NRS 434 Developmental Assessment and the School-Aged Child sample essay

NRS 434 Developmental Assessment and the School-Aged Child sample essay

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 child’s age 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 to gain cooperation, and potential findings.

Prepare this assignment according to the guidelines in the APA Style Guide in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric before beginning the assignment to become familiar with the expectations for successful completion.

Child Developmental Assessment

Child development assessment is obtaining basic data about their growth and development. The data’s essential aspects include cognitive, language, physical/motor, social-emotional, and approaches to learning Developmental Assessment and the School-Aged Child sample essay. Thus, while collecting the information, the assessor aims to gain record growth in all areas. Besides growth monitoring, child assessment is also essential in identifying children with special needs that may require extra support (Kaufman, 2018).

When a thorough examination is conducted, the assessor identifies a specific need vital in determining the interventions required to support the child. Child evaluation also allows the assessor to develop an individualized strategy for a child or group of them at the same age that he/she will use to provide care. Furthermore, the assessment process involves the parents or guardians of the child, thus, developing common ground between the care provider and the parents for providing child support. Thus, Child development assessment cannot be overemphasized.

Human needs vary with age; hence, data obtained differs at each age. Also, the mode of assessment used is dynamic Developmental Assessment and the School-Aged Child sample essay. For instance, a 5-year-old obtains more information from the parent or caregiver, unlike a twelve-year-old, who can express themselves coherently.

Observation is one of the techniques used in the assessment where the care provider gets to interact with the child and draws a conclusion based on their conduct. The other methods include parent ratings, care providers’ ratings, portfolios, and standardized tests. However, all the methods are best applicable to different ages.

In some situations, there is a need to modify the techniques, for example, reading out the questions on a standardized test for a five-year-old and writing answers for them Developmental Assessment and the School-Aged Child sample essay. When used on a twelve-year-old, the same approach is left to read, interpret and even answer the questions on the test with minimal assistance.

Ten-year-old Ray was born at 37 weeks with 2600 grams via SVD and was NBU for two weeks due to birth asphyxia. He had gained 400 grams by the time he was leaving the NBU. Ray was breastfed exclusively for the first 6 months and was weaned with different soft foods gradually. The child could roll over at 4 months and begin sitting down at 6. Ray was hospitalized for severe malnutrition for a month at 9 months. According to the mother, that delayed his milestone, and he only crawled when he was 16 months. The child started walking without support at 19 months.

Ray could say the four-letter words “mama” and “tata” at 6 months, and at 24 months, he could say complete sentences. He relates well with all other family members apart from his elder brother, who, according to the mother, does not give Ray or the other children the attention they want Developmental Assessment and the School-Aged Child sample essay. The child joined a school at 4 years, and his performance is average. He is an obedient boy loved by the teacher and other students at school.

Erik Erikson, a psychologist, classified human development into 8 stages. Ray fits in the 4th stage, Industry vs. Inferiority, which has children between 5-12 years old. According to Erik, the basic virtue at this stage is competency (Cherry, 2018). While assessing Ray based on Erik’s theory, the assessor should focus on his ability to read and write. At this stage, he is expected to have cognitive skills, mostly nature, in school, where he can do simple sums.

The peer group is vital at this stage, and the child will gain self-esteem (Rubin, Bukowski & Bowker, 2015). The care provider will likely obtain information on Ray’s best friend, the kid he doesn’t like, and who he would love to be associated with Developmental Assessment and the School-Aged Child sample essay. That forms the circle where the children he hates make him feel inferior. For the examiner to gain cooperation, he should carry out the assessment when Ray is with his friends.

Child development assessment is vital in determining their welfare. The activity provides opportunities for the care provider to establish any special needs the child may require. Moreover, the assessment provides a ground where the care provider and the parent can chip in together to support the child. However, the needs of the child change with time, hence the mechanisms used in assessing and the results (Kaufman, 2018). Psychology theories like Erik’s can be used to determine what is expected of a child at a specific age during evaluation.

References

Cherry, K. (2018). Erik Erikson’s Stages of Psychosocial Development. Retrieved June 5, 2018.

Kaufman, A. S. (2018). Contemporary intellectual assessment: Theories, tests, and issues. Guilford Publications.

Rubin, K. H., Bukowski, W. M., & Bowker, J. C. (2015). Children in peer groups. Handbook of child psychology and developmental science, 1-48.

Course Code	Class Code	Assignment Title	Total Points
NRS-434VN	NRS-434VN-O502	Developmental Assessment and the School-Aged Child	100.0
Criteria	Percentage	Unsatisfactory (0.00%)	Less than Satisfactory (75.00%)	Satisfactory (79.00%)	Good (89.00%)	Excellent (100.00%)
Content	80.0%
Comparison of Physical Assessment Among School-Aged Children	25.0%	A comparison of physical assessments among different school-aged children is omitted.	An incomplete comparison of physical assessments among different school-aged children is summarized. How assessment techniques would be modified depending on the age and developmental stage of the child is omitted or contains significant inaccuracies.	A general comparison of physical assessments among different school-aged children is summarized. How assessment techniques would be modified depending on the age and developmental stage of the child is generally described. More information or support is needed for clarity or accuracy.	A comparison of physical assessments among different school-aged children is presented. How assessment techniques would be modified depending on the age and developmental stage of the child is described. Some information is needed for clarity.	A detailed comparison of physical assessments among different school-aged children is presented. How assessment techniques would be modified depending on the age and developmental stage of the child is thoroughly described. Insight is demonstrated in the physical assessment of school-age children.
Typical Assessment for a Child of a Specific Age	25.0%	A child’s typical developmental stage between the ages of 5 and 12 is not described.	The typical developmental stage of a child between the ages of 5 and 12 is summarized. The summary contains significant inaccuracies regarding the age of the child.	A child’s typical developmental stage between the ages of 5 and 12 is generally described. The description contains some inaccuracies regarding the age of the child.	The typical developmental stage of a child between the ages of 5 and 12 is described. The overall description is accurate. Some information is needed for clarity.	A child’s typical developmental stage between the ages of 5 and 12 is accurately and thoroughly described.
Developmental Assessment of a Child Using a Developmental Theory (Erickson, Piaget, Kohlberg)	30.0%	A child assessment based on a developmental theory is omitted.	A child assessment based on a developmental theory is partially summarized. Partial strategies to gain cooperation and for how explanations would be offered during the assessment are presented. The potential findings expected from the assessment are omitted or incorrect. There are significant inaccuracies.	A child assessment based on a developmental theory is generally described. General strategies to gain cooperation and how explanations would be offered during the assessment are presented. The potential findings expected from the assessment are summarized. There are minor inaccuracies.	A child assessment based on a developmental theory is described. Appropriate strategies to gain cooperation and for how explanations would be offered during the assessment are presented. The potential findings expected from the assessment are described. Some information is needed for clarity.	A child assessment based on a developmental theory is thoroughly described. Well-developed strategies to gain cooperation and how explanations would be offered during the assessment are presented. The potential findings expected from the assessment are all accurate and described in detail.
Organization and Effectiveness	15.0%
Thesis Development and Purpose	5.0%	The paper lacks any discernible overall purpose or organizing claim.	The thesis is insufficiently developed or vague. The purpose is not clear.	The thesis is apparent and appropriate to the purpose.	The thesis is clear and forecasts the development of the paper. The thesis is descriptive, reflective of the arguments, and appropriate to the purpose.	A thesis is comprehensive and contains the essence of the paper. The thesis statement makes the purpose of the paper clear.
Argument Logic and Construction	5.0%	The conclusion does not justify the statement of purpose. The conclusion does not support the claim made. The argument is incoherent and uses noncredible sources.	Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.	The argument is orderly but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. The sources used are credible. The introduction and conclusion bracket the thesis.	Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from the introduction to the conclusion. Most sources are authoritative.	A clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Mechanics of Writing  (includes spelling, punctuation, grammar, and language use)	5.0%	Surface errors are pervasive enough that they impede the communication of meaning. Inappropriate word choice or sentence construction is used.	Frequent and repetitive mechanical errors distract the reader. There are inconsistencies in language choice (register), sentence structure, or word choice.	Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.	The prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.	The writer is clearly in command of standard, written, academic English.
Format	5.0%
Paper Format  (use of appropriate style for the major and assignment)	2.0%	The template is not used appropriately, and the documentation format is rarely followed correctly.	The template is used, but some elements are missing or mistaken; a lack of control with formatting is apparent.	The template and the formatting are correct, although some minor errors may exist.	The template is fully used; There are virtually no errors in formatting style.	All format elements are correct.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)	3.0%	Sources are not documented.	Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.	Sources are documented, as appropriate to the assignment and style, although some formatting errors may be present.	Sources are documented as appropriate to the assignment and style, and the format is mostly correct.	Sources are completely and correctly documented, appropriate to the assignment and style, and the format is error-free.
Total Weightage	100%