Age-related Theory Reflected in the case
Levy Vygotsky’s theory of sociocultural theory of cognitive development is appropriately reflected in the case. Vygotsky was of the perception that children acquire information about the world around them through physical interactions, and his sociocultural theory stresses that learning is fundamentally a social progression in which the sustenance of parents, peers, culture, caregivers, and the wider society plays a vital role in the advancement of higher psychological functions (Imedadze, 2019) . Vygotsky perceived that children are generally curious and are actively engaged in their own education and the discovery and growth of new understandings (Hembacher & Frank, 2020) . From the case study, the patient started learning how to speak at 12 months and gradually experienced increased communication at 81 months. These advancements are a result of the social contributions in the patient’s environment that contributed to the process of development. Vygotsky emphasizes that learning by the patient takes place through social interactions with a parent or caregiver (Imedadze, 2019) . Thus, the caregiver provides verbal instructions for the patient to follow. Through collaborative dialogue, the patient experienced increased learning and interactions with people around him at 18 months, thus promoting cognitive development. It can be concluded that thinking and speech by the patient developed from social interactions as it was the primary means through which information was transmitted to the patient.
From the case study, it can be identified that the patient started crawling when he was at nine months and then started walking at 12 months. Also, the patient is in the process of toilet training. Vygotsky referred to this as the zone of proximal development (ZPD). ZPD uses the concept of the more knowledgeable other who provides reasonable assistance to the patient that will enable him to achieve a task (Imedadze, 2019) . Through social interactions with parents, caregivers, and nurses, the patient was able to move from crawling to walking in just three months. In toilet training, it can be assumed that the patient needs help in performing the task successfully before being able to complete the task independently, but they are not there yet (Hembacher & Frank, 2020) . With more practice, the patient will be able to go to the toilet without any help. Through the instructions given, the patient can organize information, and the information is used to guide how they perform specific tasks (Hembacher & Frank, 2020) . Eventually, the patient will pe4rform the tasks independently without any help from a more knowledgeable other. Since the father and mother to the patient are employed fulltime, most of the skills and strategies developed by the patient were through social interaction with his peers as well as support from more skilled individuals within the zone of proximal development (Imedadze, 2019) .
Delegate your assignment to our experts and they will do the rest.
Approach to Obtain Health History
Accurate and thorough pediatric health history is vital when providing healthcare to children (Schuster, 2015) . The primary source of information for the health history of the child described in the case is the primary caregiver or parent. For a physician, the first step is to conduct a health history interview with the primary caregiver to obtain information. The first step is to build rapport with the primary caregiver, which lays the foundation for building a trusting relationship (Schuster, 2015) . If trust is established, the primary caregiver becomes more cooperative during the interview and provides more accurate information about the health history of their child. The physician or nurse must exercise active listening and empathy and not be judgmental during the interview process. The provider must create an environment as well as a sense of privacy and confidentiality for the primary caregiver in a secure environment that is free from interruptions and distractions for the caregiver to provide more truthful information about the condition of the child (Schuster, 2015) .
In the course of the health history interview, the physician or nurse needs to establish the accuracy and reliability of the history information from the primary caregiver (Chiocca, 2014) . This involves the evaluation of the quality of the primary caregivers’ responses with regards to consistency, vagueness, or clarity of the provided information. Barriers to communication, such as the use of medical terminology or the attitude of the provider to the primary caregiver, should be avoided as they may confuse the caregiver who may be embarrassed to ask for clarifications (Chiocca, 2014) . Therefore, the healthcare provider must possess exceptional interpersonal and self-awareness skills when conducting health history interviews with parents to obtain accurate health histories while maintaining provider-patient trust.
A second approach in obtaining the health history of the child is through the initial health history that encompasses prenatal, birth, and neonatal, paediatric health history. Before the child’s past medical history can be obtained, the provider needs to determine the motivation behind the child’s health care visit (Chiocca, 2014) . To understand the condition affecting the child, the provider must collect detailed information relating to prenatal, birth, and neonatal events, which are vital to the child’s future psychological and physical growth and development that may provide more insight into his condition (Schuster, 2015) . The critical components of past medical histories of the child include acute and chronic illnesses, hospitalizations, surgeries, immunizations, hospitalizations, screening procedures, medications, injuries, and social history (Chiocca, 2014) . This information may be derived from electronic health records from the provider or the hospital where the child was born if the primary caregiver does not know or does not provide sufficient answers to the medical questions in the histories (Schuster, 2015) .
References
Chiocca, E. (2014). Advanced Pediatric Assessment, Second Edition . New York: Springer Publishing Company.
Hembacher, E., & Frank, M. (2020). The Early Parenting Attitudes Questionnaire: Measuring Intuitive Theories of Parenting and Child Development. Collabra: Psychology , 6 (1). doi: http://doi.org/10.1525/collabra.190
Imedadze, I. (2019). Issues in Developmental and Pedagogical Psychology: L.S. Vygotsky and D.N Uznadze. Cultural-Historical Psychology , 15 (2), 4-13. doi: 10.17759/chp.2019150201
Schuster, M. (2015). Pediatric Clinicians and Parents: Working Together for the Benefit of the Child. Academic Pediatrics , 15 (5), 469-473. doi: 10.1016/j.acap.2015.05.009
