Download - Hannah Child Assessment 2
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Introduction
The optimal development of children is considered to be vital in relation to
the societal transformation, therefore, makes it imperative to understand the
social, cognitive, emotional, and educational development of children. Since
every human individual trails upon a sequential blueprint of growth and
development which may possibly vary according the stimuli where the individual
is exposed to, it is necessary to conduct assessments to determine the level,
pace and extent of the changes that occur in terms of growth and development.
Through methodical and meticulous study or assessments regarding human,
specifically childrens growth and development, the likelihood for inevitable
delays that may alter the societal network of humanity is vetoed.
The terms growth and development both refer to dynamicprocesses. Growth refers to physical change, while development refers
to an increase in complexity of function and skill progression. Growthand development are continuous, orderly, sequential processesinfluenced by maturational, environmental, and genetic factors. Allhumans follow the same pattern and the sequence of each stage is
predictable, although the time of onset, the length of the stage, and theeffects of each stage vary with each person (Kozier, et al, 2004).
Child assessment provides an avenue to resolve existing delays and
provide necessary recommendations in accordance to the specific
developmental tests conducted with specified criterions from varied theorists.
Throughout the assessment process, critical thinking and effective clientele-
coordination is necessary to acquire accurate and relevant information or results.
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Specified objectives keep the study on track and minimizes erroneous
interpretations. Systematic collection of empirical data to verify the theories helps
in discovering the ways and means of human tendencies.
The basics in early children analysis provides determinants of the wide
background of biological evolution which in turn aids in the apt understanding of
the process of growth and development. There may be variations in terms of
development, but it still leads us to the conclusion that all human beings follow a
sequential pattern in the dynamic system of life.
This study aims to discuss the progression of a child as he or she follows
the innate pattern of human life. The paper intends at being a primer for those in
need to learn about the emotional and intellectual complexities of human life.
Assessments and tests made can help in the correct understanding and analysis
a typical child or individuals experiences. This study is also made as an effectual
tool to determine not only the childs positive growth and development but also
the existing delays that can be modified, through appropriate recommendations,
for the betterment of the child or individual.
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II.OBJECTIVES
General Objective:
The efficient formulation of a thorough and well-planned child assessment
by the end of the 3-day preschool exposure in Precious Child Learning Center,
Koronadal City.
This study specifically aims to:
y Set up a harmonious relationship with the client.
y Sequentially collect clients demographic data.
y Determine presence of any physical deformities using cephalo-
caudal methodology.
y Assess patients cognitive and maturity level through actual
consultation.
y Compare and contrast the findings and observations associated to
the different theories in relation to human development.
y Conduct the MMDST and interpret results appropriately and
accurately.
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III. Demographic Data
Name: A.K.A Shindong Hee
Age: 6 years old
Birthdate: June 10, 2004
Address: Koronadal City
Number of Siblings: 2
Ordinal Position: 1st
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IV. Physical Assessment
A. General:
Boy Shindong Hee, aged 6, upon initial approach exhibits apprehension
and bawling. The boy wears hygienic clothing, situates steadily and actively
responds to the class activity. The boy stands tall and of fine body built,
appropriated for his age. The boy upon consultation communicates and speaks
clear language; he can appositely converse in English, Tagalog, and vernacular.
The boy has fair and smooth skin and smiles sheepishly especially to peers. The
child displays indignation as his defense mechanism for being timid, but promptly
disappears upon gaining of his trust.
Weight 17.73 kg.
Height - 39 inches
B. Cephalo-caudal Assessment:
Integumentary:
y Skin is fair, evenly-colored, devoid of lesions. Smooth and not dry, free of
wrinkles.
y Hair color black, evenly distributed, soft and shiny, absence of any lesions,
flakes and lice infestation in the scalp, hair shaved up to more or less
quarter of an inch.
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y Nail is clean, cut short, smooth and attached symmetrically to finger, no
abnormal markings, and has positive capillary refill.
y No presence of bruising, exudant wounds, kelloids, and outsized scars.
HEENT:
Head:
y Cephalic size normal for age, no lesions, tenderness or masses present,
scalp intact to head, movement of scalp present.
Eyes:
y Eyes symmetrical in shape and with apt placement in the face.
y Lashes long, thick and well-distributed.
y Eyebrows fine, defined and well-distributed.
y Sclera white, all other eye feature is present and normal.
y Pupil is Equal, Round, Reactive to Light and Accommodation
Ears:
y Ear symmetrical to the head, properly aligned to the eyes.
y External skin intact with no presence of masses or lesions, skin color
proportion to facial color.
y No presence of foul-smelling, excess or any other discharges. Clean upon
assessment.
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Nose:
y Nose normally aligned to face, no flaring, no sinus tenderness present.
y Mucus flow observed, light green in color and has water-like consistency.
y No lesions and perforations, oral mucosa is pink and intact.
Mouth:
y Mouth symmetrical to face, lips moist, well-hydrated and light red, almost
pink in color. Oral mucosa, gingival and palates pink and moist and
absence of lesions, mouth is not odorous.
y Metal fillings on central incisors, upper teeth not complete. Lower teeth
complete, white in color and in proper alignment.
y Tongue moist, smooth, symmetrical, no lesions and pink in color.
y Tonsil size normal, pink, no lesions or sign of enlargement.
Neck and Throat:
y Thyroid not palpable.
y Jugular pulse not visible.
y Trachea centered, no abnormal pulse present, no masses or lesions.
Thorax:
y Respiration normal, skin color proportion to the rest of the skin throughout
the body.
y Chest expansion symmetrical, no masses, lesions or tenderness.
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y Labored respirations or breathing pattern not observed.
Abdomen:
y Abdomen slightly rounded, color proportion to the rest of the body, positive
respiratory movement, no masses or lesions observed, umbilicus slightly
brown and inverted.
y Bowel sounds present, not hyperactive, not hypoactive, and obstructive.
Musculoskeletal System and Extremities:
y Joints and muscles symmetrical, skin color proportion throughout the
body.
y Muscles well developed, +4 for strength of the upper and lower
extremities.
y Skin warm, fine hair on both upper and lower extremities.
y Normal gait, heel-and-toe walk and deep knee bend without difficulty,
negative Babinski.
Cerebral Functions:
y Alert, knows present time and date, personal information (i.e., name, age,
birth date, parents name, home address), excellent communication to the
examiner, speaks varied language, has outstanding vocabulary and
analytical skills. Displays knowledge in general information and provides
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y Developing fundamental skills in
reading, writing and calculating.
y Developing concepts necessary
for everyday living.
y Developing conscience, morally,
and social values.
y Achieving personal
independence.
- He enthusiastically participates
in class sessions and performs
class work as well as performs
the skills proficiently.
- He positively takes care of
himself with regards to what he
thinks may provide comfort and
good appearance in order for
him to be acceptable to others.
- He behaves properly with
supervision of his teachers,
classmates, and significant
others to do what is rightful and
acceptable.
- He does his own responsibilities
such as answering his own
seatwork independently, takes
out his food without assistance,
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y Developing attitudes towards
social groups and institutions.
performs proper hand washing
unaided before eating, and
throwing or cleans his own trash
to maintain orderliness of his
surroundings.
- He manifests good demeanor
towards peers and teachers in
the institution where he belongs.
- Maintains proper decorum
especially when the teachers
are present.
- Abides by the rules and
regulations set by the teachers
within the classroom and the
institution.
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V. Growth and Development
Theorist DevelopmentStage of
DevelopmentCharacteristics Observations
1. Erickson Psychosocial
Development
Initiative
vs.
Guilt
Positive resolution:
y Learns to
become
assertive
y Ability to
elevate ones
own behavior
Negative resolution:
y Lack of self-
confidence
y Pessimism,
fear of wrong
doing
y Over-control
and over-
restriction
Based on my
observation
Shindong Hee is
confident and
assertive during
the class
discussions by
subjecting himself
to answer the
questions raised
by the teacher
regarding the
topic.
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2. Freud Psychosexual
development
Phallic stage Center of pleasure:
Childs Genital
Major Conflict:
Oedipus and Electra
complex.
Shindong Hee
displays affection
to the teachers,
both female, by
always consulting
to them and
seeking for their
approval. Based
from the interview
made by the
examiner,
Shindong Hees
mother does not
live with them and
so he clearly
accentuate that he
likes being with
the female
teachers as his
company or
considers them as
his mom.
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3. Kohlberg Moral
development
Pre-conventional
Level
Stage 1:
Punishment and
obedient
orientation
AUTHORIY
FIGURES ARE
OBEYED.
-A deed is perceived
as wrong if one is
punished; and the
activity is right if
one is not punished.
-fear of punishment
and not respect for
authority is the
reason for decisions
behavior and
conformity.
Right is obedience
to power and
avoidance of
punishment.
As observed,
Shindong Hee
constantly obeys
the teacher and
follows their
instructions on
specific matters
(i.e., writing,
reading,
behaving) . On the
2nd day of duty I
provided him a
pack of cheese
curls and offered
him to eat it, and
he responded by
telling me that
they are
prohibited of
eating junk foods.
He indignantly
refused to eat the
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curls because he
fears that the
teachers will
reprimand him
and be
disappointed with
him. He
emphasized to me
that he will follow
what his teachers
tell him and dont
want to disappoint
them or annoy
them.
4. Sullivan Interpersonal
development
Childhood - Child begins
learning to delay
immediate
gratification of
needs and
desire.
- Development of
communication
- As I have
observed from
Shindong
Hee, he
delays his
desire to play
and instead
eats his food
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and improved
speech occurs.
during break
time, as it was
the instruction
of the
teachers. He
finishes his
food and
cleans the
place before
playing.
- Shindong Hee
also waits
patiently in
line during
their
consultation
with the
teachers and
does not
demand to
cater his
needs first.
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- He clearly
communicates
with his
teachers,
classmates
and examiner
and provides
information
asked from
him.
- He exhibits
excellent use
of varied
languages
(i.e., English,
Tagalog and
vernacular).
5. Piaget Cognitive
development
Preoperational
stage
(INTUITIVE
STAGE)
EMERGING
ABILITY TO THINK.
-Unable to break
down a whole into
During my
assessment,
Shindong Hee
was able to
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separate parts.
-Able to classify
objects according to
one trait.
identify and
differentiate things
such metal,
plastic, and wood.
He was also able
to distinguish cold
from hot and
mother from
father. He
classifies
sketches shown to
him by their
individual
category (i.e.,
fruit, animals,
things)
6. Havighurst
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VI. Test Analysis
1. MMDST:
Aspect of Childs
DevelopmentActivities Result
Personal/Social y Smiles responsively
y Resists toy pull
y Buttons up
y Dresses without supervision
y Initially shy with strangers
y Washes and dries hands
y Indicates wants (not cry)
y Drinks from cup
Passed
Passed
Passed
Passed
Passed
Passed
Passed
Passed
Fine motor y Picks up longer line
y Imitates demonstrated
y Draws man- 6 parts
y
Copies
y Copies
y Copies +
Passed
Passed
Passed
Passed
Passed
Passed
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y Draws a man 6parts
y Grasps rattle
y Bangs 2 cubes held in hands
y Scribbles spontaneously
y Tower of8 cubes
y Imitates vertical line
y Dumps cheese curl from
bottle spontaneously
y Regards cheese curls
y Imitates bridge
y Imitates vertical line
Passed
Passed
Passed
Passed
Passed
Passed
Passed
Passed
Passed
Passed
Language y Comprehends cold, tired,
hungry
y Recognizes color
y Opposite analogies
y Define words
y Vocalizes not crying
y Laughs
y Follows directions
y Recognizes color
y Uses plurals
Passed
Passed
Passed
Passed
Passed
Passed
Passed
Passed
Passed
Passed
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y Gives first and last name
y Comprehends prepositions
Passed
Gross motor y Balance on 1 foot 10
seconds
y Heel-to-toe walk
y Catches bounced ball
y Backward heel-to-toe
y Walks backwards
y Walks well
y Throws ball overhand
y Broad jump
y Catches bounced ball
Passed
Passed
Passed
Passed
Passed
Passed
Passed
Passed
Passed
2. Good Enough Harris Draw a Mans Test:
Shindong Hee sketched a boy with two eyes, two eyebrows, nose,
mouth, two ears, body, two arms, two legs, and two feet. Shindong Hees Good
Enough Draw a Mans Test score is 13.
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COMPUTATION:
For age:
y CHRONOLOGICAL AGE
Year - Month - Day
Present Date: 2010 08 05
Birth Date: 2004 06 10
6 1 25
Answer: 6.9
y MENTAL AGE
Mental Age = 3 X 11/4
= 3 X 2.75
MA = 8.25
For Intelligence Quotient (IQ):
FORMULA: Mental Age
Chronological Age
IQ: 8.25 6.9 = 119.6
X 100
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VII. Evaluation and Recommendation
Shindong Hee manifests direct participation during class hours and
actively responds to the stimuli aimed to him. Shindong Hee is also excellent in
his communication skills and speaks clearly using varied languages
appropriately. The child evidently is free from possible developmental delays and
acts in appropriation to his age. In conclusion I can say that Shindong Hee treads
a normal level and pace of growth and development. Upon successive and
methodical analysis using varied assessments and tests (i.e., cephalo-caudal
assessment, comparison to Theories of Growth and Development, MMDST), I
recommend that the child be exposed to supplementary stimuli in order to hone
his skills and abilities.
I conclude that Shindong Hee is a normal child and does not have
any developmental delays or any related irregularity.
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VIII. Appendices
A. Shindong Hee performing
the dumping of cheese curls
B. Examiner with client
Shindong Hee; during the
consultation
C. Shindong Hee receiving
instructions regarding theGood Enough Harris Draw a
Mans Test
B
A
C
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BIBLIOGRAPHY
Berman, A., Erb, G., et al.Fundamentals of nursing concepts, process, and
practice.7th ed.(2004) New Jersey: Pearson Education, Inc.