Hannah Child Assessment 2

8/8/2019 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.

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Hannah Child Assessment 2

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