Developmental Assessment and The School-Aged Child Assignment
NRS 428 Developmental Assessment Assignment
Developmental Assessment and The School-Aged Child Assignment
School-age children include those between the ages of 5 to 12 years, also referred to as middle childhood. The school-age child’s growth presents with gradual growth and development with notable differences in weight, height, and body build (Riley, Morrison & McEvoy, 2019). Besides, language skills continue to develop, and most behavior changes occur as they strive to find their place among their peers. In this regard, this paper will describe the physical assessment of school-aged children, including the typical developmental stages of a child 12-year-old child, and apply the Piaget theory to assess a school-age child developmentally.
Physical Assessments among School-Aged Children
Physical assessment of school-age children is similar in that the examiner applies the four techniques of inspection, palpation, percussion, and auscultation when conducting a head-to-toe exam. The examiner begins the physical exam by taking vital signs, including blood pressure, heart rate, respiration, and temperature (Riley et al., 2019). However, the blood pressure cuff differs based on the child’s age and size. The height and weight are taken and plotted against a growth graph to assess the child’s nutritional status. Additionally, the general appearance of the school-age child is documented, which includes the hygiene status, dressing, signs of neglect, and mannerism (Riley et al., 2019). The examiner also assesses the child for physical signs of abuse since school-aged children are vulnerable to abuse. Assessment of the reproductive system varies among school-aged children based on age. Children above ten years are assessed for secondary sexual characteristics, including breast growth and pubic hair, which is not the case for those below ten years (Riley et al., 2019). Physical assessments of school-age children also entail dental and vision screening to assess dental cavities and visual defects.
For a child aged 5-10 years, I would use a simple drape over their underpants or a colorful examination gown and cover the parts not being assessed to maintain privacy. Fr the younger child, I would conduct the exam in the caregiver’s presence to relieve anxiety and promote cooperation (Riley et al., 2019). However, examination of the older child would be performed in the caregiver’s absence to maintain privacy. Furthermore, I would start with the least distressful exam procedures and end with the most distressful and body parts associated with pain.
Typical Developmental Stages of a 12-Year-Old Child
A 12-year-old is characterized by numerous physical, cognitive, emotional, and social changes. Physical changes include the development of secondary sexual characteristics attributed to hormonal changes. Most males grow facial and pubic hair, and the voices deepen while most females grow pubic hair and breasts and start their menstruation (Sawyer et al., 2018). At 12 years, the child enjoys all physical activities and continues to improve their motor coordination. Cognitive changes include demonstrating an increased ability for complex thought and express feelings through talking (Sawyer et al., 2018). The child also develops a stronger sense of right and wrong. Emotional and social changes include expressing more concern about body image, looks, and clothes and experiencing more moodiness. Besides, 12-year-olds tend to focus on themselves, going back and forth between high expectations and lack of confidence (Sawyer et al., 2018). They also show more interest in and influence by peer group but express less affection toward parents and at times might seem rude or short-tempered.
Applying Piaget Developmental Theory to Developmentally Assess the Child
The school-age child falls in the concrete operational stage of Piaget’s cognitive development. The stage is characterized by more logical and methodical manipulation of symbols (Babakr et al., 2019). The child is less egocentric and more aware of the outside world and events. They are also able to function on a higher level in their mental ability. I would developmentally assess a child using the Piaget theory by giving the child a fictional problem or scenario and asking them to solve it (Babakr et al., 2019). I will assess if the child can solve the problem without physically encountering it in the real world.
During the assessment, I would offer explanations using simple terms and language in line with the child’s cognitive developmental stage. I would also answer questions openly and in simple terms and ask the child questions to establish trust and promote cooperation (Riley et al., 2019). Besides, I will explain the assessment procedures to the child using simple terms before beginning the exam to promote cooperation and alleviate anxiety. I would also inform the child of the painful or distressing procedures to prepare them psychologically and increase their cooperation (Riley et al., 2019). After the assessment, I will explain to the child of the abnormal findings, possible causes for these findings, and any diagnostic procedures that will be required.
Conclusion
The physical assessment of the school-age child follows the head-to-toe approach and uses the basic examination techniques of inspection, palpation, percussion, and auscultation. The assessment should include taking vital signs, height and weight, general survey, dental and vision screening. Developmental stages of a 12-year-old include development of secondary sexual characteristics, increased cognitive capacity, and social and emotional changes. A school-aged child falls in the concrete operational stage in the Piaget theory and can be used to assess whether the child can function on a higher level in their mental ability.
References
Babakr, Z. H., Mohamedamin, P., & Kakamad, K. (2019). Piaget’s Cognitive Developmental Theory: Critical Review. Education Quarterly Reviews, 2(3), 517-524.
Riley, M., Morrison, L., & McEvoy, A. (2019). Health Maintenance in School-Aged Children: Part I. History, Physical Examination, Screening, and Immunizations. American family physician, 100(4), 213-218.
Sawyer, S. M., Azzopardi, P. S., Wickremarathne, D., & Patton, G. C. (2018). The age of adolescence. The Lancet Child & Adolescent Health, 2(3), 223-228. https://doi.org/10.1016/S2352-4642 (18)30022-1
The physical assessment of school-aged children should entail a complete head-to-toe examination or comprehensive exam of each body system. The vital signs, height, weight, and mid-upper arm circumference is monitored for all ages (Chiocca, 2010). Blood pressure monitoring requires the use of a different cuff depending on the child’s age and mid-arm circumference. A vision test is performed with a Snellen’s chart, and the child should be assessed for strabismus, nystagmus and the range of eye movements (Chiocca, 2010). A dental exam should be done for all children; 6-8-year-olds should be assessed for the eruption of secondary teeth and shedding of primary teeth (Chiocca, 2010). Children aged 9-12 year are examined for dental cavities or delay in the growth of secondary teeth.
When assessing a school-aged child, I would modify the assessment approach by starting with the assessment of the body parts that require the child to cooperate (Press, 2015). For instance, if the child has respiratory symptoms, I will begin with assessing the nose, chest, lungs, and heart and finalize with the musculoskeletal system. Besides, painful procedures will be done last, and I will explain to the child the discomfort associated with the assessment or procedure and the time it will last before proceeding (Press, 2015). If the child had a complaint of pain in a specific body, I would examine the area last to avoid discomfort in the entire assessment. For the younger child aged 5-7 years, I will encourage the caregiver to be present or to hold them to promote cooperation (Press, 2015). Furthermore, I will ensure I screen the child during the examination and instruct the child to uncover only the part that is being examined and re-clothe it to avoid embarrassment and discomfort.
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:
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.
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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.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. Developmental Assessment and The School-Aged Child Assignment
Assessment Description
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.
You are required to cite a minimum of three peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Attachments
Shadow Health: Focused Exam: Cough Results
Assessment Description
Within the Shadow Health platform, complete the Focused Exam: Cough Results. The estimated average time to complete this assignment each time is 1 hour and 15 minutes. Please note, this is an average time. Some students may need longer.
This clinical experience is a focused exam. Students must score at the level of “Proficiency” in the Shadow Health Digital Clinical Experience. Students have three opportunities to complete this assignment and score at the Proficiency level. Upon completion, submit the lab pass through the assignment dropbox.
Students successfully scoring within the Proficiency level in the Digital Clinical Experience on the first attempt will earn a grade of 100 points; students successfully scoring at the Proficiency level on the second attempt will earn a grade of 90 points; and students successfully scoring at the Proficiency level on the third attempt will earn a grade of 80 points. Students who do not pass the performance-based assessment by scoring within the Proficiency level in three attempts will receive a failing grade (68 points).
If Proficiency is not achieved on the first attempt, it is recommended that you review your answers with the correct answers on the Experience Overview page. Review the report by clicking on each tab to the left titled Transcript, Subjective Data Collection, Objective Data Collection, Documentation, and SBAR to compare your work. Reviewing this overview and the course resources may help you improve your score.
Please review the assignment in the Health Assessment Student Handbook in Shadow Health prior to beginning the assignment to become familiar with the expectations for successful completion.
You are not required to submit this assignment to LopesWrite.
Attachments
Health Assessment of the Toddler, Preschool, and School-Aged Child (Essay Sample)
The child I chose to write about for this assignment is two year old Danjuma from Wayne, Ohio. He is the youngest of three children and attends an Early Head Start Program two days a week. The child’s parents have jobs; when the mother is working her sister takes care of Danjuma. The family has financial problems but don’t qualify for any type of public assistance. Danjuma is twenty-four inches tall and twenty-eight pounds. He walks well and has good coordination; he can be seen running, jumping, creeping, crawling, and rolling. He can kick a small ball forward as well as catch a ball using is full body; he can also throw a ball overhand. At home he can turn doorknobs, get himself undressed, and can feed himself using eating…show more content…
When someone approaches the child to help him complete his task, he refuses it, saying “Me do it.” This child can also count to five but has no knowledge of how many each number word represents. He also knows the words “same” and “different” as well as the concepts behind them. Danjuma is very verbal at home; his family can easily understand what he says. His teachers have said that he is difficult to understand as he has many substitutions for different words. For example: “Coat” is “boat” and “hungry” is “bungy”. His family often has to step in and translate for others outside the family. This child can understand simple directions as well as other phrases used in typical everyday situations. When his mother prompts him, Danjuma can tell his two older siblings about his day at school. He loves “reading” books and is often seen looking at familiar books in his own. He also knows the A B C song but has no understanding that the letters he sings correspond to specific graphic designs. He also loves drawing and makes a variety of scribble marks using a fist grasp on his crayon. Danjuma is a socially outgoing child and easy to get along with. There are times when he appears to be stubborn; for example, there are times when he insists on removing his coat on his own, even when the task is a little too difficult for him. He is able to leave his parents comfortably and is used to hearing the words “I’ll be
NRS-434VN Topic 2 Rubric: Developmental Assessment and the School-Aged Child
