Physical Assessments

Running head: DEVELOPMENTAL ASSESSMENT AND THE SCHOOL-AGED CHILD 1
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Developmental Assessment and the School-Aged Child
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DEVELOPMENTAL ASSESSMENT AND THE SCHOOL-AGED CHILD 2
Developmental Assessment and the School-Aged Child
Introduction
Assessments are used to distinguish different learning abilities among students.
Assessment communicates the intent to create a bigger picture of the different methods in which
individuals use to learn, think or work. It also mirrors the rivet of modern cognitive theory in
learning procedures. Among school-aged children, assessment is used to: support learning,
identification of special needs, school accountability and program evaluation and monitoring of
trends.
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Physical assessment among school-aged children
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Assessments give teachers information that can be used as a foundation for curriculum
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and tutoring decisions. Pre-school teachers foster learning necessities by observing what every
child presents during interaction. Moreover, teachers are more able to handle children with
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mental, emotional and physical distresses since these kinds of children require special attention.
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The modified assessment techniques that I would use to match the age and developmental stage
of a child include: observation-based assessment and mosaic approach. Observation-based

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assessment will concentrate more on what the child does, what they say and what they know
(Onis et al, 2007). Through this, I will be able to match the age and developmental stage of every
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child. Based on my observations, I will create sense of the child’s learning ability, development
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and life meaning. The mosaic approach will assist the child to be cooperative in establishing a
perception about their lives.

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Development stages of a five-year old
A five year old child still learns and creates thinking, social and emotional skills through
playing. At this age, the child’s way of playing is different since it consists of fantasy and drama.
The child will also want to team-up with other children to create things like a house made of sofa
pillows. Their desire to play outside with other children will increase more than playing in the
house alone. However, they might be skeptical about sharing their toys but they will eventually
share out. A five year old child is able to convey his feelings better and there might be few
instances where the child has an eruption of sadness or anger. In addition, the child is able to pay
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more attention towards certain things like days or food. They tend to talk a lot and can at times
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talk to themselves. Their moves are well coordinated and they like displaying new skills that they
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have learnt in school or while playing. Moreover, five year olds like to choose their own clothes
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to wear.
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Piaget’s developmental theory

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Piaget’s theory on cognitive development talks about nature and development of human
intelligence. According to Piaget (2003), one’s childhood plays an important and active part in an
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individual’s development. I will assess the child’s cognitive development through an experiment
since at the age of five children tend to have a wider knowledge about their environment. I will
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show the child two containers that have the same amount of liquid. I will later on take one
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container and pour the same liquid into a tall slender container. Normally, the child will say that
the amount of liquid in the containers is not the same. This will illustrate the child’s incapacity to
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focus on the aspect that the two containers contain the same amount of liquid regardless of the
different shapes of the containers. I will explain calmly to the child that we are doing an
interesting experiment. The fluids will be of different colors in order to obtain his attention. The
containers will also have playful and colorful pictures so that the child can be more cooperative.
Conclusion
Sociocultural environment plays a major role in a child’s development. It teaches the
child about their environment and assists them to grow via cognitive phases.
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References
Huitt, W., & Hummel, J. (2003). Piaget's theory of cognitive development. Educational
psychology interactive, 3(2), 1-5.
Onis, M. D., Onyango, A. W., Borghi, E., Siyam, A., Nishida, C., & Siekmann, J. (2007).
Development of a WHO growth reference for school-aged children and
adolescents. Bulletin of the World health Organization, 85, 660-667.
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Running head: DEVELOPMENTAL ASSESSMENT AND THE SCHOOL-AGED CHILD 1

Developmental Assessment and the School-Aged Child

Assessments are used to distinguish different learning abilities among students.

of a child include: observation-based assessment and mosaic approach. Observation-based

perception about their lives.

Development stages of a five-year old

Piaget’s developmental theory

Sociocultural environment plays a major role in a child’s development. It teaches the

psychology interactive, 3(2), 1-5.

Development of a WHO growth reference for school-aged children and

adolescents. Bulletin of the World health Organization, 85, 660-667.

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