Developmental assessment refers to a process that involves mapping the performance of a child in comparison to children of a similar age ("Co-sleeping in school-aged children with neuromotor disabilities", 2015) . The groups used in the comparison are obtained from various samples which are a representative part of the population in which a child originates from. There are a number of factors which contribute to the varying performances in different groups in a population. This paper aims at making an assessment in school-aged children as well as the modifications that can be made in these assessments.
Physical Assessments
The aim of performing a child’s physical assessment is to promote good health, disease detection as well as to counsel so as to prevent problems in health that would result in the future. This also serves as an opportunity for the family where they can be connected to their own children. Recently, it has been found out that physical assessment is an asymptomatic meaning that school-aged children finds new abnormalities in their lifetime (Levy, 2013) . However, most of these abnormalities in many patients are not of any importance clinically. The most common physical assessments include screening tests. Screening for school-aged children is vital although screening of scoliosis and testicular is not recommended. Such has been found to have more harmful effects than the benefits. Overweight and obesity; the rates of childhood obesity have been found to increase significantly. Recommendations on measuring the body mass index for children at the age of six have been put forward. Resources that involve intensive behavioral therapy should be offered to children with obesity.
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Hypertension; to counter the effect of abnormal blood pressure in children below the age of 18years, routine blood pressure measurements should be done as early as from three years of age. Vision and hearing; routine testing at the ages of six, eight up to twelve years should be done. The tests should be done using the appropriate tools such as the Snellen chart. Dyslipidemia; the risk of dyslipidemia should be annually assessed starting from the age of ten years. Research has shown that children diagnosed with this condition stand a risk of having the same problem in their adulthood (Levy, 2013) .
Typical Developmental Stages of a Child at 5 Years
Cognitive Development stage
At this age, a child normally curious to converse. The vocabulary is usually seen to grow significantly. From Piaget, it is at this very stage where children are able to present their problem and solve them. According to this theory, as growth progresses, the brain also develops. At this juncture, if a child does not possess the stated characters, there could be a possible problem. If when presented with the simple problem a child is not able to address it, there is a need for a medical checkup. This could be an indicator of developmental delay.
Preoperational Stage
At this stage, a child should be able to use signs and symbols as a representation of the word. To know if the child is doing the right thing in this stage they should be tested if they can; make a walk up and down the stairs without help, manage to peddle a tricycle, make a drawing of a person with a body.
Concrete Operational Stage
At this point, the children should be able to reason in a more focused manner. The reasoning should be logical. Logical understanding is presented out when children are able to have an understanding of principles that are conservative. To asses this, the child can be subjected to liquid tests. This involves putting some liquid matter in different containers to see whether the child is able to realize that liquid matter does not change its volume in different containers. If the child is not able to logically see it this way, a developmental delay could be present.
References
Co-sleeping in school-aged children with neuromotor disabilities. (2015). Developmental Medicine & Child Neurology , 57 , 45-45. doi: 10.1111/dmcn.12780_53
Levy, B. (2013). Developmental assessment of the school-aged child with developmental disabilities. Educational Psychology In Practice , 29 (1), 102-103. doi: 10.1080/02667363.2012.759421
Levy, B. (2013). Developmental assessment of the school-aged child with developmental disabilities. Educational Psychology In Practice , 29 (3), 327-328. doi: 10.1080/02667363.2013.819664
