Developmental assessment and the school-Aged child.

The needs of the pediatric patient differ depending on age, as do the stages of development and the expected assessment findings for each stage. In a 500-750 word paper, examine the needs of a school-aged child between the ages of 5 and 12years old and discuss the following: 1) Compare the physical assessments 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 12years, 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 explanation during the assessment, strategies you would use to gain cooperation, and potential findings from the assessment. Use APA Style guide An abstract is not required.Developmental assessment and the school-Aged child.

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Developmental Assessment and the School-Aged Child

School-age child development assessment encompasses expected physical, emotional, and mental capabilities of children between five to twelve years (Sharma et al., 2019). During the assessment, pediatricians obtain information on language, learning approaches, and cognition. The primary goal of assessing school-aged children is to monitor their growth levels. Besides monitoring, assessment for this population identifies children with special needs who may require additional support. It is during this stage that children build self-esteem and attempt to fit in with their peers. Nurses initiate the assessment procedure by establishing rapport with the child and the parent or caregiver. Nurses then evaluate physical, behavior, learning, language development, and safety. In this essay, the author compares physical assessments in school aged children, describes typical assessment of Tom, a seven year child, and analyzes Tom’s development using Erickson’s theory.Developmental assessment and the school-Aged child.

Comparison of Physical Assessment among School-Aged Children

Physical assessment among school-age children differs depending on age. Therefore, the most apt assessment strategies must be established that align with the needs and developmental stages of children. For school-age children below the ages of six, it is crucial to obtain information from parents, guardians, or caregivers. This is contrary to children aged eleven and twelve who can comfortably provide health information without parental involvement. Despite the ages of school-going children, the approach used for assessment is similar. Observation is the primary technique used by pediatricians during the assessment. They interact with children and draw conclusions made on their behavior. Other strategies utilized include parent and caregiver ratings, standardized tests, and portfolios.Developmental assessment and the school-Aged child.

In some circumstances, there is a need for the pediatrician to modify the assessment techniques to match the age and developmental status of the child (Sharma et al., 2019). For instance, it may require nurses to read and spell out the questions provided in standardized tests while assessing five or six-year children who may be highly conversant with reading skills. Nurses can also write answers provided by these children. On the contrary, nurses do not have to perform these tasks when assessing twelve-year-olds who can read and write comfortably. Another modification for school-age children’s assessment is the need for privacy. This specifically applies to older children’s assessment of questions related to risk-taking behavior, drug use, and sexual activity. In such scenarios, the nurses can ask the parent to leave the room. Other modifications may also be necessary. For example, child distractions and games can be used when assessing children between the ages of five to seven, as they enhance their cooperation in the procedure. Such an aspect does not apply to children aged twelve, as they may prefer to dwell on extra-curricular activities.Developmental assessment and the school-Aged child.

Typical Assessment for a Child of a Specific Age

Tom is a seven-year-old child in second grade. He has a strong mental ability and is learning to speak better. At school, Tom is playful with other children and high participative in class assignments. Cognitively, children at this age can understand the concept of numbers, differentiate night from day, and can repeat numbers backward (Scheuer et al., 2019). Tom has a constant thirst for knowledge as he is eager to ask questions on day to day things. Concerning physical development, Tom has grown about two inches and has started developing a sense of body image and is frequently complaining about leg aches. He feels that he is taller compared to his classmates. Socially and emotionally, Tom is getting more independent from his parents as he has adjusted to life in school. He tends to spend most of his time playing with boys and not girls. Also, Tom prefers to make their own choices concerning toys and is better at describing events that have occurred, what they feel, and what they thing. He can also differentiate right from wrong. Tom’s parents have noted that he has been lying frequently and avoiding adults.Developmental assessment and the school-Aged child.

Developmental Assessment of a Child Using Erickson Theory

According to Chung (2018), Erik Erickson proposed the psychosocial development theory, which describes eight stages of development. According to the theory, two conflicting ideas must be resolved for an individual to be confident and contribute fully to societal issues. Erikson argues that an individual undergoes eight stages to develop a personality. At each stage, an individual encounters a personality crisis that impacts their personality negatively or positively. Consequently, each phase’s successful completion leads to the establishment of a healthy personality and acquisition of basic values.Developmental assessment and the school-Aged child.

Under this theory, Tom falls under the industry vs. inferiority stage, consisting of elementary school-going children between the ages of six and twelve. While assessing children under this phase, the nurse should evaluate how children compare themselves to peers to determine whether they measure up (Dunkel & Harbke, 2016).Assessment for Tom should also center on this capability to read and write and his sense of pride in his achievements. The nurse should also establish whether Tom can communicate in full sentences directly. Additionally, pediatricians can assess Tom’s gross and fine motor skills by letting him move around the room and engaging him in children’s games. Assessing how Tom gets along with others, including his parents, is also crucial at this stage.Developmental assessment and the school-Aged child.

Conclusion

In summary, assessing child development is vital to determine whether their growth aligns with the expected milestones and identify growth aspects requiring additional attention. One would assess the child by evaluating their developmental milestones, including physical, emotional, social, cognitive, and learning. Nurses should provide information to children on the need for assessment to ensure normal development. Strategies for cooperation that nurses can use include child games, distractions, and talking about extra-curricular activities that the child enjoys.Developmental assessment and the school-Aged child.