Childrens Functional Health Pattern Assessment
Children’s Functional Health Pattern Assessment
Short Answer Questions
Compare and contrast identified similarities as well as differences in expected assessment across the childhood age groups.
When assessing children from toddlerhood through school-aged, the health practitioner will find that some of the expected results to be similar. Patterns of sleep and rest prove to be the most similar through the development of a child. A child’s required hours of sleep do not significantly change between the ages of eighteen month and twelve years (Edelman, 2014). Routines, rituals and feeling of security set-up the child to independently go to bed without difficulty on their own in the school aged years. School aged children will often follow the same routines established years earlier but simply perform these tasks on their own. Like sleep patterns, patterns of values and beliefs also are established early on and carry through the years. Children from a young age build a conscience, demonstrate empathy and have a desire to please their parents. They feel remorse when they have wronged another. The only difference is as a child ages, they are faced with more complex ethical issues that require them to pull from their previous learning and apply to situation. Their social environment begins to contribute to their personal value system.
Although there are many differences in assessment findings between the stages of development, one must remember that theses differences are simply advances and building on previous learning based on what the child is developmentally capable of doing. The most striking difference is cognition. Toddlers go from basically thinking the world revolves around them to school aged children being cooperative members of society who value the perspective of others. Toddlers understand the world only as it relates to them while school aged children can think beyond themselves, and into abstract thinking. Another striking
Short Answer Questions
Compare and contrast identified similarities as well as differences in expected assessment across the childhood age groups.
When assessing children from toddlerhood through school-aged, the health practitioner will find that some of the expected results to be similar. Patterns of sleep and rest prove to be the most similar through the development of a child. A child’s required hours of sleep do not significantly change between the ages of eighteen month and twelve years (Edelman, 2014). Routines, rituals and feeling of security set-up the child to independently go to bed without difficulty on their own in the school aged years. School aged children will often follow the same routines established years earlier but simply perform these tasks on their own. Like sleep patterns, patterns of values and beliefs also are established early on and carry through the years. Children from a young age build a conscience, demonstrate empathy and have a desire to please their parents. They feel remorse when they have wronged another. The only difference is as a child ages, they are faced with more complex ethical issues that require them to pull from their previous learning and apply to situation. Their social environment begins to contribute to their personal value system.
Although there are many differences in assessment findings between the stages of development, one must remember that theses differences are simply advances and building on previous learning based on what the child is developmentally capable of doing. The most striking difference is cognition. Toddlers go from basically thinking the world revolves around them to school aged children being cooperative members of society who value the perspective of others. Toddlers understand the world only as it relates to them while school aged children can think beyond themselves, and into abstract thinking. Another striking
References: Edelman, Carole, Elizabeth Kudzma, Carol Mandle. Health Promotion Throughout the Life Span, 8th Edition. Mosby, 2014. VitalBook file. Jarvis, Carolyn. Physical Examination and Health Assessment, 6th Edition. Saunders, 2012. VitalBook file. Maurer, Frances, Claudia Smith. Community/Public Health Nursing Practice, 5th Edition. Saunders, 2013. VitalBook file.