Question

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.
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. CITE REFERENCE

Answer 1

Observation and assessment is an effective way to understand children’s learning and development. Using observation in this way is good practice. Young children’s learning is evident in their play and interaction. It is through our observation and analysis of what we observe that we begin to understand the ways in which children make meaning in their world, and we come to know what they know and can do.

Observation and assessment of children and their learning also inform overall provision. The best way to support children’s learning and development is to ensure that provision for both planned and child-initiated learning is closely matched to the needs of the children; both to meet their current needs and interests and provision that enables them to engage in activities and experiences that extend their learning. Observation should inform this process through careful analysis of the children’s needs and interests reflected in the provision. Observation and assessment should also inform pedagogical approaches within settings and schools. When practitioners have a good understanding of what children know and can do any of their needs practitioners can adapt their interactive strategies to best support children’s learning and development.

As your child continues to grow, you will notice new and exciting abilities that your child develops. While children may progress at different rates and have diverse interests, the following are some of the common milestones children may reach in this age group:

6- to 7-year-olds:

• Enjoys many activities and stays busy
• Likes to paint and draw
• May lose first tooth
• Vision is as sharp as an adult's vision
• Practices skills in order to become better
• Jumps rope
• Rides a bike

8- to 9-year-olds:

• More graceful with movements and abilities

• Jumps, skips, and chases

• Dresses and grooms self completely

• Can use tools (i.e., hammer, screwdriver)

10- to 12-year-olds:

• The remainder of adult teeth will develop

• Likes to sew and paint

Erikson theory:

Erikson's fourth psychosocial crisis, involving industry (competence) vs. inferiority occurs during childhood between the ages of five and twelve.

Children are at the stage where they will be learning to read and write, to do sums, to do things on their own. Teachers begin to take an important role in the child’s life as they teach the child specific skills.

It is at this stage that the child’s peer group will gain greater significance and will become a major source of the child’s self-esteem. The child now feels the need to win approval by demonstrating specific competencies that are valued by society and begin to develop a sense of pride in their accomplishments.

If children are encouraged and reinforced for their initiative, they begin to feel industrious (competent) and feel confident in their ability to achieve goals. If this initiative is not encouraged, if it is restricted by parents or teacher, then the child begins to feel inferior, doubting his own abilities and therefore may not reach his or her potential.

If the child cannot develop the specific skill they feel society is demanding (e.g., being athletic) then they may develop a sense of inferiority.

Some failure may be necessary so that the child can develop some modesty. Again, a balance between competence and modesty is necessary. Success in this stage will lead to the virtue of competence.

Piaget's theory:

5-7 years:

Pre-operational

Symbolic thinking

Use of proper syntax and grammar to express full concepts.

Imagination and intuition are strong, but complex abstract thought still defects.

Conservation developed

Concrete operational:

Concepts attached to concrete situations

Time, space, quantity is understood and can be applied but not as independent

Kohlberg theory:

Kohlberg believed that progression from one level to the next proceeded in a gradual fashion. He also acknowledged that the last stage was essentially a theoretical ideal that is rarely encountered in real life.

LEVEL 1: Preconventional Morality: Young children may be well behaved but they do not yet understand the conventions or rules of society. They interpret “good” and “bad” behaviour in terms of physical consequences, such as reward and punishment.

         STAGE 1: Punishment-obedience orientation. Children’s behaviour is guided by the belief that those in authority have superior power and should be obeyed in order to avoid punishment and stay out of trouble.

         STAGE 2: Instrumental relativist orientation. An action is judged to be right if it is instrumental in satisfying one’s own needs or involves an even exchange. Obeying rules should bring some sort of reward in return.

LEVEL 2: Conventional Morality: Children this age conform to the conventions of society because they are the rules of society.