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While the average weight of a preschooler may fall within this range, giving a numerical estimate doesn’t directly address the parent’s concern or explain the reason for the perceived slimness. It may also seem dismissive.

The pot-bellied appearance typically starts to fade by age 3, not extend until age 4. Preschoolers begin developing a straighter posture and tighter abdominal muscles earlier than this answer implies.

Although it’s true that preschoolers gain about 2 to 3 pounds per year, stating this doesn’t address the visual change in body shape that concerns the parent.

Preschoolers need about 90–100 kcal/kg/day, not 110 kcal/kg. The average total intake is closer to 1,200–1,800 calories/day, depending on age, size, and activity, not 2,200 calories, which is more appropriate for adolescents or very active older children.

While it is true that fat intake should be moderated, dairy and meat are important sources of protein, calcium, iron, and other nutrients. Limiting them to twice a day may undermine adequate nutritional intake unless replaced with high-quality alternatives. Instead, the focus should be on choosing lean meats and low-fat dairy rather than reducing frequency.

Fruit juice is not a healthy alternative to milk. Juice lacks the protein, fat, and calcium found in milk and is high in sugar. The American Academy of Pediatrics recommends limiting juice to 4–6 ounces per day for preschoolers, and water or calcium-fortified plant-based milks (e.g., almond or soy) may be better alternatives for children who dislike cow’s milk.

Preschoolers may seek comfort when ill, but this statement is not a form of manipulation or sympathy-seeking. It reflects a sincere belief shaped by their developmental stage.

While preschoolers enjoy imaginative stories, this comment is not a playful fabrication, it reveals a misunderstanding of illness due to magical thinking.

Though the child may feel some regret, the belief that being “bad” caused the illness goes beyond simple remorse. It is an example of flawed logic rather than true emotional processing.

“In about a half hour” is too abstract for most 5-year-olds. They do not have a reliable sense of what "30 minutes" feels like.

“When both hands on the clock reach 12” assumes the child knows how to read an analog clock, which most kindergarteners cannot do yet.

“At 12 o’clock noon” uses formal clock language, which is generally not meaningful to children at this stage of development.

Telling a child that "big children are quiet" is shaming and dismissive. It implies that the child did something wrong by crying, which is a normal emotional reaction at this age.

Explaining why vaccines are given may be more appropriate before the procedure, but afterward, the child is likely focused on the pain or distress, not the rationale. At 5 years old, the child may not fully comprehend the explanation either.

Informing the child that the provider ordered the vaccine may seem like an attempt to deflect responsibility and does nothing to comfort or validate the child's feelings.

Explaining the procedures is helpful but must be very concrete and simplified. Preschoolers do not possess the conceptual ability to understand from an explanation what procedure will be performed. If done alone without hands-on involvement, it may not be effective for a 5-year-old who still has limited abstract thinking.

Telling the child why the surgery will make them healthier is too abstract for this developmental age. Preschoolers do not fully understand future health benefits and are more focused on immediate experiences and sensations.

Having the child meet another child who had surgery introduces unpredictability. The peer may share frightening or confusing information, which could increase anxiety instead of alleviating it.

Keeping a diary is not appropriate for a 5-year-old, who is likely still learning basic writing skills. At this age, children express themselves better through non-written forms such as drawing, play, and verbal storytelling.

Reading a fairy tale about scary adventures could intensify anxiety, especially in a hospitalized child. Preschoolers may interpret fiction as reality and internalize frightening stories, worsening their fears.

While parental insight is helpful, relying solely on the mother to interpret the child’s emotions does not build communication between the nurse and child. Direct interaction with the child, using developmentally appropriate methods, is crucial for trust and rapport.

Offering a present or material reward can undermine intrinsic motivation and does not address the root cause of bedtime resistance. It may also promote a pattern where the child expects a reward for basic routines.

Playing a running game before bedtime is stimulating, not calming. Physical activity close to bedtime increases alertness and adrenaline, making it harder for the child to settle down and fall asleep.

Allowing late weekend bedtimes disrupts the child’s internal sleep-wake rhythm and makes weekday bedtime more difficult. Sleep routines should be consistent across all days to maintain healthy patterns.

Reading a favorite book is not part of the DASE and requires reading ability that most 4-year-olds do not yet have. It also assesses comprehension, not articulation.

Reading a phrase and explaining its meaning assesses comprehension and vocabulary, not articulation. This exceeds the expected verbal skill level for a 4-year-old and is outside the DASE’s scope.

Stating letters of the alphabet assesses letter recognition or memory, not speech articulation. It is unrelated to the test’s purpose.

Talking about fears during the day is more helpful for nightmares, not night terrors. Night terrors are not typically linked to daytime anxiety or specific fears, and the child does not remember the episode, so discussing it may be unhelpful.

A night light may help children afraid of the dark or experiencing nightmares, but it does not prevent night terrors, which occur during non-REM sleep and are not related to external stimuli like lighting.

Waking the child up and telling them they are safe is suited for nightmares, not night terrors. In a nightmare, the child wakes up and seeks comfort. In a night terror, the child appears awake but is actually in a deep sleep and will often not recognize or respond to others.

10/10 is not a standard measurement in vision testing and is not used clinically in the U.S.

20/20 vision is ideal but not expected for most 4-year-olds. While some may achieve it, it is more typical for older children, around 6 years and above.

40/40 is not a valid or recognized measure of visual acuity. Standard measurements use 20 as the baseline.