Developmental Assessment and the School-Aged Child

The needs of the pediatric differ depending on age, as do the stages of development and expected assessment findings for each stage. In this paper, examine the needs of a school-aged child between the ages of 5 and 12 years old and discuss the following:
1). Compare the physical assessment among school-aged children. **Describe how you would modify assessment techniques to match the *age and *developmental stage of the child.
2). Choose a child between the ages of 5 and 12 years old. **Identify the *age of the child and ***describe the typical developmental stages of children that age.
3). Applying developmental theory based on Erickson, Piaget, or Kohlberg, *explain how you would developmentally assess the *child. **Include how you would offer explanations during the assessment, ***strategies you would use to gain cooperation, and ****potential findings from the assessment.
– APA 7TH Edition ( no abstract )
– Sources not more than FIVE YEARS.
– Detailed comparison of physical assessments among different school-aged children. **How assessment techniques would be modified depending on the *age and *developmental stage of the child is thoroughly described. *Demonstrate insight into the physical assessment of school age children.
-Accurately and thoroughly describe the typical developmental stage of a child between the ages 5 and 12.
-A child assessment based on a developmental theory is thoroughly described. *Well-developed *strategies to gain cooperation and for *how explanations would be offered during the assessment are presented. *The potential findings expected from the assessment are all accurate and described in detail.
– Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
– Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. *All sources are authoritative.
– Academic English.
-All format elements are correct.
– Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

SAMPLE PAPER

Developmental Assessment and the School-Aged Child

Developmental Assessment

            A developmental assessment process for school-age children entails attempts to assess their various developmental domains such as cognitive, general motor, language and social-emotional. When conducting comprehensive examination, an examiner identifies specific needs that are critical in ascertaining the interventions needed to support a pediatric patient (Kaufman, 2018). Thus this child assessment enables the examiner to design a personalized strategy for patient care. The assessment process equally involves historians (caregivers, parents and guardians) of the pediatric patient in order to established common ground in which the examiner and parent support the child. The aim of conducting the assessment is to identify the challenges and strengths of the child in various developmental aspects (Kaufman, 2018).

Physical Assessment among School-Aged Children

School-age children are not adults but individuals with unique developmental needs. School-age children progress at varied rates. For instance, an examiner can obtain medical history from an 11-year old by asking the child relevant questions. A five-old child cannot give this information and the examiner will have to ask the parent for the information. Additionally they have varied personalities, abilities and interests. Nevertheless, these children have several common milestones. As they enter school-age, their understanding of concepts keep to grow. Moreover, physical examination among school-age children is similar regardless of the developmental age, beginning with the baseline set of vital signs.

Observation is the most common assessment technique used to obtain data from the pediatric. Here, the examiner interacts with the child and parent while making observation such as general appearance, movement and behavior of the child. Other assessment techniques worth considering are parent rating, portfolios and examiner ratings. However, the suitability of these techniques depends on the developmental age and needs of each and every child.   

Kennedy is a 9-year old boy who likes school and loves interacting with peers. He can perform tasks like making beds, drawing, riding bicycle, and stays busy. He enjoys playing with children of the same gender. He is modest about his body. He can use tools like screwdriver and hammer. He loves collecting objects. However, his huge body size makes Kennedy feel inferior. He is between the 85th and 95th percentile on the growth chart. Genetic background, exercise and nutrition, all interact to contribute towards his overweight condition. Kennedy is not able to read and write well. He is unable to express himself well.

Erikson’s 4th psychological crisis, entailing industry vs. Inferiority happen during the ages of 5-12. Children falling in this stage have mastered the social, emotional and linguistic challenges of childhood and are now able to participate in the social world. They are ready to learn basics of adult work, they are productive and start doing work on their own. They start to attend school and are learning to write and read. The relationship with peers and teachers becomes important in the life of the child. Older school-age children start to establish their independence and to build their own identities (Cooper, & Gosnell, 2019). During the stage of Industry vs. Inferiority, children are capable of doing complex tasks. Consequently, they endeavor to master novel skills. They have to deal with an array of events such as academics, friends and group activities (Bowden, & Greenberg, 2010). According to Erikson, children who grapple to develop competence in any of these tasks emerge with the feeling of inferiority (Cooper, & Gosnell, 2019). School-age children often have strong and smooth motor skills with varying physical abilities, endurance and eye-hand coordination. They are able to write neatly and dress appropriately. Kennedy is also in this age group. Erikson associates the 4th stage with the basic virtue of competency. School-age children desire to solve problems, make things and master tasks. Building things or solving problems builds a feeling of self-esteem and circumvent the feeling of inadequacy (Bowden, & Greenberg, 2010). While examining Kennedy, the examiner will focus on the child’s ability to read and write. Most children at age 11 like to write and read well. Friends of same sex are also important. Thus the examiner is likely to get information on Kennedy’s school activities, performance and best friends. Kennedy is likely to say the children he does like and those that make him feel inferior.     

School-age children are cooperative and they understand concepts. Reassure them about what to expect because their major fears tend to be invasive procedures especially the needle. They are easier to engage when conversations start with subjects both important and familiar to them such as school, best friends and physical activities (Bowden, & Greenberg, 2010). Ask the pediatric patient questions he/she can answer. The examiner should use simple words and speak direct in ways the children understand. The examination should reward the child for his/her cooperation and praise the child for successful participation. Encourage the parent to reinforce and support the participation of the child in the physical examination.

The examiner should use various techniques to gain Kennedy’s cooperation. With his developmental age, Kennedy is old enough to offer his medical history. Therefore, the examiner must direct questions to both the child and parent by asking them what their concerns are. It is best to use firm, direct approach concerning expected behavior (Cooper, & Gosnell, 2019). It is advisable to take history from the child privately in late school-age and from the parent.

The examiner to assess the child’s school performance and activities. Trust and rapport is established with the child and caregiver by speaking with both.

The examiner should be honest and encourage Kennedy to express his feelings. Some school-age children may be unaware of what assessment entails and whether it causes discomfort. Provide explanations so children are not terrified by the unknown. Furthermore, offer older children a choice concerning whether to have the parent present or not.              

School-age children tend to be modest. Protect the emerging modesty of the child during physical examination. Give Kennedy the opportunity to cover him with drape or gown. Allowing him some control decreases anxiety and enhances cooperation.

School-age children are old enough for head-toe assessment. Explain procedures and equipment. The examiner should focus on interacting and dialoguing with the child. After completing the physical assessment and history, allow the child to ask questions if there are any. The examination provides a good opportunity to educate the child about personal care and how the body works.

Conclusion

This paper has compared the physical assessment of school-age children. Children of this age are facing Industry vs. Inferiority crisis and praising them for participating and rewarding them for cooperation boost their confidence. 

References

Cohen, L. J. (2011). The handy psychology answer book. Detroit, MI: Visible Ink Press.

Cooper, K., & Gosnell, K. (2019). Foundations and adult health nursing. St. Louis : Mosby

Kaufman, A. S. (2018). Contemporary intellectual assessment: Theories, tests, and issues. Guilford Publications.

Bowden, V. R., & Greenberg, C. S. (2010). Children and their families: The continuum of care. Philadelphia: Lippincott Williams & Wilkins.

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