Developmental assessment is a vital part of pediatric care conducted on children. The process is recommended to address various elements of children’s physical and mental growth and development. The procedure involves evaluating a child’s capability to satisfy specific development objectives. Additionally, the assessments can determine a child’s ability to perform routine tasks. The major objective of the developmental assessment is to weigh and detect important aspects linked to a child, including strengths and weaknesses in different spheres of influence (Cunha et al., 2018). The data collected monitors development in cognitive, social, linguistic, emotional as well as physical, and adaptive behaviors. This paper will discuss the developmental assessment of school-aged children, modification of assessment techniques, and apply Erickson’s theory to determine the stages that suit a particular child.
Human needs differ with age, indicating that data collected in developmental assessment varies as an individual ages. Assessment techniques are modified to fit those involved; hence they can be described as dynamic. For instance, when assessing a 6-year, a large proportion of information is collected from the caregiver or the parent as opposed to a situation involving an 11-year-old who can communicate appropriately. Different assessment methods include standardized tests, portfolios, ratings by the care provider, and parent ratings (Kaufman, 2018). The methods used in assessments are different and can be utilized for different ages. Depending on different circumstances, some methods can be modified to ease the evaluation process. For instance, when using a standardized test, the assessor can read the questions and write the answers for a 6-year-old because the child may be unable to write or read well. However, when the same technique is used for an 11-year-old, the child can be allowed to read, analyze and write the answers with minimum assistance.
The child chosen is 9-year-old Ryan who was born weighing 2550 grams through spontaneous vaginal delivery at 38 weeks. However, Ryan stayed in the Newborn unit for one and half weeks as a result of asphyxia and gained 450 grams by the discharge time. Ryan was breastfed for a during of 6 months and started sitting at the age of 7 months. However, the child was admitted for severe malnutrition at nine months for 27 days. The mother stated that malnutrition affected Ryan’s growth and development and that he could only walk independently at 18 months. Ryan could utter four-syllable words at seven months and complete simple sentences at 23 months. Currently, Ryan has a good relationship with his elder sisters. He started attending school at the age of 4 years and performs on average. At seven years of age, Ryan’s behavior is pleasing to the teachers and students.
According to Erikson’s stages of child development, Ryan can be estimated to be at the fourth stage termed “Industry vs. Inferiority.” The stage occurs between the ages of 7-13 and involves a search for competence to perform a new task with increasing complexity (Gunderman, 2022). The child is currently striving to master novel skills. The assessor should concentrate on Ryan’s capability in reading and writing. He is currently expected to have developed cognitive skills that enable him to handle simple sums and read and talk logically. The assessor can win cooperation of Ryan by showing attention and recognition for simple actions such as the ability to read or write a few words (Le-Madison, 2022). If Ryan cannot interpret assessment questions, the assessor should offer a simplified explanation before requesting an answer. At this stage, potential findings can indicate child’s development competency is normal as it plays a key role in developing self-esteem and confidence, which is vital for the next phases of identity.
In conclusion, developmental assessment is a critical part of pediatric care performed on children to evaluate several aspects of their physical and psychological growth and development. Further, the evaluation can assess changes in adaptive behaviors such as self-direction. Human needs change with age; hence the data collected during developmental assessment change following age. The assessment utilized are suitable for different ages; hence modifications are necessary to ease the evaluation process.
References
Cunha, A. C., Berkovits, M. D., & Albuquerque, K. A. (2018). Developmental assessment with young children. Infants & Young Children, 31(1), 69-90.
Gunderman, R. B. (2022). Psychology and ethics: Erik Erikson. Pediatric Radiology 52, 1-3.
Kaufman, A. S. (2018). Contemporary intellectual assessment: Theories, tests, and issues. Guilford Publications.
Le-Madison, A. (2022). Caring for children and families: Top 5 things I learned. Nursing2022, 52(5), 58-59.