NRS-434VN Topic 1 DQ 2 infant developmental markers

Consider the following patient scenario:

A mother comes in with 9-month-old girl. The infant is 68.5cm in length (25th percentile per CDC growth chart), weighs 6.75kg (5th percentile per CDC growth chart), and has a head circumference of 43cm (25th percentile per CDC growth chart). NRS-434VN Topic 1 DQ 2 infant developmental markers

Describe the developmental markers a nurse should assess for a 9-month-old female infant. Discuss the recommendations you would give the mother. Explain why these recommendations are based on evidence-based practice. NRS-434VN Topic 1 DQ 2 infant developmental markers


Topic 1 DQ 2

During the first year, the infant’s growth can directly affect the development of the child.

The health professional should assess the infant’s physical, psychomotor, and psychosocial components (Green 2018). A thorough assessment must be done so delays in growth or development milestones are not missed and can be addressed quickly. Health promotion of the infant is vital so that complications can be avoided and or corrected. Infants’ psychomotor development is implemented by observing and responding to their situation/environment. The use of Erikson’s theory made of eight stages helps us understand the infant’s psychosocial development. The stage of trust versus mistrust is developed between infants to 18 months. The infant must learn to trust others who are caring essentially for their basic needs. This feeling of security is felt when basic needs, such as food and shelter, are provided. NRS-434VN Topic 1 DQ 2 infant developmental markers

If the infant’s basic needs are not met, the infant can develop a sense of mistrust (Waziri, Alexandra, Shereen, Grace, & Foibos, 2019). Piaget’s Cognitive developmental stages look at the cognitive function that is processed by the environment the infant has witnesses and maturity. (Green, 2018). The sensorimotor stage is developed between newborn and age 2. During this stage, sensory is developed, including seeing, tasting, hearing, and touching. The sensory stimulation is put together with voluntary motor responses. For example, the infant can grasp an object in front of them and bring it directly to the sensory areas to taste and smell (Green 2018).

The infant’s milestones are determinant on the age of months and are spread between two categories: fine motor skills and gross motor skills. A nine-month-old infant should be doing the following fine motor skills: banging objects, transferring objects from one hand to another, and feeding self-finger foods. The nine-month-old infant should be doing the following gross motor skills: crawling, sitting without support, get into a sitting position, pull to a standing position, stand while holding to support, and make stepping movements (Green 2018) NRS-434VN Topic 1 DQ 2 infant developmental markers.

Because the infant is in the chart’s 25th percentile, some of these milestones may not have been reached yet. The infant should be able to do milestones between 4-6 months. The health professional may see these milestones such as not being able to roll from back to front and front to back, sit without support, and so on more of concern. Yet, the idea of the infant being smaller will set the infant back to the milestone track. NRS-434VN Topic 1 DQ 2 infant developmental markers


Green, S. Z. (2018). Health Assessment of the Infant. Retrieved from


Waziri, Alexandra, Shereen, Grace, & Foibos. (2019, July 27). Erik Erikson’s Theory of Psychosocial Development. Retrieved from NRS-434VN Topic 1 DQ 2 infant developmental markers

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