Health Assessment of The Toddler, Preschool, And School-Aged Child

Health Assessment of The Toddler, Preschool, And School-Aged Child

The desire to meet one's fundamental material needs is a major driving force behind most people's willingness to work. Various factors influence individual needs, including age, gender, life experiences, and the workplace. Between the ages of five and twelve, children with special needs must meet the following criteria: Eating, resting, and exercising are all examples of physical conditions. Reading, cognitive development through the cultivation of new abilities and interests, age-appropriate challenges, and thought-provoking questions are all examples of what is required in terms of intellectual prerequisites. Emotional needs include sentiments of love and belonging, protection and security, and emotional bonding with others. This includes social engagement in communication, companionship, and other forms of interpersonal interaction-the act as dictating and enforcing rules and regulations.

According to Maslow's Hierarchy of Needs, a school-aged child must meet the following criteria: Food, water, shelter, and clothing are just a few examples of the necessities provided (Shih et al., 2018). Schools with counselors and nurses on hand to help students feel safe to illustrate what safety means. Belongings are also described as possessions and social interactions such as friendship groups. In the classroom, students can be encouraged to feel good about themselves by providing them with positive feedback and trying new things, for example. To achieve one's full potential as a student, one must be willing to put in the time and effort to learn.

Students in grades K-12 should be made aware of the aim and significance of the assessment. From top to bottom, inspect the body's height and weight, the circumference of the upper and lower arms, and the head circumference—Appraisal of developmental milestones that align with a child's developmental stage. An instructor needs to maintain the secrecy of personal information and instruct students on how the body functions and how to care for it.

George is the name of the child. He is eleven years old. Child development theory suggests that this kid is currently in a state of growth rather than inferiority. In this environment, children's capacity to comprehend and organize information and their comprehension of the workings of the world are nurtured. Observation and assessment are the best ways to learn about children's learning and development processes. Gaining knowledge through careful observation is one of the best methods available (Kania-Feistkorn, 2019). The way children interact and play shows that they are learning. We learn more about children through observing and analyzing their activities and their interpretations of the events and people in their lives.

Overall services are also driven by observing and evaluating children's progress and development. When it comes to children's education, it must be tailored to meet their interests and requirements while also providing them with educational opportunities that stretch their present abilities. An analysis of the children's needs and interests should be carried out through thorough observation. As well as in the classroom, teachers should use words and assessments to improve their instructional strategies. Practitioners can better support children's learning and development if they have a complete picture of the information and talents. Watching a child's abilities grow and expand as they get older is an exciting and rewarding experience. Regardless of how quickly a child develops or what they are interested in doing at the moment, the following are some typical developmental milestones that children in this age range may achieve.

5- to 7-year-olds are recognized for participating in various recreational activities. They have a tremendous degree of enthusiasm for their work. The first tooth may eventually fall out. Compared to a youngster's vision, that of an adult is comparable. Using one's skills regularly improves one's ability. This child leaps over the net to get to the other side. They also love to ride their bike.

Moving and performing at a higher level is characteristic of youngsters between 8 and 9. Skipping and leaping are also commonplace. A person's looks have been meticulously pampered as it is familiar with all the tools at their disposal. The remaining teeth will emerge from children's gums aged 10 to 12. Sewing and drawing are two of their favorite pastimes at this level.

Erikson's Theory

According to Erikson's theory, the fourth and last stage of the psychosocial crisis occurs in children between five and twelve. Children should learn to read and write, do basic math and be responsible for their actions (Kropf & Greene, 2017). The need for teachers to help youngsters develop specific skills is on the rise. At this age, a child's self-esteem is greatly influenced by the opinions of their peers. Children who have developed a strong sense of self-worth will go out of their way to show off their skills to seek the approval of others and feel good about themselves. As a result of receiving praise and encouragement for their efforts, young people develop a sense of initiative and self-confidence. Parents and teachers should not interfere with a child's pursuit of their interests if they are to realize their maximum potential. A young person's self-esteem may suffer if they do not achieve the particular talent they believe society expects of them. It is possible that a kid needs to experience a few setbacks to grow in humility. It is vital to re-establish a balance between power and modesty in this situation. The learner will gain the virtue of competence if this level is completed.

Piaget's Theory

According to Piaget's pre-operational theory, children will be verbal between 5 and 7. It is this way of thinking that applies to everyone. Proper grammar and language are required to communicate complex ideas in this theory (Becker & Varelas, 2001). Intuition and imagination are tremendously powerful, but complex abstract thought is still absent in this stage. There has been a steady rise in efforts to conserve natural resources. There are a series of applicable concepts in a wide range of real-world circumstances. Although volume and amount can be used interchangeably, they are not regarded as separate concepts in this context.

Kohlberg's Theory

There exists a distinct transition from one level to the following throughout Kohlberg's career. In this theory, small children who may be well-behaved but lack an understanding of social norms and standards that regulate their behavior still exhibit good ethics (May, 2017). As far as they are concerned, the distinction between good and bad behavior is measured in terms of physical rewards and penalties. An emphasis on punishment-obedience orientation is emphasized in the first stage of development. Children's behavior is influenced by their desire to avoid punishment and avoid getting into trouble because they believe in the superior power of adults in charge. In the second stage, the application of relativity to specific goals begins. It is only reasonable that kids be reimbursed if they respect the rules and provide for the other party's needs or if there is a fair exchange. Conventional morality is the default option for children in this age group. 

References

Becker, J., & Varelas, M. (2001). Piaget’s early theory of the role of language in intellectual development: A comment on DeVries’s account of Piaget’s social theory. Educational Researcher, 30(6), 22-23. https://doi.org/10.3102/0013189x030006022

Kania-Feistkorn, C. (2019). On playing and designing. Gaining knowledge and finding ideas through play during the process of designing urban landscapes. Design Research for Urban Landscapes, 105-125. https://doi.org/10.4324/9781351104241-7

Kropf, N. P., & Greene, R. R. (2017). Erikson’s eight stages of development: Different lenses. Human Behavior Theory, 75-92. https://doi.org/10.4324/9781351327527-5

May, L. (2017). The moral adequacy of Kohlberg’s moral development theory. Moral Dilemmas and Ethical Reasoning, 115-136. https://doi.org/10.4324/9781315124704-7

Shih, C., Huang, C., Huang, M., Chen, C., Lin, C., & Tang, F. (2018). undefined. Journal of Clinical Nursing, 28(1-2), 270-278. https://doi.org/10.1111/jocn.14532