A nurse is collecting data from a 10-year-old child during a well-child visit.
Which of the following statements by the child indicates he is meeting the psychosocial development expectations of a school-age child?

Choice A rationale

Learning to use creative energies is associated with the initiative vs. guilt stage, typically seen in preschool-aged children. During this stage, children assert control and power over their environment through directing play and other social interactions.

Choice B rationale

Defining a sense of self pertains to the identity vs. role confusion stage, which occurs in adolescence. This stage focuses on developing a personal identity and a sense of self. Adolescents explore different roles, beliefs, and values to form a unique identity.

Choice C rationale

Building a sense of trust is linked with the trust vs. mistrust stage, experienced in infancy. In this stage, infants learn to trust their caregivers and environment if their needs are consistently met, establishing a foundation for future relationships.

Choice D rationale

Learning to perform tasks independently corresponds to the autonomy vs. shame and doubt stage, typical of toddlers. In this stage, children develop a sense of personal control over physical skills and a sense of independence.

Choice A rationale

Distracting the child by buying a toy can reinforce the tantrum behavior by teaching the child that tantrums result in rewards. This can lead to an increase in tantrum frequency as the child learns to manipulate situations to get new toys or other desired items.

Choice B rationale

Appearing to ignore the child during a tantrum helps to extinguish the behavior over time. By not giving attention to the tantrum, the child learns that this behavior does not achieve their desired outcome. Consistency is key in this approach to ensure the child understands that tantrums are ineffective.

Choice C rationale

Placing the child in time-out for 3 minutes can be effective in some cases, but it may not be the first recommendation. Time-out removes the child from a stimulating environment and gives them time to calm down. However, it may not address the underlying reasons for the tantrum.

Choice D rationale

Calmly telling the child to stop might not be effective during the peak of a tantrum. Toddlers in the midst of a tantrum often cannot process verbal instructions or reasoning, so this approach may not achieve the desired result.