Pediatric Respiratory Rates
AgeRate (breaths per minute)

Infant (birth–1 year)

30–60

Toddler (1–3 years)

24–40

Preschooler (3–6 years)

22–34

School-age (6–12 years)

18–30

Adolescent (12–18 years)

12–16

Pediatric Pulse Rates
AgeLowHigh

Infant (birth–1 year)

100

160

Toddler (1–3 years)

90

150

Preschooler (3–6 years)

80

140

School-age (6–12 years)

70

120

Adolescent (12–18 years)

60

100

Pulse rates for a child who is sleeping may be 10 percent lower
than the low rate listed.
Low-Normal Pediatric Systolic Blood Pressure
Age*

Low Normal

Infant (birth–1 year)

greater than 60*

Toddler (1–3 years)

greater than 70*

Preschooler (3–6 years)

greater than 75

School-age (6–12 years)

greater than 80

Adolescent (12–18 years)

greater than 90*Note: In infants and children aged three years or younger, thepresence of a strong central pulse should be substituted for ablood pressure reading.

Pediatric CUPS Assessment
Category

Assessment

Actions

ExampleCriticalAbsent airway,
breathing, orcirculation

Perform rapid initialinterventions and transport
simultaneously

Severe traumatic injury
with respiratory arrest orcardiac arrest

Unstable

Compromised airway,breathing, orcirculation withaltered mental status

Perform rapid initialinterventions and transport
simultaneously

Significant injury withrespiratory distress,
active bleeding, shock;near-drowning;unresponsivenessPotentiallyunstable

Normal airway,
breathing, circulation,and mental status BUT
significant mechanismof injury or illness

Perform initial assessmentwith interventions; transport
promptly; do focused history
and physical exam duringtransport if time allows

Minor fractures;
pedestrian struck by car
but with good appearance
and normal initialassessment; infant
younger than threemonths with fever

StableNormal airway,
breathing, circulation,and mental status; nosignificant mechanismof injury or illness

Perform initial assessmentwith interventions; dofocused history and detailed
physical exam; routine
transport

Small lacerations,abrasions, orecchymoses; infant older
than three months withfever

Based on CUPS Assessment Table © 1997 N. D. Sanddal, et al. Critical Trauma Care by the Basic EMT, 4th ed.

Developmental Aspects of Pediatric Patients
Age*Keys to Successful Interaction

Characteristics

Newborn(birth to 1month)

Likes to be held and kept warm
May be soothed by having something tosuck on
Avoid loud noises, bright lights

Normally alert, looking around
Focuses well on faces
Flexed extremities

Infant(1–12 months)

Likes to be heldParents should be nearby
Examine from toes to headDistract with a toy or penlight

Normally alert, looking aroundEyes follow examiner
Slightly flexed extremities
Can straighten arms and legs
Can sit unaided by 6–8 months

Toddler(1–3 years)

Make a game of assessment
Distract with a toy or penlight
Examine from toes to head
Allow parents to participate in exam
Respect modesty, keep child covered whenpossible

Normally alert, active
Can walk by 18 months
Does not like to sit still
May grab at penlight or pushhand away

Preschooler(3–6 years)

Explain actions using simple language
Tell child what will happen next
Tell child just before procedure if
something will hurt
Distract child with a story
Respect modesty

Normally alert, active
Can sit still on request
Can cooperate with examination
Understands speechWill make up explanations foranything not understood

School-age child(6–12 years)

Respect modesty
Let child make treatment choices whenpossible
Allow child to participate in exam

Will cooperate if trust isestablished
Wants to participate and retainsome control

Adolescent
Explain the process as to an adultHas clear concepts of future(12–18 years)
Treat the adolescent with respect
Can make decisions about care
*Note that children who are frightened or in pain may act younger than their age