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Child Growth and Development Clinical Assessment Tool

Child Growth and Development Clinical Assessment Tool -...

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SECTION I CHILD GROWTH AND DEVELOPMENT CLINICAL ASSESSMENT TOOL UNIVERSITY OF KENTUCKY Student Name Macy Bundy Date 3/8/2007 COLLEGE OF NURSING Child Client Initials BK Age 6 years old ASSESSMENT AREAS EXPECTED G & D FOR AGE (TEXTBOOK) OBSERVED G & D (CHILD CLIENT) Vital Signs T 98.6 P 70-110 R 20-28 B/P 96/58 Ht _42-50 in Wt 35-60 lbs. (Weber 55-57, Appendix 5) T 99.1 P 75 R 22__ B/P 98/64_ Ht 49 in. Wt 77 lbs. BMI 22.5 Stages: Erikson (dev); Piaget (cognitive); Kohlberg (moral) - Erikson: Developmental task: industry vs. inferiority. Learns to include values and skills of school, neighborhood, and peers. Peer relationships important. Focuses more on reality less on fantasy. Family is main base of security and identity. Sensitive to reactions of others. Seeks approval and recognition. Enthusiastic, noisy, imaginative, desires to explore. Likes to complete a task. Enjoys helping others. (Weber) - Piaget: Concrete operations stage of development: Organized thought; memory concepts more complicated. Reads, reasons better. Focuses on concrete understanding. Fears: mutilation, death, immobility, rejection, failure. (Weber 526-527) The child learns by manipulating concrete objects and lacks the ability to perform thinking operations that require abstraction. During this time the child moves from egocentric interactions to more cooperative interactions and increased understanding of many concepts gained through environmental connections. The children change their reasoning from intuitive to logical or rational operations which helps them wit addition, subtraction, and other mathematical skills. The concepts of conservation of substance, - Client is very family oriented only talking about her family unless otherwise asked. The family that is living in the clients house is beyond what may be thought of as nuclear and extends into an uncle and a grandmother. When client is performing an activity such as drawing a picture, she constantly is saying “look what I did,” seemingly asking for approval. The client likes school and seems to be happy and eagerly doing work when the nurse comes to get her, but just as eager to leave the classroom and go to the library to engage in one-on-one time with the nurse. Her desire to explore is shown by her enthusiasm to read and be in the library. - The child was able to tell the student nurse about what diversity meant after reading a book about several different ethnic friends; however, when asked what diversity was during a following week the student was unable to describe. This follows the ability to perform thinking with concrete objects but not being able to think abstractly. The child does disclose thoughts of people invading the home coming to get her weather it be a witch or bad men. - The client fully understands the rules and guidelines set by all of her teachers, family
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ASSESSMENT AREAS EXPECTED G & D FOR AGE (TEXTBOOK) OBSERVED G & D (CHILD CLIENT) time, classifying and ordering are also developed during the school-aged years.
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