NRS 434 Developmental Assessment and the School-Aged Child

Sample Answer

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.

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