Developmental Assessment And The School-Aged Child
NRS 434 Developmental Assessment And The School-Aged Child
Typical Developmental Stages at Six Years
Physical development for a 6-year-old include, having grown about 2.5 inches in length and gained 7 pounds since the last birthday. The child starts losing the milk teeth and acquires permanent molars, medial and lateral incisors (Bellman, Byrne & Sege, 2013). Cognitive development includes the ability to tell their age and starting to understand the concept of time where the child can recognize if it is morning, afternoon or night (Bellman, Byrne & Sege, 2013). Most 6-year-olds have approximately 2560 words and can make intelligible 6- or 7-word sentences. At this age, most are learning to write, and to express themselves using words and should be able to define words by use (Bellman, Byrne & Sege, 2013). Typical motor development stages include riding a bicycle, running, jumping, climbing and hoping, and the child can brush and comb hair. The child can also write their names and draw a person with 12 parts (Press, 2015). Social and emotional development at six years include having fears of the dark injuries to the body, monsters, and big animals, are usually jealous of siblings and insist on being prioritized in everything (Press, 2015). Besides, they become peer-oriented and play with peers, develops a sense of humour, but continue to be egocentric.
Application of Erickson Developmental Theory in Assessing Development
Erickson stated that each psychosocial stage has two factors; the favourable and the unfavourable aspects of the core conflicts. The school-aged child is in the Industry versus Inferiority stage (Kropf & Greene, 2017). The child is often interested in learning how to do things appropriately. Their sense of industry grows when they are motivated in their efforts to make or do practical things, and when encouraged to complete their projects (Kropf & Greene, 2017). Besides, they become more industrious when they are praised and rewarded for the results. I would apply the Erickson theory to assess a child’s ability to perform various tasks such as bathing, dressing, and feeding himself.
To encourage cooperation, I will encourage a child to express the chief complaints and relevant medical history that he/she can give. I will also ask the child to undress himself rather than the caregiver undressing him. Before conducting a physical exam, I will explain to the child why I am doing it if there will be any discomfort or pain, and the time it will take to finish the assessment. For any abnormal findings, I will discuss them with the child in a layman’s language and explain the probable cause of the abnormalities and the various treatments that will be used. In addition, I will involve the child when explaining how to take the medications as and when providing health education and anticipatory guidance.
Details:
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 12 years old and discuss the following:
- 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.
- 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.
- 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.
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Developmental Assessment and the School-Aged Child
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Unsatisfactory
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Less than Satisfactory
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Satisfactory
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Good
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Excellent
100.00%80.0 %Content 25.0 %Comparison of Physical Assessment Among School-Aged ChildrenA comparison of physical assessments among different school-aged children is omitted.An incomplete comparison of physical assessments among different school-aged children is summarized. How assessment techniques would be modified depending on the age and developmental stage of the child is omitted or contains significant inaccuracies.A general comparison of physical assessments among different school-aged children is summarized. How assessment techniques would be modified depending on the age and developmental stage of the child is generally described. More information or support is needed for clarity or accuracy.A comparison of physical assessments among different school-aged children is presented. How assessment techniques would be modified depending on the age and developmental stage of the child is described. Some information is needed for clarity.A detailed comparison of physical assessments among different school-aged children is presented. How assessment techniques would be modified depending on the age and developmental stage of the child is thoroughly described. Insight is demonstrated into the physical assessment of school age children.25.0 %Typical Assessment for a Child of a Specific AgeThe typical developmental stage of a child between the ages 5 and 12 is not described. The typical developmental stage of a child between the ages 5 and 12 is summarized. The summary contains significant inaccuracies for the age of the child. The typical developmental stage of a child between the ages 5 and 12 is generally described. The description contains some inaccuracies for the age of the child.The typical developmental stage of a child between the ages 5 and 12 is described. The overall description is accurate. Some information is needed for clarity.The typical developmental stage of a child between the ages 5 and 12 is accurately and thoroughly described. 30.0 %Developmental Assessment of a Child Using a Developmental Theory (Erickson, Piaget, Kohlberg)A child assessment based on a developmental theory is omitted.A child assessment based on a developmental theory is partially summarized. Partial strategies to gain cooperation and for how explanations would be offered during the assessment are presented. The potential findings expected from the assessment are omitted or are incorrect. There are significant inaccuracies.A child assessment based on a developmental theory is generally described. General strategies to gain cooperation and for how explanations would be offered during the assessment are presented. The potential findings expected from the assessment are summarized. There are minor inaccuracies.A child assessment based on a developmental theory is described. Appropriate strategies to gain cooperation and for how explanations would be offered during the assessment are presented. The potential findings expected from the assessment are described. Some information is needed for clarity.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.15.0 %Organization and Effectiveness 5.0 %Thesis Development and PurposePaper lacks any discernible overall purpose or organizing claim.Thesis is insufficiently developed or vague. Purpose is not clear.Thesis is apparent and appropriate to purpose.Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.15.0 %Organization and Effectiveness 5.0 %Argument Logic and ConstructionStatement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.15.0 %Organization and Effectiveness 5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English.5.0 %Format 2.0 %Paper Format (use of appropriate style for the major and assignment)Template is not used appropriately or documentation format is rarely followed correctly.Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.Template is used, and formatting is correct, although some minor errors may be present. Template is fully used; There are virtually no errors in formatting style.All format elements are correct. 5.0 %Format 3.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)Sources are not documented.Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.100 %Total Weightage
