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Developmental Assessment and the School-Aged Child Solution

Developmental Assessment and the School-Aged Child Solution

Grand Canyon University Developmental Assessment and the School-Aged Child Solution-Step-By-Step Guide

 

This guide will demonstrate how to complete the Grand Canyon University Developmental Assessment and the School-Aged Child Solution  assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.

 

How to Research and Prepare for Developmental Assessment and the School-Aged Child Solution  

 

Whether one passes or fails an academic assignment such as the Grand Canyon University Developmental Assessment and the School-Aged Child Solution depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.

 

After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.

 

How to Write the Introduction for Developmental Assessment and the School-Aged Child Solution  

The introduction for the Grand Canyon University Developmental Assessment and the School-Aged Child Solution  is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.

 

How to Write the Body for Developmental Assessment and the School-Aged Child Solution  

 

After the introduction, move into the main part of the Developmental Assessment and the School-Aged Child Solution  assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.

 

Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.

 

How to Write the Conclusion for Developmental Assessment and the School-Aged Child Solution  

 

After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.

 

How to Format the References List for Developmental Assessment and the School-Aged Child Solution  

 

The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.

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Assessment is an important practice in nursing. Assessment provides data that nurses utilize in making their diagnoses and appropriate treatment plans for their patients. Assessment methods differ significantly based on the age group of a client. For example, it is anticipated that the physical assessment methods used for a pediatric patient differs significantly from that of an adult patient. Similarly, the assessment tools utilized to determine the care needs of the patients of different ages vary. Therefore, this paper explores the comparison of physical assessments used in school-aged children, their modification, and assessment of a child based on Piaget’s theory of development.

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.

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.

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.

Sample Answer for NRS 434 Developmental Assessment and the School-Aged Child Solution

The assessment of school-aged children differs significantly from that of the toddlers, infants and the preschoolers. School-aged children have an enhanced understanding of the reality unlike infants, preschoolers, and toddlers that live in a world of fantasy. The thinking also differs among them as seen from the fact that school-aged children have developed logical thinking and comprehension of events. They also understand the consequences of their actions. School-aged children also have developed social skills from interacting with others in their societies. As a result, they have curiosity to learn new aspects in their lives and accomplish tasks for recognition. The children at the age group of 5-12 years can also express their health problems as well as their experience with them (Chiocca, 2019). Therefore, the appropriate modification of physical assessment techniques when working with them entails asking the children appropriate questions. It also entails involving the guardians or parents in the assessment process to obtain adequate data to inform the treatment plans. The other modification entails beginning the assessment with areas that the children have a high level of awareness and moving to complex aspects of care (Tagher & Knapp, 2019).

Chosen Child

The selected case study involved a seven-year-old female patient brought to the clinic by her parents for assessment. The patient was brought for the annual normal checkup. She was born through caesarian surgery and with an Apgar score of 10. The immunization history is up-to-date with developments appropriate for her age. She does not have any history of surgeries or hospitalizations. The patient should demonstrate a number of cognitive, social, emotional and motor developmental milestones. She should have developed the desired cognitive abilities, as evidenced by her ability to describe her thoughts, feelings, and experiences and appreciate those of others. She should also be independent in forming friends and seeks acceptance from others. She should also be able to perform physical activities such as sports and coordinate body activities effectively.

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Application of Developmental Theory

Piaget’s theory of development can be applied in the above case study. According to Piaget, child’s development occurs gradually in four stages. The stages include sensory motor (birth to 2 years), preoperational (1.5-7 years), concrete operational (7-11 years), and formal operational (12-19 years). Based on the above, the child in the case study is in the concrete operational stage in Piaget’s model. Children in this stage are expected to have developed logical thinking. They have operational thought process characterized by their ability to relate abstract concepts with their experiences (Chiocca, 2019). Children in this stage also have the ability to express their feelings, emotions, and experiences. They also acknowledge the feelings and emotions of others. The focus of physical assessment when providing care to this client entails asking specific questions that they can answer to the best of their abilities and not her parents. The assessment should also focus on the exploration of issues relevant to the interests of the child. An example is asking questions related to the school, friends, her likes and dislikes. The nurse should provide information in simple language that is easy to understand for the children (Hockenberry et al., 2021). Since the visit by the client to the hospital was for regular assessment, it is anticipated that normal findings will be obtained.

Conclusion

The physical assessment of pediatric patients utilizes different approaches. The assessment depends largely on the developmental stage of the children. Nurses should demonstrate adaptability by being able to change the physical assessment approaches to suit the age group of their patients. In addition, theories of development such as Piaget’s should be used to inform the assessment findings.

References

Chiocca, E. M. (2019). Advanced Pediatric Assessment. Springer Publishing Company.

Hockenberry, M. J., Wilson, D., & Rodgers, C. C. (2021). Wong’s Essentials of Pediatric Nursing. Elsevier Health Sciences.

Tagher, G., & Knapp, L. (2019). Pediatric Nursing: A Case-Based Approach. Wolters Kluwer Health.

Sample Answer 2 for NRS 434 Developmental Assessment and the School-Aged Child Solution

Child development is the constant but expected sequential biological, emotional, and psychological changes in human beings from birth to the end of adolescence. A developmental assessment is conducted for children at this period to evaluate various aspects of a child’s functioning, including motor, cognition, behavior, communication, sensory abilities, adaptive skills, and social interaction (Aylward, 2020). The purpose of this paper is to discuss physical assessments among school-aged children and the typical developmental stages of a 10-year-old.

Physical Assessments among School-Aged Children

School-aged children are those between 6-12 years. Physical assessment of school-aged children takes the same approach, but some aspects differ based on the child’s age. It starts with vital signs and nutritional assessment (height and weight) (Choo et al., 2019). However, the normal range of vital signs differs with age. The physical exam is the same using a head-to-toe approach and applying inspection, palpation, percussion, and auscultation techniques. Dental, visual, and hearing exams are also performed in school-aged children (Choo et al., 2019). Children from 10 years are assessed for physical changes from secondary sexual characteristics, including the growth of pubic hair and breast development.

The physical assessment can be modified to correspond to the school-age child’s age and development by giving simple instructions that the child understands as per their cognitive development. Besides, the examiner should begin with less-invasive and uncomfortable procedures and end with the most invasive and painful exams (Sheldrick et al., 2019). The examination can be done when the parent is present for children below eight years. However, children above eight years may feel uncomfortable having their caregivers around, and thus privacy should be upheld to promote comfort.

Typical Developmental Stages of 10-Year-Old

A ten-year-old undergoes physical, cognitive, emotional, and social development. Physically, they begin exhibiting growth patterns related to gender, and signs of puberty may start showing. They should demonstrate endurance and have more advanced fine motor skills (Misirliyan & Huynh, 2021). In the cognitive aspect, a 10-year-old should: Know the complete date; Name months of a year in order; Read books with chapters; Read and understand a paragraph with complex sentences; Have calculation skills in addition and subtraction; Write simple stories; Have speech patterns almost at an adult level (Misirliyan & Huynh, 2021). Typical development in the emotional and social aspects include: Enjoying interacting with their friends; Having friends of the same gender; Enjoying team and group activities; Being aware of the body.

Developmental Assessment Using Erickson’s Developmental Theory

In Erickson’s psychosocial developmental theory, a 10-year-old belongs to the Industry vs. Inferiority stage. Children in this developmental stage get encouraged and reinforced by their initiative (Maree, 2021). They become industrious and have a high confidence level in their capability to attain goals. However, if the initiative is discouraged or restricted, the child starts to feel inferior, doubting their abilities, and may not attain their potential. The Erickson theory would be employed in developmentally assessing a child by assigning them a task to do independently (Maree, 2021). I would then assess the sense of industry and inferiority by evaluating their feelings after succeeding or failing to complete the task.

Strategies to gain the child’s cooperation include explaining the exams that will be performed in simple terms, including the painful procedures. A non-threatening language will be used in giving instructions to foster cooperation. Besides, I would allow the child to play with some assessment tools, such as the stethoscope, to relieve anxiety during examination and foster cooperation (Choo et al., 2019). I would explain to the child in simple terms the assessment findings, including normal and abnormal findings, probable causes, and further examinations or treatments that will be ordered.

Conclusion

Physical assessment of school-aged children takes a similar approach, and the same exams are conducted in all children. However, different ranges determine the findings as normal or abnormal. The exam can be modified by having painful and invasive procedures last and using simple instructions during the assessment. Erickson’s developmental theory can be applied to assess a child by evaluating their attitude when they succeed or fail in completing a task.

 

References

Aylward, G. P. (2020). Conducting a Developmental Assessment in Young Children. Journal of Health Service Psychology46(3), 103-108. https://doi.org/10.1007/s42843-020-00015-0

Choo, Y. Y., Yeleswarapu, S. P., How, C. H., & Agarwal, P. (2019). Developmental assessment: practice tips for primary care physicians. Singapore medical journal60(2), 57–62. https://doi.org/10.11622/smedj.2019016

Maree, J. G. (2021). The psychosocial development theory of Erik Erikson: a critical overview. Early Child Development and Care, 191(7-8), 1107–1121. https://doi.org/10.1080/03004430.2020.1845163

Misirliyan, S. S., & Huynh, A. P. (2021). Development Milestones. In StatPearls. StatPearls Publishing.

Sheldrick, R. C., Schlichting, L. E., Berger, B., Clyne, A., Ni, P., Perrin, E. C., & Vivier, P. M. (2019). Establishing new norms for developmental milestones. Pediatrics144(6). https://doi.org/10.1542/peds.2019-0374

Sample Answer 3 for NRS 434 Developmental Assessment and the School-Aged Child Solution

School-aged children are typically aged 5-12 years. The school-age child’s growth and development is characterized by gradual growth. The purpose of this paper is to describe physical findings within the school-aged child and the typical developmental stages of a 6-year-old and apply a developmental theory in child assessment.

Physical Characteristics/Findings within the School-Aged Child

School–aged children gain about 3.8kg/year, but boys tend to gain slightly more weight through 12 years. The child also gains about 5cm/year in height, and both boys and girls are long-legged. With regards to dentition, permanent teeth erupt during the school-age period, starting from 6 years, usually in the same order in which primary teeth are lost. The child acquires permanent molars, medial, and lateral incisors (Srinath et al., 2019). The vital signs findings in this age group include Pulse 75-105 beats/min, Respirations 18–24b/min, and Blood Pressure 100/60+/-16/10. Fine motor skills improve at this age as well as writing skills. Fine motor skills are refined with more focus on skills, like painting, building models, typing, and using technological devices.

The school-age child usually has smooth and strong motor skills. Nonetheless, their coordination, balance, endurance, and physical abilities vary. Differences also occur in the age at which school-age children start to develop secondary sexual characteristics. Secondary sex characteristics in girls can start from 9 years, and include breast development and underarm and pubic hair growth (Srinath et al., 2019). On the other hand, boys experience growth of underarm, chest, and pubic hair and growth of testicles and penis.

Assessment can be modified to match the age and developmental stage of the school-age child by first ensuring privacy when assessing the child. The examiner must ensure comfort, especially for the older child (8 years and older) by exposing only the body parts being examined and examining the child in their caregiver’s absence (Srinath et al., 2019). Besides, assessment should begin with the least distressing procedures and areas not associated with pain or the chief complaint to foster cooperation.

Typical Developmental Stages Of Children Aged 6-Year-Olds

The typical motor development in a 6-year-old includes improved locomotor skills. Thus, the child can ride a bicycle, run, jump, climb, and hop. The child also has improved eye-hand coordination. Language development includes following a series of 3 commands in a row, having about 2560 words, and constructing comprehensible 6-7 word sentences. Regarding cognitive development, a 6-year-old typically knows their age, understands the concept of time, and relates words with their use. Furthermore, emotional development milestones include exhibiting self-control skills and emotional stability (Parker et al., 2022). With regards to social development, a 6-year-old typically demonstrates a sense of humor, is peer-oriented, has sibling jealousy, and fears the dark.

Application of Erickson Theory in Developmental Assessment

According to the Erickson Theory, a 6-year-old falls into the Industry versus Inferiority stage of psychosocial development.  A major part of this stage focuses on competition, academics, and social interactions (Chung, 2018). Children at this stage look for recognition from adults and peers, wanting to prove that they are capable. Besides, they learn what they can and cannot achieve; but, their ability is more important through practice and work. Therefore, the Erickson theory can be applied to assess a child’s psychosocial development by assessing the child’s level of confidence and competency when they accomplish or fail to accomplish a given task (Maree, 2021). In addition, I would assess the child if they are struggling with issues related to perfection to establish if they are taking competency to an extreme. Furthermore, I would assess a child’s level of anxiety when they make a mistake.

When examining a 6-year-old I would explain the procedures with simple and short sentences and ask for their consent to foster cooperation. In addition, using polite and non-threatening language would be vital to ease tension and promote cooperation (Srinath et al., 2019). After the assessment, I would report to the child of the assessment findings and explain any abnormal findings, likely causes, and the next steps.

Conclusion

School-aged children have different physical findings in weight, height, vital signs, dentition, and gross and fine motor skills. A 6-year-old typically has improved locomotor skills, eye-hand coordination, self-control skills, emotional stability, and a sense of humor. The Erickson theory can be applied to assess a child’s level of confidence and competency when they accomplish a task.

 References

Chung, D. (2018). The eight stages of psychosocial protective development: Developmental psychology. Journal of Behavioral and Brain Science8(06), 369. DOI: 10.4236/jbbs.2018.86024

Maree, J. G. (2021). The psychosocial development theory of Erik Erikson: a critical overview. Early Child Development and Care, 191(7-8), 1107–1121. https://doi.org/10.1080/03004430.2020.1845163

Parker, R., Thomsen, B. S., & Berry, A. (2022). Learning through play at school–A framework for policy and practice. In Frontiers in Education (Vol. 7, p. 751801). Frontiers Media SA. https://doi.org/10.3389/feduc.2022.751801

Srinath, S., Jacob, P., Sharma, E., & Gautam, A. (2019). Clinical practice guidelines for assessment of children and adolescents. Indian Journal of Psychiatry61(Suppl 2), 158. https://doi.org/10.4103/psychiatry.IndianJPsychiatry_580_18