Describe how you would modify assessment techniques to match the age and developmental stage of the child.

Describe how you would modify assessment techniques to match the age and developmental stage of the child.

Describe how you would modify assessment techniques to match the age and developmental stage of the child. 150 150 Nyagu

Developmental Assessment and the School-Aged Child sample essay
Developmental Assessment and the School-Aged Child
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:

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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.
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.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. Developmental Assessment and the School-Aged Child sample essay.

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

Child Developmental Assessment

Child development assessment is the processes of obtaining basic data about their growth and development. The essential aspect of the data being collected include cognitive, language, physically/motor, social-emotional and approaches to learning. Thus, while collecting the information the assessor aims at gaining a record growth in all the areas. Other than growth monitoring, child assessment is also essential in identifying children with special needs that may require extra support (Kaufman, 2018). When the thorough examination is conducted, the assessor identifies a specific need which is 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 in the same age that he/she will use to provide care. Furthermore, the process of assessment 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 is different at each age. Also, the mode of assessment used is dynamic. For instance, a 5-year old more of the information obtained is from the parent or the caregiver, unlike the 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 rating, portfolios, and standardized test. However, all the methods are best applicable for 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. The same approach when used on a twelve-year-old they are left to read, interpret and even answer the questions on the test with minimal assistance. Developmental Assessment and the School-Aged Child sample essay.

Ten-year-old Ray was born at 37 weeks with 2600grams via SVD and was NBU for two weeks due to birth asphyxia. He had gained 400grams 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 began sitting down at 6. Ray was hospitalized for severe malnutrition for a month while he was 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 four-letter words “mama” and “tata” at 6 months and at 24 months he could say complete simple sentences. He relates well with all other members of the family apart from his elder brother who according to the mother does not give Ray or 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 known as Industry vs. Inferiority which has children between 5-12 years. 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 natures in school where he can do simple sums. Peer group is vital at this stage and the child will gain self-esteem (Rubin, Bukowski & Bowker, 2015). The care provider is likely to obtain information on Ray’s best friend, the kid he doesn’t like and who he would love to be associated with. 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. It activity provides opportunities for the care provider to establish any special needs that the kid may require. Moreover, the assessment provides a ground where both the care provider and the parent can chip in together to provide support for the child. However, the needs of the child change with time and hence the mechanisms used in assessing as well as the results (Kaufman, 2018). Psychology theories like that of Erik 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 Juny, 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 into the physical assessment of school age children.
Typical Assessment for a Child of a Specific Age 25.0% The typical developmental stage of a child between the ages 5 and 12 is not described. The typical developmental stage of a child between the ages 5 and 12 is summarized. The summary contains significant inaccuracies for the age of the child. The typical developmental stage of a child between the ages 5 and 12 is generally described. The description contains some inaccuracies for the age of the child. The typical developmental stage of a child between the ages 5 and 12 is described. The overall description is accurate. Some information is needed for clarity. The typical developmental stage of a child between the ages 5 and 12 is accurately and thoroughly described.
Developmental Assessment and the School-Aged Child sample essay
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 are incorrect. There are significant inaccuracies. A child assessment based on a developmental theory is generally described. General strategies to gain cooperation and for 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 for 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% Paper lacks any discernible overall purpose or organizing claim. Thesis is insufficiently developed or vague. Purpose is not clear. Thesis is apparent and appropriate to purpose. Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
Argument Logic and Construction 5.0% Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. 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. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. 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, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present. 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. 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. 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% Template is not used appropriately or documentation format is rarely followed correctly. Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. Template is used, and formatting is correct, although some minor errors may be present. 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 assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Weightage 100% Developmental Assessment and the School-Aged Child sample essay