Developmental Assessment 2022

Running head: DEVELOPMENTAL ASSESSMENT 1
Developmental Assessment
Student’s Name
Institutional Affiliation

DEVELOPMENTAL ASSESSMENT 2
Introduction
Assessment is used to enhance the learning of students and the teaching of teachers since
both of them respond to the information it delivers. It is an ongoing procedure that arises out of
the connection amidst learning along with teaching (Wiliam & Thompson, 2017). What makes
an assessment for learning productive is how better the information is utilized. Among the
school-aged students, assessment is utilized to identify special needs, monitor trends, support
learning as well as evaluate school accountability and program.
Question 1
Physical assessment is based on inspection, palpation, percussion, and auscultation,
generally in that order (Narula, Chandrashekhar & Braunwald, 2018). With inspection, the nurse
examines the whole body area and then focuses on specifics like movement, size, shape, and
color. During palpation, the sense of touch is utilized to make judgments on vibrations and
pulsations and locate structures and masses. Here, the nurse is allowed to ascertain the
characteristics of various body parts like size, mobility, texture, tenderness, size, and warmth.
Then percussion follows, using quick, sharp tapping on the hands or fingers to produce
sounds. It is done to locate the density, size, and position of the underlying structures (El-Shafie,
El-Nemr, Allam & El-Afifi, 2015). On the other hand, auscultation involves eliciting and
listening to body sounds created in the blood vessels, heart, lungs and abdominal viscera. The
nurse uses a stethoscope and diaphragm is utilized to assess high-pitched sounds and the bell to
assess low-pitched sounds (Kaj, 2017).
With the observation-based assessment technique, I will concentrate more on what the
child says, does and what they know. As such, I will match the age as well as the developmental

DEVELOPMENTAL ASSESSMENT 3
phase of each child. Moreover, with the mosaic assessment technique, I will help the child to be
cooperative in developing a perception regarding their lives.
Question 2
A child of five years has probably left their teetering toddler years and is well on their way to
becoming more organized and decisive in their activities as they enter the school-age years
(Press, 2015). The child’s ways of playing are different because they contain drama as well as
fantasy. As their small muscles become more fine-tuned, the child at five years can dress
himself, handle zippers and buttons and learn how to tie their shoes. Moreover, the child
becomes aware of specific things like food and days and tends to talk a lot and can at times talk
to himself (Vatavu, Cramariuc & Schipor, 2015). Besides, his moves are well-coordinated and
he likes displaying new skills which he has learned while playing or in school. This child may
convey his feelings better and there might be few cases where he has an eruption of anger or
sadness (Lieberman, 2017)
Question 3
Assessing a child depends on the level of development as well as his age. According to
Erickson, there are eight phases of emotional development which cover a lifetime (Kropf &
Greene, 2017). Phase 1 is the trust versus mistrust that happens amidst birth and the first year. To
know the child’s development status, I would provide for the child and notice the mistrusting or
trusting nature.
Phase 2 is the autonomy versus shame and doubt that happens amidst two to three years.
In case the parents encourage the child to perform things independently he develops a sense of
autonomy but if the parents shame the child for a bad character he develops self-doubt and not
sure what to do on his own (Syed & McLean, 2017). On the other hand, phase 3 is the initiative