# A nurse is planning therapeutic play activities for three hospitalized children. Match each activity to the developmental stage for which it is most appropriate based on the child's current abilities and safety needs.

> source: MyMerci (mymerci.kr)  
> url: https://mymerci.kr/pages/nclex_q.php?qn_id=568379&lang=en  
> language: en  
> subject: Developmental Stages and Transitions  
> category: HPM

## Question

A nurse is planning therapeutic play activities for three hospitalized children. Match each activity to the developmental stage for which it is most appropriate based on the child's current abilities and safety needs.

**1.** Finger painting with primary colors while seated in bed

Select a category
Toddler (1-3 years)
Preschooler (3-5 years)
School-age (6-12 years)

**2.** Stacking large soft blocks on an overbed table

Select a category
Toddler (1-3 years)
Preschooler (3-5 years)
School-age (6-12 years)

**3.** Using a large-piece shape sorter on the overbed table

Select a category
Toddler (1-3 years)
Preschooler (3-5 years)
School-age (6-12 years)

**4.** Dressing a doll in hospital gown and giving it a toy stethoscope

Select a category
Toddler (1-3 years)
Preschooler (3-5 years)
School-age (6-12 years)

**5.** Completing a 12-piece wooden puzzle of farm animals

Select a category
Toddler (1-3 years)
Preschooler (3-5 years)
School-age (6-12 years)

**6.** Building a model car with small snap-together pieces

Select a category
Toddler (1-3 years)
Preschooler (3-5 years)
School-age (6-12 years)

**7.** Playing a board game with simple rules and a peer visitor

Select a category
Toddler (1-3 years)
Preschooler (3-5 years)
School-age (6-12 years)

## Explanation

Therapeutic play should match the child's developmental stage while accommodating illness limitations. Toddlers explore with their senses and large muscles; preschoolers engage in pretend play and simple art; school-age children enjoy games with rules and projects that build competence. Safety and treatment restrictions (e.g., mobility, isolation, fatigue) guide final choices.

## In-depth explanation

Quick answer
Toddler: bedside sensory and large-piece play; preschooler: pretend medical play and a simple puzzle; school-age: a model kit and a rule-based game.

Why this is correct
Each activity aligns with the child's cognitive, motor, and social abilities while respecting current mobility and safety limits.

Clinical picture
The toddler in traction needs seated sensory activities without ambulation or choking-size pieces. The preschooler can use imaginative play and a simple puzzle. The school-age child benefits from mastery and rules.

Memory hook
Toddlers manipulate large objects; preschoolers imagine; school-age children build and follow rules.

NCLEX decision rule
Match play to development first, then modify it for mobility, infection-control, and choking safety.

Why the alternatives are wrong
Small construction pieces are unsafe for toddlers, ambulatory play conflicts with traction, and simple sensory play may not offer enough mastery for a school-age child.

Sources
1NCSBN 2026 NCLEX-RN Test Plan
2American Academy of Pediatrics: the power of play
3AAP guidance on developmentally appropriate toys

## Clinical scenario

A nurse on a pediatric unit is preparing play materials for three children: a 2-year-old with a fractured femur in traction, a 4-year-old recovering from pneumonia, and a 9-year-old with newly diagnosed type 1 diabetes. The nurse must select activities that are safe, developmentally supportive, and feasible within each child's current condition and treatment restrictions.

## Key concepts

- **Therapeutic play** — Play activities selected to support a child's developmental, emotional, and coping needs during illness or hospitalization.
- **Developmental stage** — A phase of growth characterized by typical cognitive, motor, social, and language abilities; used to guide age-appropriate interventions.
- **Droplet precautions** — Infection control measures requiring a private room and mask for close contact, limiting shared play materials and peer interaction.

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