Describe the different physical characteristics/findings within the school-aged child. Explain how you would modify assessment techniques to match the age and developmental stage of this child.
Developmental Assessment and the School-Aged Child
Children between the ages of 5 and 12 years are expected to be school-going. Depending on age, their developmental needs and growth rates vary. The stages of growth and development of these children determine their emotional, physical, and cognitive needs. Various reasons could warrant a physical assessment of these children. It could be part of a routine assessment or when they are ill, and decisions regarding their care must be made. Regardless of the reason for the assessment, it is crucial to understand a child’s needs in light of their age and developmental stage. This paper discusses the different physical findings within school-aged children and how assessment techniques can be modified to match their age and stage of development. The paper also provides a case example of a school-aged child and the application of a developmental theory in the assessment of the child.
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Physical Characteristics/Findings Within School-Aged Children
Most children of school-going age have coordinated and powerful motor abilities. However, there are differences in their physical abilities, stamina, balance, and coordination. There may also be variations in these children’s fine motor skills, which can affect their capacity for precise writing, wearing suitable clothes, and performing certain household tasks. Their physical makeup, height, and weight may vary widely depending on their diet, genetics, and level of physical activity. For instance, secondary sexual characteristics may be seen in children aged 12 years. In girls, there can be the growth of pubic hair and breast development, while boys may experience growth of the penis and testicles. For children who engage in sedentary habits, obesity may be evident (Karki et al., 2019).
Modifying Assessment Techniques
Due to the wide variations in the physical characteristics of children aged 5 to 12 years, assessment techniques must be adjusted to align with their age and developmental stage. For instance, older children may require privacy during their assessment, unlike younger children. This is because older children, around 12 years old, are more conscious of their bodies. Moreover, younger children aged five years may not be able to express themselves, and information about them would mainly be obtained from their parents. Since older children can express themselves, an assessment requiring them to respond to some of the questions verbally would be more suitable.
Case Example of a School-Aged Child
Gehan is a 12-year-old girl who is currently doing her grade 7. By the age of 12, most children are proficient in language and communication. Physical, emotional, and social transformations are prevalent in children of this age. Puberty starts at this age, and there is a change in hormones. The majority of boys develop pubic hair as well as deeper voices. Most girls start their periods, acquire pubic hair, and develop breasts. They could be concerned about these transformations and how others will perceive them. A child may experience peer pressure during this time to use drugs, alcohol, cigarettes, and other substances and engage in sexual activity (Moldes et al., 2019). Depression and eating disorders can be additional issues. Children make more independent decisions concerning school, studying, sports, and friends at this age. Even though parents are still crucial, they become increasingly independent individuals with their interests and personalities.
Applying Developmental Theory
Based on Jean Piaget’s theory of cognitive development, the stages of development for school-aged children include the sensorimotor stage, preoperational stage, concrete operational stage, and formal operational stage (Sanghvi, 2020). Since Gehan is 12 years old, she is likely to be in the formal operational stage, during which children develop the ability to think about abstract situations and ideas. This implies that an assessment of Gehan would focus on her ability to think about hypothetical situations. Given that children of this age have developed logical thought processes, it would be necessary to offer simple logical explanations that she can understand. I would also use imaginary scenarios that match the assessment. One approach to gain cooperation would be asking the child about her friends and school. Since children of this age can make independent decisions about school and friends, asking such a question would make her interested in describing her past experiences. Potential findings would be her abil