Choice A rationale:

"Solcan have shade over my sandbox.”. This response does not demonstrate animism, as it simply attributes a practical purpose to leaves (providing shade) without imbuing them with human-like qualities or intentions.

Choice B rationale:

"To hide behind when they are scared.”. This response also does not reflect animism but rather assigns a functional role to leaves in a protective context.

Choice C rationale:

"Because God made them that way.”. This response demonstrates animism by attributing the existence of leaves to a supernatural being (God), implying that they were intentionally created by a higher power. This view is typical of animistic thinking, where natural phenomena are often explained by the actions or intentions of unseen forces.

Choice D rationale:

"For the squirrels to play in.”. This response does not involve animism and instead ascribes a purpose for leaves related to the behavior of squirrels.

Choice A rationale:

"Thumb-sucking is detrimental to the eruption of the child's teeth and must be stopped as soon as possible.”. This response is not the most helpful because it can create unnecessary anxiety for the father and the child. While prolonged thumb-sucking can affect dental development, it's not an urgent concern in most cases.

Choice B rationale:

"Most children will stop thumb-sucking naturally by school age.”. This is the most helpful response. It reassures the father that thumb-sucking is a common behavior among preschool-age children and that many children naturally outgrow it as they enter school age. It encourages patience and avoids unnecessary intervention.

Choice C rationale:

"Over-the-counter treatments that give a bad taste can be placed on the thumb to discourage the practice.”. This option suggests using a topical solution to discourage thumb-sucking. While it's a valid approach, it may not be necessary for most children, and a more conservative approach (choice B) is often preferable.

Choice D rationale:

"Consistently touching the child's fingers whenever he sucks his thumb is most effective.”. This response may not be as effective or practical as choice B, which advises patience. Constantly touching the child's fingers may disrupt their comfort without necessarily leading to a cessation of thumb-sucking.

Choice A rationale:

"Increased communication skills.”. This is a major developmental task in the preschool years, as children improve their language and communication abilities.

Choice B rationale:

"Acceptance of separation.”. Preschool-age children should begin to develop the ability to separate from their primary caregivers more easily, which is a significant developmental milestone.

Choice C rationale:

"Control of bodily functions.”. Developing control over bodily functions, such as toilet training, is a crucial task during the preschool years.

Choice D rationale:

"Development of parallel play.”. Preschoolers start engaging in parallel play, where they play alongside but not necessarily with other children, which is a typical developmental task for this age group.

Choice E rationale:

"Consistent appetite.”. While eating habits may change during the preschool years, having a consistent appetite is not a major developmental task in this age group. .

Choice A rationale:

Introducing solid foods to infants is an essential step in their development. The nurse should advise a parent to introduce each new food 4 to 7 days apart. This recommendation is based on the principles of food introduction and infant nutrition. By introducing new foods with this time gap, parents can monitor for any adverse reactions or allergies that may occur. It allows for the identification of potential food sensitivities, making it easier to determine the cause if the child develops any adverse reactions. This cautious approach ensures the safety and well-being of the child while also helping to establish healthy eating habits from a young age.

Choice B rationale:

Mixing foods together is not recommended when introducing solid foods to infants. This approach can make it challenging to identify the cause of any adverse reactions or allergies. If a parent mixes multiple foods and the child has a negative reaction, it becomes difficult to pinpoint which specific food caused the problem. Therefore, it's best to introduce one food at a time, as advised in choice A, to monitor the child's response effectively.

Choice C rationale:

Eliminating a refused food from the diet is not a suitable approach for introducing solid foods to infants. Refusing a new food is a common response in infants who are still getting used to the taste and texture of solid foods. It's important not to eliminate the food altogether, as it may take several attempts before the child accepts it. Parents should be encouraged to reintroduce the refused food at a later time. The focus should be on gradual exposure and persistence.

Choice D rationale:

Beginning with one tablespoon of food is not a recommended approach. Infants should start with small amounts of solid foods and gradually increase the quantity as they become more accustomed to the new textures and flavors. Starting with a larger portion can overwhelm the child and may lead to refusal or choking. A gradual introduction, as suggested in choice A, is a safer and more appropriate method.

Choice A rationale:
While it's important to provide appropriate food quantities for children, advising that food quantities must be carefully measured to avoid overfeeding may be overly restrictive. Children's appetites can vary, and strict measurements may not be necessary. Instead, it's essential to offer a balanced diet with a variety of foods and let the child's hunger cues guide their intake. Overemphasis on precise measurements may lead to unnecessary stress for both parents and children.
Choice B rationale:
Using 1 tablespoon of each food for each year of age as a guideline is a practical and straightforward approach to portion control for toddlers. It provides a general guideline that can help parents ensure that their child is receiving an appropriate amount of food for their age and developmental stage. This approach is flexible and easy for parents to follow. It also encourages a balanced diet, as it implies that a child should receive a variety of foods in appropriate quantities.
Choice C rationale:
Stating that a toddler should eat three balanced meals and snacks are not necessary oversimplifies the feeding recommendations. While balanced meals are important, toddlers have varying energy needs, and some may require snacks to maintain their energy levels. Snacks can be an essential part of a toddler's diet, especially if there is a long gap between meals. Therefore, it's important to consider individual needs and not dismiss snacks outright.
Choice D rationale:
Serving sizes should not exceed 1 teaspoon of each type of food is overly restrictive and may not provide toddlers with the necessary nutrition. While it's crucial to introduce foods in appropriate portions, limiting serving sizes to just one teaspoon may not meet the nutritional needs of a growing child. This approach may lead to underfeeding and nutrient deficiencies, which is not advisable for healthy development. A more balanced and flexible guideline, such as the one provided in choice B, is a better recommendation.

Choice A rationale:
Suggesting that toddlers should be able to stay dry for 2 hours before beginning bladder training is too early. Most toddlers do not develop full bladder control until around the age of 3. Starting training too early may lead to frustration for both the child and the parents. It's essential to be patient and wait until the child is developmentally ready, which is typically around the age of 3.
Choice B rationale:
Suggesting that toddlers should be able to stay dry for 3 hours before beginning bladder training is a reasonable and developmentally appropriate guideline. Around the age of 3, many children start to gain better control over their bladder and can stay dry for longer periods. This is a good indication that they may be ready for bladder training. However, it's essential to remember that every child is different, and readiness may vary from one child to another.
Choice C rationale:
Suggesting that toddlers should be able to stay dry for 4 hours before beginning bladder training may be overly restrictive and not necessary. While some children may achieve this level of bladder control, it is not a standard benchmark for readiness. Waiting for 4 hours may delay the start of bladder training unnecessarily for some children.
Choice D rationale:
Suggesting that toddlers should be able to stay dry for 5 hours before beginning bladder training is too long and not a practical guideline. Waiting for such an extended period before initiating training is not developmentally appropriate, and it may lead to difficulties and accidents. It's important to strike a balance between waiting for readiness and not delaying training for an extended period, as suggested in choice B.

Choice A rationale:

Stating that "My stairway is always free of clutter" indicates a good understanding of safety, as a clutter-free stairway reduces the risk of accidents. This choice shows awareness of safety measures.

Choice B rationale:

Keeping medications in a locked cabinet is a responsible practice, ensuring that children do not have easy access to potentially harmful substances. This choice reflects a commitment to safety.

Choice C rationale:

The statement "I only leave my child in the car for brief moments" is concerning as leaving a child unattended in a car even for a short time can be dangerous. Extreme temperatures and other hazards pose significant risks to the child's safety, indicating a need for further education on this issue.

Choice D rationale:

Stating, "I continue to provide a great deal of indirect supervision for my child," is a positive sign that the parent is actively engaged in supervising their child. This choice demonstrates a good understanding of the importance of supervision and safety.

Choice A rationale:

Push-pull toys are suitable for a 3-year-old because they promote physical activity and coordination. These toys help children develop their motor skills and provide a fun way for them to engage with their environment. Push-pull toys are age-appropriate and safe for toddlers.

Choice B rationale:

A large construction set may have small parts that could be a choking hazard for a 3-year-old. It's essential to select toys that do not pose such risks and are developmentally appropriate. Therefore, this choice is not the most appropriate toy for a 3-year-old.

Choice C rationale:

A small pet, such as a goldfish, is not an appropriate toy for a 3-year-old. Pets are living creatures that require care and attention. Introducing a pet to a young child should be a well-considered decision made by the family and not seen as a toy choice.

Choice D rationale:

A board game is typically too complex for a 3-year-old to fully enjoy and understand. Board games often require following rules, taking turns, and using fine motor skills that may not be well-developed in a child of this age. Therefore, it is not the most appropriate choice.

Choice A rationale:

Push-pull toys are the most appropriate toy choice for a 3-year-old because they encourage physical activity and help with the development of gross motor skills. These toys are easy for young children to handle and provide an opportunity for them to explore their environment actively.

Choice B rationale:

A large construction set may have small parts that can be a choking hazard for a 3-year-old. Safety is a paramount concern when selecting toys for young children, so this choice is not the most appropriate.

Choice C rationale:

A small pet, such as a goldfish, is not a suitable toy for a 3-year-old. Pets require care and responsibility, and introducing a pet should be a well-considered decision made by the family, not a toy choice.

Choice D rationale:

A board game is usually too complex for a 3-year-old. Board games involve rules, taking turns, and fine motor skills that may not be well-developed in children of this age. It is not the most appropriate choice for a 3-year-old. .

Choice A rationale:

The pincer grasp is the coordination of the index finger and thumb to pick up small objects. It is a developmental milestone that typically occurs around 9-12 months of age. This behavior indicates that the infant has developed the ability to use the pincer grasp to manipulate objects. It is an essential skill for fine motor development and is a positive sign of the child's motor skills progressing.

Choice B rationale:

Prehension ability refers to the general ability to grasp objects but does not specifically describe the pincer grasp. While the infant is displaying a form of prehension by picking up cereal, the pincer grasp is a more specific and advanced skill.

Choice C rationale:

A grasp reflex is an automatic and involuntary response to touch, and it is typically present in newborns but should disappear as the infant develops. The behavior described in the question is not a grasp reflex, as it involves a deliberate use of the index finger and thumb.

Choice D rationale:

The parachute reflex is a protective reflex that appears later in infancy and involves extending the arms when the infant feels like they are falling. It is not relevant to the described behavior of picking up cereal with the fingers.

Choice A rationale:

The lower central incisors are the first deciduous (baby) teeth to erupt in most infants. They typically appear around 6-10 months of age. Explaining that the lower central incisors are the first to come in is accurate and aligns with typical dental development.

Choice B rationale:

Upper lateral incisors are not the first deciduous teeth to erupt. While they do come in after the central incisors, they are not the first teeth to appear in most cases.

Choice C rationale:

Upper central incisors come in after the lower central incisors but before the upper lateral incisors. They are not the first deciduous teeth to erupt, so this choice is not accurate in the context of the question.

Choice D rationale:

Lower lateral incisors are not the first deciduous teeth to erupt. They come in later, after the central incisors. This choice is not accurate with respect to the question about the first teeth to erupt.

Choice A rationale:

The fear of death is a more abstract and complex concept that is not typically unique to the preschool period. While children may start to understand the concept of death during this time, it is not a fear that is unique to this developmental stage.

Choice B rationale:

Fear of animals is unique to the preschool period and is a common developmental fear during this stage. Children often exhibit fear or anxiety towards unfamiliar animals, which is considered a normal part of their emotional and cognitive development.

Choice C rationale:

Fear of bodily harm is not unique to the preschool period and can be present at various stages of development. It is a general fear that can occur at any age, depending on the child's experiences and exposure to potential harm.

Choice D rationale:

Fear of water is not unique to the preschool period. While some children may have a fear of water, it is not a specific fear that is characteristic of this age group. Water fears can develop at any stage and may be influenced by individual experiences.

Choice A rationale:

The posterior fontanelle is an anatomical feature in infants, and it typically closes between 3 to 6 months of age. Fontanelles are soft spots on a baby's head where the skull bones have not yet fully fused. The posterior fontanelle is located at the back of the head, and its closure is an important developmental milestone. This range falls within the normal spectrum of fontanelle closure, and it allows for the proper growth and development of the infant's skull. In general, fontanelles closing too early or too late can be indicative of underlying health issues, so understanding the normal range is crucial for healthcare providers.

Choice B rationale:

This choice is not correct because the typical timeframe for the closure of the posterior fontanelle is not 6 to 9 months.

Choice C rationale:

This choice is not correct because the typical timeframe for the closure of the posterior fontanelle is not 9 to 12 months.

Choice D rationale:

This choice is not correct because the typical timeframe for the closure of the posterior fontanelle is not 2 to 3 months.

Choice A rationale:

It is essential to understand that children exploring their bodies, including touching their genitalia, is often a normal part of their development. However, suggesting that it is due to discomfort from a penile rash or irritation (Choice A) may pathologize typical behavior and cause unnecessary concern. It's important for healthcare providers and parents to differentiate between normal curiosity and potential signs of discomfort or distress.

Choice B rationale:

Masturbation in young children is not a sign of an excessive fear of castration (Choice B). Such interpretations are based on outdated psychoanalytic theories and are not considered valid explanations for this behavior. It's crucial to avoid making unwarranted psychological assumptions about children's actions.

Choice C rationale:

Choice C is the correct answer because, in most cases, frequent genital touching in young children is a manifestation of normal curiosity about their bodies and sexuality. It is an opportunity for parents and caregivers to educate children about privacy, appropriate behavior, and boundaries in a developmentally appropriate manner. This response reflects a current and evidence-based understanding of child development.

Choice D rationale:

Labeling this behavior as abnormal and suggesting the child should be referred for counseling (Choice D) is not appropriate unless there are specific signs of distress, compulsivity, or other concerning factors. Jumping to counseling without a valid reason can create unnecessary anxiety for the child and parents.

Choice A rationale:

"The infant has ineffective digestive enzymes" (Choice A) is not the primary reason for offering iron-rich formula to a 6-month-old infant. While infants may have limited digestive enzymes, the primary reason for introducing iron-rich foods or formula at this age is related to their iron stores being depleted, not enzyme function.

Choice B rationale:

Choice B is the correct answer because at around 6 months of age, an infant's iron stores received from the mother during pregnancy start to deplete. Breast milk, which is often the sole source of nutrition for infants, may not provide sufficient iron to meet their growing needs. This is why it's important to introduce iron-rich foods or formula at this stage to ensure the infant continues to receive an adequate supply of this essential mineral.

Choice C rationale:

"The infant has a limited ability to produce red blood cells" (Choice C) is not the primary reason for introducing iron-rich formula. While iron is essential for red blood cell production, the primary concern at this stage is the depletion of iron stores from the mother.

Choice D rationale:

"The infant has a need for iron to support dentition" (Choice D) is not a valid explanation for introducing iron-rich formula to a 6-month-old infant. Iron is not primarily related to the development of teeth, and this statement does not address the key nutritional needs of the infant at this age.

Choice A rationale:

Young children often understand that other people die, but do not equate it with themselves. Young children typically begin to grasp the concept of death, but they often don't fully understand it in the same way adults do. Their understanding of death tends to be more external, and they may not relate it to themselves. The nurse's response should be guided by this understanding because it helps in communicating with and supporting children when they encounter the death of a loved one. By recognizing that children may not see death as an immediate threat to themselves, the nurse can provide age-appropriate explanations and reassurance, addressing the child's concerns and fears. It's crucial to be sensitive to the child's emotional state and offer comfort and support as needed.

Choice B rationale:

Children can understand the concept of a higher being much like adults can. While children may have some understanding of the concept of a higher being, their understanding is often simpler and less abstract than that of adults. It's important for the nurse to acknowledge a child's spirituality and beliefs when discussing death, but it's not the primary understanding that guides the nurse's response. The primary focus should be on the child's understanding of death itself and how it may affect them or their loved ones.

Choice C rationale:

The children's response will depend entirely on whether they have been acquainted with death before this. While prior exposure to death may influence a child's response, it is not the sole determining factor. Even children who have not experienced death before may still have various emotional reactions when a loved one dies. The nurse should approach each child individually, taking into consideration their unique experiences and emotions rather than relying solely on past exposure to death.

Choice D rationale:

Children are unlikely to notice their grandmother's absence if no one reminds them. This choice is not an appropriate understanding to guide the nurse's response. Children are likely to notice the absence of a loved one, especially a grandmother, regardless of whether someone reminds them. They may not fully understand the implications of death, but they will notice the change in their daily life and routines. It is essential to support and communicate with them during this period rather than assume they won't notice the absence.

Choice A rationale:

Young children often understand that other people die, but do not equate it with themselves. As discussed in the previous response, young children often have a limited understanding of death, and they may not immediately relate it to themselves. This understanding should guide the nurse's response when addressing a parent's concerns about their children's reactions to the death of their grandmother. By recognizing that children may not fully grasp the concept of their own mortality, the nurse can provide age-appropriate explanations, comfort, and support, helping the children navigate their emotions during this difficult time.

Choice B rationale:

Children can understand the concept of a higher being much like adults can. Similar to the previous question, while children may have some understanding of spirituality and a higher being, their understanding tends to be simpler and less abstract than that of adults. However, the primary focus in this situation should be on the children's understanding of death and its implications for their lives.

Choice C rationale:

The children's response will depend entirely on whether they have been acquainted with death before this. As previously explained, the response of children to the death of a loved one is influenced by various factors, not solely by their prior acquaintance with death. Each child's emotional response is unique, and the nurse should approach them individually, considering their specific experiences and needs.

Choice D rationale:

Children are unlikely to notice their grandmother's absence if no one reminds them. This choice is not an appropriate understanding to guide the nurse's response, as children are likely to notice the absence of a loved one, even if no one reminds them. The nurse's role is to provide support, comfort, and guidance during this challenging time, not to assume that children won't notice the change in their lives.

Choice A rationale:

Setting the table with paper plates. A 5-year-old child is typically capable of performing simple tasks that contribute to household chores. Setting the table with paper plates is an age-appropriate task for a 5-year-old because it involves basic motor skills and helps teach them responsibility. Paper plates are safe and do not require handling sharp objects or potentially harmful substances.

Choice B rationale:

Scrubbing out the sink with cleanser. Scrubbing out the sink with cleanser is not an appropriate task for a 5-year-old child. It involves the use of potentially harmful cleaning products and may require them to handle sharp or abrasive objects. This task exceeds the developmental capabilities and safety considerations for a child of this age.

Choice C rationale:

Washing the dirty knives. Washing dirty knives is a task that involves handling sharp objects and potentially hazardous items. It is not an appropriate task for a 5-year-old child due to the safety risks involved. This task requires a level of fine motor skills and responsibility that is beyond what a child of this age can reasonably handle.

Choice D rationale:

Carrying glasses from the table to the sink. Carrying glasses from the table to the sink is a task that can be appropriate for a 5-year-old child. It does not involve handling sharp objects or dangerous chemicals, and it contributes to basic household chores. However, supervision is essential to ensure the child's safety and prevent accidents. .

Choice A rationale:

The statement, "There are locks on all of the cabinets in the house," indicates a safe behavior. Locking cabinets helps prevent access to potentially harmful substances, reducing the risk of accidents for the child.

Choice B rationale:

The statement, "I have a gate at the top and bottom of the stairs," also indicates a safe behavior. Gates are important safety measures to prevent falls down the stairs, which can be dangerous for infants and young children.

Choice C rationale:

The statement, "I put covers on all of the electrical outlets," is another indicator of a safe behavior. Covering electrical outlets is essential to prevent children from inserting objects into them, reducing the risk of electrical accidents.

Choice D rationale:

The statement, "In the car, she rides in a front-facing car seat," indicates an unsafe behavior. For a 9-month-old infant, it is recommended to use a rear-facing car seat as they provide better support for the child's head, neck, and spine in the event of sudden stops or crashes. Front-facing car seats are typically suitable for older children. Therefore, this choice represents an unsafe practice that should be corrected.

Choice A rationale:

Being at eye level with the child is an effective guideline when speaking to a toddler. This approach helps establish a connection and creates a more comfortable and engaging environment for communication. It allows the child to feel heard and valued, fostering a positive interaction.

Choice B rationale:

Seating the child to focus on conversation is also a reasonable approach, but it may not be as effective as being at eye level. It can be challenging to maintain a toddler's attention, and this method may work in certain situations but might not be as engaging as directly interacting at their eye level.

Choice C rationale:

Holding the child by the shoulders to keep their attention is not a recommended guideline. This approach may be seen as intrusive and potentially frightening to the child, leading to a negative interaction. It's essential to respect the child's personal space and comfort.

Choice D rationale:

Speaking in a firm, strong voice is generally not the best approach when speaking to a toddler. It may come across as intimidating or authoritarian, which can create a negative atmosphere and hinder effective communication. Toddlers respond better to a gentle and patient tone.

Choice A rationale:
Offering a variety of items to choose from to stimulate the toddler's mind is a good practice, but it doesn't necessarily encourage independence. It provides opportunities for exploration and learning but doesn't directly promote decision-making and self-sufficiency.
Choice B rationale:
Allowing the child to determine their own daily routine can be challenging and may not always be practical. It's important to strike a balance between independence and structure to ensure the child's safety and well-being.
Choice C rationale:
Setting the routine herself but discussing with her toddler how he or she would have done it differently is a reasonable approach, but it may not always lead to increased independence. It can be a step in the right direction but doesn't directly encourage independence in decision-making.
Choice D rationale:
Offering the child a choice between two items is an effective way to encourage independence. It allows the toddler to make decisions and feel a sense of control over their choices, fostering a sense of independence and autonomy. This approach is often used in parenting to promote decision-making skills in toddlers. .

Choice A rationale:

When providing anticipatory guidance for parents of a toddler, it's important to emphasize positive discipline strategies. Setting limits and boundaries for a toddler's behavior is essential for their development, but it should be done in a positive and constructive way. Praise is an effective tool to reinforce good behavior and encourage positive actions. By praising a toddler when they follow the rules or display desirable behavior, parents can reinforce these behaviors and encourage them to continue. This positive reinforcement helps in shaping the child's behavior in a more effective way. It's important for parents to remember that praise should be specific and genuine to have the desired impact.

Choice B rationale:

Adhering to a rigid schedule because the toddler is ritualistic is not the best approach. While it's true that some toddlers may exhibit ritualistic behavior, imposing a rigid schedule may not always be necessary or beneficial. Each child is unique, and their needs and routines may vary. It's essential for parents to be flexible and responsive to their toddler's individual needs while still providing structure and boundaries.

Choice C rationale:

Dressing the toddler in pants with a zipper is not directly related to anticipatory guidance for parents. While it's important for toddlers to learn self-help skills like zipping and unzipping clothes, this is not the primary focus of anticipatory guidance. Anticipatory guidance should center on broader topics such as discipline, safety, and developmental milestones.

Choice D rationale:

The statement about shoes fitting snugly at the toe and arch is unrelated to anticipatory guidance for parents of toddlers. While proper-fitting shoes are important for a child's comfort and foot health, this is not a central topic when discussing guidance for parents of toddlers. Anticipatory guidance for this age group should focus on developmental milestones, safety, nutrition, and positive discipline strategies.

Choice A rationale:

The ability to communicate that he or she is wet is a good sign but not the primary indicator of toilet training readiness. While communication is essential, it's not the sole factor. A child should also display other signs of readiness, such as curiosity about using the potty and the ability to control their bladder and bowels.

Choice B rationale:

Being dry in the daytime for 4-hour periods is a strong sign of toilet training readiness. However, it's not the only behavior that identifies readiness. A child should also show interest in using the potty and display curiosity about bathroom activities.

Choice C rationale:

Curiosity about bathroom activities is a key indicator of toilet training readiness. When a child starts showing interest in what goes on in the bathroom and demonstrates a desire to imitate the actions of adults using the toilet, it's a positive sign that they may be ready to begin toilet training. This curiosity can make the training process more engaging and effective.

Choice D rationale:

Willingness to sit on the potty for 15 to 20 minutes is a positive sign of toilet training readiness. This behavior suggests that the child is willing to participate in the process and may be ready to start learning how to use the toilet. However, it should be considered alongside other signs of readiness, such as curiosity about bathroom activities and the ability to communicate their needs.

Choice A rationale:

Infants typically double their birth weight by 6 months of age. Given that the infant's birth weight was 8 pounds, 2 ounces, it would be expected that the baby should weigh at least 16 pounds by 6 months of age. Therefore, a weight of at least 12 pounds at the 6-month well-baby examination would be a reasonable and healthy expectation.

Choice B rationale:

Expecting the infant's weight to be at least 22 pounds at 6 months is unrealistic and outside the normal range for infant growth. While weight gain is essential for infant development, expecting a 14-pound gain in 6 months would be excessive and may raise concerns about overfeeding or other health issues.

Choice C rationale:

Expecting the infant to weigh at least 25 pounds at 6 months is highly unrealistic and far beyond the normal range for infant weight at that age. Such rapid and excessive weight gain could be detrimental to the infant's health and development.

Choice D rationale:

Expecting the infant to weigh at least 16 pounds at 6 months is a reasonable expectation. However, it's important to note that the question asks for what the nurse would expect, and the infant's birth weight was 8 pounds, 2 ounces. Doubling the birth weight by 6 months would result in an expected weight of at least 16 pounds. Therefore, choice A is the most accurate response. .

A. 9 months An infant's birth weight tripling at 9 months is not developmentally accurate. Infants usually triple their birth weight by 4-6 months. This choice is incorrect. Choice B rationale:

B. 18 months Tripling an infant's birth weight at 18 months is within the normal range of growth and development. By 18 months, most infants have reached this milestone, which reflects their healthy growth and nutrition. This choice is correct. Choice C rationale:

C. 1 year Tripling an infant's birth weight by 1 year is too early and not developmentally accurate. Infants typically achieve this milestone by around 18 months, not within the first year of life. This choice is incorrect. Choice D rationale:

D. 2 years Tripling an infant's birth weight by 2 years is too late and indicates a delay in growth. Most infants achieve this milestone much earlier, by around 18 months. This choice is incorrect.