

Tim attends elementary school but the movie is depicted during the summer time. Tim notably struggles with riding his bicycle and uses training wheels.

Tim’s primary socialization is with Boss Baby. He is able to maintain and contribute meaningful with Boss Baby Tim, from physical observation, appears healthy with no physical deformities or limitations. He is able to run, jump, crawl, without difficulty. He appears well fed and dressed appropriate for the season and occasion.

Growth and Development Biologic - Tim meets the average growth requirements for his age and gender. He is growing approximately 2 inches/year to a height of 44-51 inches and gaining 4.5-6.5 pounds/year to a weight of 39-66.5 pounds. According to the CDC Tim should have a BMI of 15.63. Based upon his proportion and physique, he meets these standards (CDC, 2015).

Proportional Changes- Tim is steady on his feet and appears to have appropriate posture. His body proportions show a slimmer look with diminished fat distribution and a lower center of gravity. He is coordinated and has increased strength.

Maturation of Systems - Tim has a more mature gastrointestinal system which means he can go longer periods between eating and has reduced caloric needs. This helps him play longer without taking breaks. Bladder capacity has increased so Tim doesn’t have to go to the bathroom as often. Tim’s bones are continuing to ossify so he needs to remain active. His immune system is improving in response time.

Prepubescence - Tim has not entered prepubescence, onset typically begins at the age of 9.

(Perry et al., 2014)

Fine and Gross Motor Skills: Fine Motor Skills -

In accordance with age appropriate skills: Tim is able to hold a pencil using the 3 fingered grasp and write neatly while maintaining legibility, he is able to cut shapes out, dress himself, go to the bathroom independently, use eating utensils appropriately, complete puzzles, draw detailed pictures, tie his own shoes, build blocks, and form letters and numbers (Childdevelopment.com, 2018).

Gross Motor Skills -

In accordance with age appropriate skills: Tim is able to run smoothly with opposing arms and legs, he is able to maintain his balance while navigating obstacles, kick a ball with accuracy, jump over objects and land with feet together, catch a small ball with his hands, stand and balance on one foot, hop on one foot, and ride a bike (Childdevelopment.com, 2018).

Developmental Stages Cognitive - Piaget -

Concrete operational thought: use thought processes to experience events and actions, able to understand others perspectives. Shift from perceptual thinking to conceptual thinking. Understands the concept of conservation. Can classify more complex information and enjoy ordering their environment. Begin collections of objects. Understand relational terms and concepts. Develop problem solving abilities..

Tim has mastered these skills. He understands the perspective of Boss Baby and how lonely and sad he must feel without a family. He has shifted from perceptual thinking to conceptual thinking, Tim understands that his parents have to go to work to make money. Tim has a collection of prop hats that he organizes on the wall. He understands relational terms by saying he was here first and he is older. He has developed problem solving abilities when he develops a plan of how to get rid of the babysitter by faking an illness.

(Perry et al., 2014) -

Developmental Stages Psychosocial - Erikson -

Industry vs. inferiority. Children are eager to participate in meaningful and useful work, skills are developed to become useful and contributing member of their community. A stable family unit is required to successfully master this stage of development.

Continued exploration of independence and interest in completing tasks.

Reinforcement for work is important. Tasks should challenge the child to allow them to work through a problem and feel accomplishment when completing the task.

- Tim has struggled with feeling inferiority with the arrival of the baby. He is eager to participate in work but has not felt recognized by his parents lately since they are busy attending to the needs of the baby. He does not currently have a stable family unit, he does not have the support and recognition needed. He continues to explore his independence by going on an airplane to Las Vegas to save his parents. Tim has been presented with a great task to save his parents and save Baby Co., with the successful completion of this task, he feels accomplishment.

(Perry et al., 2014)

Developmental Stages Moral - Kohlberg -

-

Standards of acceptable behavior are learned and internalized. When standards are violated, the child feels guilty. May not understand the reason behind rules and expected behaviors, understands the reward and punishment system. May interpret unrelated accidents as punishment for their bad behaviors.

Tim understands that there are rules such as wearing a helmet when riding a bicycle and waiting to cross to cross the street rather than jay-walking. He understands the concept of punishment when he is “grounded� and confined to his room. Tim knows that there are established rules that govern and understands that there are repercussions. He thinks that because he was bad he is being punished by having a little brother.

(Perry et al., 2014)

Nutrition Status: Tim is not seen eating very often, this is consistent with nutritional expectations for his age group. Caloric needs are diminished in comparison to body size, and he is busy running around playing. It is important for Tim to avoid skipping meals and to have healthy snacks available. It is important to discuss and establish a balanced diet because Tim will need increased food to support growth as he enters adolescence. Tim sits at the table during meal time and eats the same food that his parents eat.

While his parents are sleeping, he and Boss Baby consume pizza and Chinese food. This is of concern, parents are not always able to monitor what their children eat and need to ensure they have nutrition education. It is important for Tim to make healthy food selections, this should be consistently modeled by Ted and Janice. On another occasion, Tim is seen consuming hot dogs for dinner. Fast food selections and junk food should be avoided as they do not promote growth and can contribute to childhood obesity. Tim is very active and needs to consume a balanced diet. Tim expresses dislike of pumpkin because it is a vegetable. He needs continued reinforcement from Ted and Janice to try new foods as well as education about the importance of vegetable intake.

(Perry et al., 2014)

Orem’s self-care requisites For 5-10 year old child identify: Respect -

Tim is very respectful. He shows admiration for Boss Baby when he receives his promotion at Baby Corp and when he successfully completes the mission. Tim shows respect by adhering to the rules of the house.

Family - Tim has a strong relationship with his family. His family values take precedence and he has incorporated his parents’ value system into his own. Tim is still in the early school years and wants to spend more time with his family than his peers. Tim’s family structure wavers in stability with the new baby, but the values remain constant.

Friends -

Whether or not Tim has friends is not mentioned. He plays with Boss Baby as if he is a friend. They share secret information, have a shared interest, and have a standard of behavior. They play together on the plane and pretend to be pirates. They cooperate to get their parents home safely.

School habits -

Tim is on summer break from school. He does discuss what he has learned at school such as writing a letter, learning how to share, and following rules. Tim understands the role of the student. He is reported as receiving C’s in all of his classes. He seems to need some assistance in completing work.

(Perry et al., 2014)

Problems and concerns:

Nutrition -

Tim is very active and needs quality nutritious snacks.

Ease of access to snacks is importance. Ted and Janice should place healthy snacks (carrot sticks with hummus, apple slices with peanut butter, nuts with fruit) near Tim’s play area and set intervals in which he takes a break from playing to eat his snack and rehydrate.

Physical Development -

Tim needs appropriate amount of sleep and rest. Because he is a highly active child he may not take a nap, but he should sleep between 11-12 hours per night. Ted and Janice had a bedtime routine before the new baby, they need to re-establish a bedtime routine and fixed bedtime for Tim.

Development/social development -

Tim is not very confident in his physical abilities, he is unsure if he can ride his bike without the training wheels. Ted and Janice need to help establish a positive self-concept in order to develop confidence.

This can be done through recognition, praise, and creating a supportive learning environment.

Safety teaching -

Tim plays outside for long periods of time. Ted and Janice should educate Tim about the importance of using sunscreen when going outside. Sunscreen needs to be applied at least 15 minutes before sun exposure. Tim should avoid playing outside between the hours of 10am-2pm, this is when the sun exposure is at its greatest.

(Perry et al., 2014)

QSEN Safety QSEN -

“The overall goal for the Quality and Safety Education for Nurses (QSEN) project is to meet the challenge of preparing future nurses who will have the knowledge, skills and attitudes (KSAs) necessary to continuously improve the quality and safety of the healthcare systems within which they work” (QSEN, 2018).

- Definition of Safety: - “Minimizes risk of harm to patients and providers through both system effectiveness and individual performance” (QSEN, 2018).

- Identify human factors that contribute to unsafe practices - Identify benefits and limitations of safety-enhancing technology - Identify how to reduce dependency on memory - Identify culture of safety and what contributes to it - Identify responsibility and accountability of errors - Identify impact of resources, initiatives, regulations (QSEN, 2018).

References Child Development Charts. (2018). Retrieved July 2, 2018, from https://childdevelopment.com.au/resources/child-development-charts/ Kid Sense Child Development Henry, N. J., McMichael, M., Johnson, J., DiStasi, A., Elkins, C. B., Holman, H. C., . . . Barlow, M. S. (2016). RN nursing care of children: Review module(10.0 ed.). Stilwell, KS: Assessment Technologies Institute.

National Center for Health Statistics. (2016, December 07). Retrieved July 2, 2018, from https://www.cdc.gov/growthcharts/cdc_charts.htm Perry, Se. E., Hockenberry, M. J., Lowdermilk, D. L., & Wilson, D. (2014). Maternal Child Nursing Care (5th ed.). St. Louis, MO: Mosby: Elsevier.

QSEN Competencies. (n.d.). Retrieved July 2, 2018, from http://qsen.org/competencies/pre-licensure-ksas/