NRS 434 Developmental Assessment and the School-Aged Child Essay
NRS 434 Developmental Assessment and the School-Aged Child Essay
NRS 434 Developmental Assessment and the School-Aged Child Essay
Developmental Assessment and the School-Aged Child
Information on the anticipated physical, emotional, and mental capacities of pediatrics between the ages of 5 and 12 is mostly gathered during the developmental assessment of school-age children (Isquith-Dicker et al., 2021). Socioemotional, linguistic, learning styles, cognitive, and physical/motor skills are only a few of the particular parts of the information that was gathered. The primary objective of the developmental assessment is to spot any indications of potential developmental health issues to provide prompt diagnosis and treatment. As a result, the assessment’s findings will be used to meet the child’s developmental requirements. The purpose of this paper is to assess the developmental requirements of children aged 5 to 12 years within the context of educational settings, while also examining the application of prominent developmental theories, including those proposed by Erickson, Piaget, and Kohlberg.
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Description of Physical Assessment Among School-Aged Children
Motor skills are usually well-developed in 5–12-year-olds. Endurance, balance, coordination, and physical talents vary. Fine motor skills may affect a child’s ability to dress, write neatly, wash dishes, and make beds (Misirliyan & Huynh, 2020). Children in this age group will vary in weight, build, and size. Nutrition, genetics, and exercise affect child development. Six-year-olds usually establish a body image. Girls develop breasts and pubic hair, while boys deepen their voices and grow pubic hair. A physical exam and age-appropriate questionnaires will assess the above physical features. Considering motor and cognitive development, the examination may be tailored to the child’s skills (Raimo et al., 2019). For a 5-year-old kid, the physician or caregiver must provide the developmental evaluation questionnaire orally. A 12-year-old will get the questionnaire and complete it alone.
Typical Assessment for a Child of a Specific Age
The patient under consideration is a 12-year-old male of African American descent who was delivered through spontaneous vaginal delivery before the 37th week of gestation, with a birth weight of 2.6 kg. The infant experienced birth asphyxia, along with other complications, necessitating an extended stay of two weeks in the neonatal unit following delivery. The child was released from the hospital following a weight gain of approximately 400 grams over a period of two weeks. The developmental assessment of this child will encompass the identification of age-appropriate social, emotional, cognitive, and physical milestones. According to Misirliyan and Huynh (2020), it is anticipated that individuals at the age of 12 will exhibit physical manifestations of puberty, along with enhanced abilities in reading and writing.
From an emotional standpoint, it is anticipated that he will exhibit significant developmental markers such as the inclination to question figures of authority, the resistance towards physical displays of affection from parents, and the enhancement of his decision-making abilities. From a societal perspective, there is an expectation for individuals to cultivate robust and intricate social connections with their peers, as well as to engage in the exploration of novel talents and hobbies (Raimo et al., 2019). Ultimately, it is anticipated that his cognitive faculties will reach their full maturation, accompanied by enhancements in his capacity for sustained focus and a heightened sense of accountability, among other notable attributes.
Developmental Assessment of a Child Using a Developmental Theory (Erickson, Piaget, Kohlberg)
Human development follows Erik Erikson’s eight phases. The 4-stage “Industry vs. Inferiority” matches the 12-year-old kid above (Maree, 2022). School-aged children are 5–12 years old. Eriksen says this age group needs expertise. The 12-year-old boy’s evaluation will concentrate on writing and reading. The patient should show coherent cognition and better school achievement. His friends help him develop social skills and self-esteem. His teacher, parents, and friends will be the major historians of his conduct and character at school, at home, and in social situations for his developmental evaluation (Gross, 2020). The mother’s pregnancy difficulties and the patient’s delivery will be examined. Acquiring accurate and relevant information requires kid collaboration. To build trust, the physician must be patient, nonjudgmental, and use plain language.
Conclusion
The evaluation of a child’s growth while they are still in school is essential to ensuring their well-being both at home and at school. The evaluation procedure also enables the doctor to quickly see any potential developmental health issues so that the right remedy may be put in place. The evaluation of such children may be aided by the use of Erikson’s developmental theory.
References
Gross, Y. (2020). Erikson’s Stages of Psychosocial Development. The Wiley Encyclopedia of Personality and Individual Differences, 1, 179–184. https://doi.org/10.1002/9781118970843.ch31
Isquith-Dicker, L. N., Kwist, A., Black, D., Hawes, S. E., Slyker, J., Bergquist, S., & Martin-Herz, S. P. (2021). Early Child Development Assessments and Their Associations with Long-Term Academic and Economic Outcomes: A Systematic Review. International Journal of Environmental Research and Public Health, 18(4), 1538. https://doi.org/10.3390/ijerph18041538
Maree, J. G. (2022). The psychosocial development theory of Erik Erikson: a critical overview. The Influence of Theorists and Pioneers on Early Childhood Education, 119-133.
Misirliyan, S. S., & Huynh, A. P. (2020). Development Milestones. PubMed; StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK557518/
Raimo, S., Iona, T., Di Vita, A., Boccia, M., Buratin, S., Ruggeri, F., Iosa, M., Guariglia, C., Grossi, D., & Palermo, L. (2019). The development of body representations in school-aged children. Applied Neuropsychology: Child, 10(4), 327–339. https://doi.org/10.1080/21622965.2019.1703704
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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:
Describe the different physical characteristics/findings within the school-aged child. Explain how you would modify assessment techniques to match the age and developmental stage of this 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.
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.
Developmental Assessment and the School-Aged Child – Rubric
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Rubric Criteria
Total100 points
Criterion
1. Unsatisfactory
2. Insufficient
3. Approaching
4. Acceptable
5. Target
Description of Physical Assessment Among School-Aged Children
A description of the physical characteristics/findings among a school-aged child, including an explanation of how one would modify assessment techniques to match the age and developmental stage of the child.
0 points
A description of the physical characteristics/findings among a school-aged child, including an explanation of how one would modify assessment techniques to match the age and developmental stage of the child is omitted or inaccurate.
18.75 points
A description of the physical characteristics/findings among a school-aged child, including an explanation of how one would modify assessment techniques to match the age and developmental stage of the child is lacking detail or is incomplete.
19.75 points
A description of the physical characteristics/findings among a school-aged child, including an explanation of how one would modify assessment techniques to match the age and developmental stage of the child, is present.
22.25 points
A detailed description of the physical characteristics/findings among a school-aged child, including an explanation of how one would modify assessment techniques to match the age and developmental stage of the child, is present.
25 points
A thorough and accurate description of the physical characteristics/findings among a school-aged child, including an explanation of how one would modify assessment techniques to match the age and developmental stage of the child, is present.
Typical Assessment for a Child of a Specific Age
A description of the developmental stage of a child between the ages 5 and 12.
0 points
A description of the developmental stage of a child between the ages 5 and 12 is omitted or inaccurate.
15 points
A description of the developmental stage of a child between the ages 5 and 12 is lacking detail or is incomplete.
15.8 points
A description of the developmental stage of a child between the ages 5 and 12 is present.
17.8 points
A detailed description of the developmental stage of a child between the ages 5 and 12 is present.
20 points
A thorough and accurate description of the developmental stage of a child between the ages 5 and 12 is present.
Developmental Assessment of a Child Using a Developmental Theory (Erickson, Piaget, Kohlberg)
An explanation of how one would developmentally assess a child, applying developmental theory, including how one would offer explanations during the assessment, strategies used to gain cooperation, and potential findings from the assessment.
0 points
An explanation of how one would developmentally assess a child, applying developmental theory, including how one would offer explanations during the assessment, strategies used to gain cooperation, and potential findings from the assessment, is omitted or inaccurate.
18.75 points
An explanation of how one would developmentally assess a child, applying developmental theory, including how one would offer explanations during the assessment, strategies used to gain cooperation, and potential findings from the assessment, is lacking detail or is incomplete.
19.75 points
An explanation of how one would developmentally assess a child, applying developmental theory, including how one would offer explanations during the assessment, strategies used to gain cooperation, and potential findings from the assessment, is present.
22.25 points
A detailed explanation of how one would developmentally assess a child, applying developmental theory, including how one would offer explanations during the assessment, strategies used to gain cooperation, and potential findings from the assessment, is present.
25 points
A thorough and accurate explanation of how one would developmentally assess a child, applying developmental theory, including how one would offer explanations during the assessment, strategies used to gain cooperation, and potential findings from the assessment, is present.
Thesis, Position, or Purpose
Communicates reason for writing and demonstrates awareness of audience.
0 points
The thesis, position, or purpose is not discernible. No awareness of the appropriate audience is evident.
5.25 points
The thesis, position, or purpose is unfocused or confused. There is very little awareness of the intended audience.
5.53 points
The thesis, position, or purpose is discernable in most aspects but is occasionally weak or unclear. There is limited awareness of the appropriate audience.
6.23 points
The thesis, position, or purpose is adequately presented. An awareness of the appropriate audience is demonstrated.
7 points
The thesis, position, or purpose is clearly communicated throughout and clearly directed to a specific audience.
Development, Structure, and Conclusion
Advances position or purpose throughout writing; conclusion aligns to and evolves from development.
0 points
No advancement of the thesis, position, or purpose is evident. Connections between paragraphs are missing or inappropriate. No conclusion is offered.
5.25 points
Writing lacks logical progression of the thesis, position, or purpose. Some organization is attempted, but ideas are disconnected. Conclusion is unclear and not supported by the overall development of the purpose.
5.53 points
Limited advancement of thesis, position, or purpose is discernable. There are inconsistencies in organization or the relationship of ideas. Conclusion is simplistic and not fully aligned to the development of the purpose.
6.23 points
The thesis, position, or purpose is advanced in most aspects. Ideas clearly build on each other. Conclusion aligns to the development of the purpose.
7 points
The thesis, position, or purpose is logically advanced throughout. The progression of ideas is coherent and unified. A clear and logical conclusion aligns to the development of the purpose.
Evidence
Selects and integrates evidence to support and advance position/purpose; considers other perspectives.
0 points
Evidence to support the thesis, position, or purpose is absent. The writing relies entirely on the perspective of the writer.
4.5 points
Evidence is limited or irrelevant. The interpretation of other perspectives is superficial or incorrect.
4.74 points
Evidence is used but is insufficient or of limited relevance. Simplistic explanation or integration of other perspectives is present.
5.34 points
Relevant evidence that includes other perspectives is used.
6 points
Specific and appropriate evidence is included. Relevant perspectives of others are clearly considered.
Mechanics of Writing
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
0 points
Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.
4.5 points
Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.
4.74 points
Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.
5.34 points
Few mechanical errors are present. Suitable language choice and sentence structure are used.
6 points
No mechanical errors are present. Appropriate language choice and sentence structure are used throughout.
Format/Documentation
Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline.
0 points
Appropriate format is not used. No documentation of sources is provided.
3 points
Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.
3.16 points
Appropriate format and documentation are used, although there are some obvious errors.
3.56 points
Appropriate format and documentation are used with only minor errors.
4 points
No errors in formatting or documentation are present.
