Introduction
Childhood is a critical period of growth and development, and ensuring the well-being of children is essential for their overall health and future success. In order to promote and maintain the health of children, it is important for healthcare professionals, specifically nurses, to conduct thorough assessments of their physical, emotional, and cognitive development. This can be achieved through the use of functional health assessments and by considering Erik Erikson’s Stages of Child Development.
Assessment Findings and Potential Problems in Each Age Group
When assessing children at different age groups, nurses may come across different assessment findings and potential problems. In infants (from birth to 12 months), two assessment findings characteristic of this age group may include excessive drooling and delayed motor development. Excessive drooling can indicate teething, which can be addressed with appropriate teething toys and regular oral hygiene practices. Delayed motor development may warrant further evaluation and intervention, as it can be a potential sign of a developmental disorder or neurological impairment.
Another age group to consider is toddlers (from 1 to 3 years). Two assessment findings characteristic of this age group may include frequent temper tantrums and delay in speech development. Frequent temper tantrums are common during this stage of development as toddlers are exploring their newfound independence and may struggle with expressing their wants and needs. Delayed speech development may indicate a language delay or impairment and warrants further evaluation by a speech-language pathologist.
In preschoolers (from 3 to 5 years), two assessment findings characteristic of this age group may include occasional bedwetting and difficulty with sharing and taking turns. Occasional bedwetting is common in preschoolers as they are still developing bladder control and may need guidance and support in managing this issue. Difficulty with sharing and taking turns is a normal developmental challenge during this stage as preschoolers are learning to navigate social interactions and develop their social skills.
School-aged children (from 6 to 12 years) may present with assessment findings such as frequent headaches and poor concentration. Frequent headaches may be a result of various factors including stress, eye strain, or even an underlying medical condition. Poor concentration may be indicative of attention-deficit/hyperactivity disorder (ADHD) or other learning disabilities and would require further assessment and intervention by a healthcare professional.
The adolescent age group (from 13 to 18 years) may present with assessment findings such as changes in mood and risky behaviors. Changes in mood are often attributed to hormonal fluctuations during adolescence, but persistent or extreme mood swings may signal underlying mental health issues. Risky behaviors, such as substance abuse or unsafe sexual practices, are common in this age group and require education, guidance, and support from healthcare professionals.
Viewpoints on Expected Assessment across Childhood Age Groups
While there may be similarities in expected assessments across childhood age groups, there are also differences to consider. For example, in infants and toddlers, the focus of the assessment may be more on physical growth and development, such as motor skills and language acquisition. As children get older, the assessment may shift towards evaluating cognitive, emotional, and social development, as well as addressing any emerging adolescent issues, such as body image concerns and peer pressure. It is important for nurses to be aware of these differences in order to tailor their assessments and interventions accordingly.
Handling Physical Assessments, Examinations, Education, and Communication with Children vs. Adults
When it comes to handling physical assessments, examinations, education, and communication, it is important for nurses to consider the developmental stage of the child, as well as their individual needs and preferences. With children, a less invasive approach may be necessary, utilizing play-based techniques and distraction techniques to help alleviate anxiety and fear. It is also important for nurses to use age-appropriate language and explanations, ensuring that the child understands the purpose and process of the assessment or examination.
In terms of education and communication, nurses should take into account the child’s level of understanding and adjust their teaching methods accordingly. Visual aids, interactive activities, and simplified explanations can be used to facilitate learning and promote engagement. Additionally, nurses should be sensitive to the child’s spirituality and cultural differences, ensuring that their beliefs and values are respected and integrated into their care.
Conclusion
In conclusion, conducting functional health assessments and considering Erik Erikson’s Stages of Child Development are essential tools for nurses to assess and promote the health and well-being of children. By identifying assessment findings and potential problems in each age group, comparing and contrasting viewpoints on expected assessment, and understanding the unique considerations for physical assessments, examinations, education, and communication with children, nurses can provide comprehensive and individualized care to promote the optimal health and development of children.
