Human Growth Test- SCHOOL AGE

what years is the school age child?

6-11 years

what is a school aged child?

- marked by entry into school & a wider sphere of influence (development of close peer relationships)

- capacity to communicate and conceptualize (focus on fact more than fantasy)

- involved in more complex social & motor behaviors

- physical& emotional growth (movements more graceful & form positive self esteem)

what is physical growth like in school age?

- slower, but steady pace

- 2-3 inches per year

- gains 4.5-6.5 lbs per year

- average 6 year old girl: 45 inches, 46 lbs

- average 10 year old girl: 59 inches, 88 lbs

- girls may surpass boys in heigh/ weight towards the end

what is body development like in school age?

- slimmer with longer legs (bones grow & broaden; nighttime growing pains)

- strength & physical capabilities improve (muscles not mature -> more easily injured due to overuse)

- skull & brain growth slows

- lose primary teeth (replace w/ permanent teeth; can develop dental caries)

what is body system growth like in school age?

- GI system matures: (larger stomach capacity- longer w/o snacks; less stomach aches)

- bladder capacity increases

- nervous system matures (improved motor skills, expanded cognitive processes)

- lung capacity increases

- immune system continues to develop (may get sick more as they start school)

- bones continue to ossify but remain soft (flexibility)

what is the prepubescence stage like in school age?

2 years before puberty (preadolescence)

- end of school age-> around 13

- puberty signals development of secondary sex characteristics

- 2 year difference in boys & girls

- prepubescence may start for girsl around 9-10

- puberty may begin around 12 for girls & 14 for boys (normal if it starts after 8-9 years)

what is sleep like in the school age child?

reduces from 11 hours (5) to 9 hours (12)

- no nap

- fewer bedtime problems (reduce screen time, monitor screen use, bedtime routines/ quiet near bedtime)

- advance warning of bedtime helpxs

what are gross motor skills of a school age child?

- exercise is essential for muscle development (coordination, strength, endurance)-- at least 60 minutes, no more than 2 hours

- greater speed/ motor abilities

- flexibility, balance, agility, force of movements increases

- girls better at balance & agility

- boys better in motor: throwing, muscle mass, strength, etc.

- physical activities improve executive function (planning)-- PE class

- run, ride bike, jump, skip, climb, roller skate

- physical activity increased if child's weigh is a concern (reduce TV, computer, etc)

what are fine motor skills in a preschooler?

- 3D in drawing and visualizing develops (overlapping objects, diagonal placement, converging lines)

- increased detail in drawing

- may start muscial instrument

- improved organization in drawing/ fine motor (like handwriting)

- girls tend to have an edge on fine motor skills

what is self care like in a school age child?

- hygiene, nutrition, exercise, recreation, sleep, safety

- still need guidance/ supervision

- learn "healthy behaviors"/ enjoy taking active role in healthy behaviors

what is sensory-perceptual like in a school age child?

- vision maturity is reached by 6-7 years (20/20)

- hearing is fully mature (concern for hearing loss from loud music)

- children may develop into auditory learners, kinesthetic learners (by doing), visual learners

what is cognitive: information processing like in a school age child?

- connections between prefrontal coretx & brain strengthening

- can handle increasing difficult tasks (working memory increases in efficiency, flexibly shift attention, improved planning, strategic thinking, self-monitoring behaviors)

- training to improve executive functions

(scaffolding, mindfulness, work on planning, memory strategies)

what is scaffolding?

repeating instructions, breaking down complex tasks

what are some memory strategies?

rehearsing materials, organizing, creating relationships w/ materials

what is cognitive theory (piaget) like in school age children?

concrete operational stage (7-11)

- able to use thought processes to experience events & actions

- operation implies action (a mental operation that is carried out in thought)

- arrange, order things mentally

- no longer have rigid, egocentric outlook (see things from others view, aware of variety of perspectives, sensitive to fact others dont see things the way they might)

what are some cognitive milestones of a school age child?

- develop understanding relationships between things & ideas

- move from making judgements based on what they observe to based on what they reason (conceptual thinking)

- increased ability to master symbols

- increased ability to use memory to store past experiences to evaluate & interpret the present

- attention span about 45 minutes

what are 3 major cognitive concepts?

- conservation

- causation

- seriation

what is conservation

- major cognitive tasks of school age child

- certain properties of the environment are not changed simply by altering their location or disposition in space

- understand identity, reversibility, reciprocity

what is identity?

if nothing is added or taken away...it is the same object even if it is a different shape

what is reversibility?

something can be shaped, reshaped, and still be the same

what is reciprocity?

ability to deal w/ 2 dimensions at the same time; a change in one dimension compensates for a change in another

what is causation?

- understand that their actions can cause things to happen or change

- cause and effect: the relationship between an action & its outcome

what is the concept of seriation?

the ability to sort objects or situations according to characteristics:

size, color, shape, type

what is intelligence in a school aged child?

- by 6: IQ becomes more stable & starts to correlate to academic achievement

- a collection of many capacities & not all are testable

- related to factors beyond genetics (SES, culture, family, stereotypes, bias)

what are sternberg's 3 broad interacting intelligences?

1. analytical intelligence

2. creative intelligence

3. practical intelligence

what is analytical inteligence?

information processing skills

- executive function, strategic thinking, knowledge acquisition, cognitive self-regulation

what is creative intelligence?

generating useful solutions to new problems

- thinking in a more skillful way when faced w/ novelty

what is practical intelligence?

goal orientated activity aimed at adapting to, shaping or selecting environments

- skillfully adapt their thinking to fit w/ both desires & demands

what is cultural bias & influence in IQ in school age children?

- concern ab test bias (language/ communication skills may be different, may test skills not all had opportunity to learn, stereotyping/test anxiety can alter results- 3rd grade children become conscious of ethnic stereotypes)

- reduce bias: dynamic assessment (testing situation to find out what child can attain w/ support; address issue of static IQ)

what is speech & language like in a school age child?

very efficent: grammar, pragmatics, vocabulary increases

- use more complex grammar forms

- able to use & retrieve words quickly

- narrative skills improve

- appreciate jokes, riddles, puns

- understand simple metaphors

- evaluate & clarify messages

how to communicate w/ a school age child?

- strong desire to learn

- provide enough detail but not too much

- as they age, directions/explanations can be more complex/ detailed

- honest, matter of fact approach

what is bilingual development like in a school age child?

- 22% of US children speak another language

- develops in 2 ways

1. acquiring both languages at the same time

2. learning a 2nd language after the 1st

- learning a 2nd language after the 1st: sensitive period for 2nd language development (start in early, the later the child starts, the less likely they will gain fluency)

what is reading like in a school age child?

requires:

- ability to recognize letters/combinations

- translate into speech

- recognize visual appearance of common words

- hold chunks of information in the working memory

- interpreting/ combine meanings

what is psychosocial (erikson) like in school age children?

industry vs. Inferiority

- goal to achieve sense of personal & intrapersonal competence (done through acquisition of technological & social skills)

- want to build skills & participate in useful/meaningful work

- want to expand sense of independence/ engage in task they can complete

- intrinsic motivation: ability to master skills/ new responsibilities

-extrinsic motivation: grades, awards, recognition

what is moral development like in school age children?

conventional level

- stage 3: acts to avoid disappointment by others (good girl, good boy)

- stage 4: conforms because it is the rule or the law (later in childhood)

- 6-7: children are able to judge an act by the intentions that prompted it rather than just the consequences

- understand concept of treating others as they would like to be treated

- unable to view morality on an abstract basis

what is spirituality (fowler) like in school age children?

stage 2: mythic-literal

-metaphors/ symbolic langugae taken litearlly

- religious authority expands beyone parents

- faith is stories & rituals that are practiced

- fascinated/ have fears about heaven/hell

- need religious concepts in concrete terms

- prayers/ rituals help comfort children/ cope

- as they get older, understand not all prayers are answered

how does cultural influence spirituality in school age children?

western society tends to have judeo-chrisitan orientation towards prayer, holidays, values

- cause conflict/ discomfort/ confusion in children w/ other religions

how do school age children understand diversity & inequality?

- learn to associate power & privilege to some people (learn from family, peers, media)

- prejudices often unintentional or w/o awareness

- bias can develop through (fixed view of personality traits, high-self esteem, social world where people are sorted into groups)

- reduce bias: collaboration, intergroup contact, make aware that views can change

how does gender play a role in school age children?

- modern children may play w/ toys or have roles outside stereotypes

- society socializes gender differently (schooling, activities)

- boys and girls tend to play together w/o much difference (Changes as they get older)

how does body image play a role in school age children?

- aware of own bodies, what they look like, or are different

- try to conform to physical appearance of peers or norms

- children may turn to peers for answers ab sex/ sexual curiosity if parents dont answer

- school age is a great time to educate ab sex but are often controversial (restrict due to beliefs; difference between biology & intimacy)

what is self-concept?

closely related to a positive sense of industry

what is self-esteem?

feeling of individual self worth

- affected by: awards, academic placement, culture, gender/stereotypes, peer approval

- pets/responsibilities can positively affect self-esteem

how doe self-esteem & self concept play a role in school age children?

- children do not have the capacity to develop their own independent criteria to evaluate own accomplishments

- success encourages effort; failure may lead to low confidence/ avoidance of risks

what is social development/ friends like in school age children?

- feel more secure & confident w/ friends

- identification w/ peers is an influence on gaining independence from parents

- peers provide security/ support toward independence

- learn valuable lessons from daily interactions w/ friends: different points of views, versions of games/song, different customs, limits on their own point of view

- learn to argue, negotiate, bargain, cooperate, compromise to maintain friendships

what is play like in school age children?

- increased physical skill, intellectual ability, creativity (building, creating, collecting things)

- formation of groups & cliques (best friends)

- "heroes" & role models

- rules & rituals

- team play: more complex form of group play (learn competition, skill acquisition, work out differences)

what is bullying in school age children?

infliction of repetitive physical, verbal, or emoitonal abuse by one or more individuals intended to harm or bother another who is perceived as "less"

- varying degrees of severity

- boy= more physical

- girls= indirect/ relational acts (rumors or exclusion)

-take place when supervision in minimal

- reduced through support, intervention, peer groups

what are the effects of bullying?

victims & bullies:

- long term psychological disturbances

- sleeping problems, irritability, poor concentration, etc.

bullies:

- conduct problems, school dropout, criminal behavior

victims:

- low self-esteem, anxiety, insecure, poor academic performance, psychosomatic complaints

what is discipline like in school age children?

- point out more acceptable forms of behaviors

- provide reasons as to why action was inappropriate

- stimulates a child's ability to empathize w/ a victim of misdeed

- reward/ redirection

- positive strategies guide desired behavior

- advanced cognitive skills: discipline can include more complex strategies (withholding privileges, pentaly, etc.)

what is school like for a school age child?

- school attendence changes structure of child's world (secondary socializing agent)

- adjustment to school/ attitude toward school- influenced by parents

- preschool prepares child

- teachers influence and shape children & their interest in school

what is stress like for school age children?

- pressure to fit in, excel in sports/ school

- overprogrammed

- domestic violence/ home conflict (can result in depression, anxiety, aggression)

- school refusal/ environment may be stressful

- expectations may not be appropriate to developmental level

what are signs of stress?

- stomach ache, headache

- sleep problems

- wetting the bed

- aggression

- changes in eating habits

- regression

- reluctance to participate

how to help stress in school age children?

- relaxation activities

- physical activity

- identify feelings and actions

- work through problem solving

what is ADHD in school age children?

attention-deficient hyperactivity disorder

- inattention, impulsivity, excessive motor activity, difficulty staying on task

- not all are hyperactive

- boys diagnosed more/ girls may be overlooked

- may lash out or hostile if frustrated

- often score lower on IQ testing

- runs in families

- prenatal exposures have been linked

- more likely come from homes w/ high family stress

- impaired ability to inhibit distracting behaviors

- some structural differences in brain

-treatment: behavior modification and stimulant therapy (reduce impulsivity)

what are health promotions/ preventions?

- dental health (start to lose primary teeth about age 6)

- still be monitored when brushing teeth, school nurse may provide education, regular dental visit- twice a year)

-sensory screening (school nurse screen for vision & hearing)

- continue regular health visits w/ HCP (immunizations, HPV vaccine towards end of school age period)

what is nutrition like in a school age child?

- Family mealtimes are central to many families (quality of diet related to families; mealtime may decrease due to activities)

- acquire taste for a variety of foods

- reduce high fat, high sugar foods (may be able to interpret food labels)

- influences on diet: lunch trading, media influences, freedom to eat w/o parent supervision, school lunch programs

what is child obesity like in school age children?

- increasing problem

- easy availability of high-calorie, high-fat foods

- fast food/ poor eating habits

- less physical activity

- 1st recommendation is to increase exercise

- start measuring BMI at 2 years

- family history of diabetes, etc- monitor closely

- healthy food education

what are safety precautions in school age children?

they have risk taking behavior

- motor vehicle activity

- helmets

- sport injuries

- school injuries

- farm, atv

- swimming

- poisoning

- fire saftey

- internet, stranger danger

when to leave child home alone?

7 & under: never be left home alone

8-10: should not be left alone for more than 1 1/2 hours & only during daylight/early evening

11-12: may be left alone for up to 3 hours but not late at night

13-15: may be left unsupervised but not overnight

16-17: may be left unsupervised (some cases up to two overnights)

what are the effects of leaving a child home alone?

- more common in double working homes

- greater risk for injurt/ delinquent behavior

- experience fears/ loneliness

- spend more time with TV

- look into after school care

what is sex?

assigned at birth based on assessment of external genitalia, as well as chromosomes & gonads

what is gender?

culturally held & transmitted beliefs, attitudes, and feelings that are associated with biological sex

what is gender identity?

a person's internal sense of self and how they fit into the world, from the perspective of gender

what is gender typing?

Association of objects, activities, roles, traits with one sex that conforms to cultural stererotypes

what is gender expression?

the outward manner in which an individual expresses or displays their gender, ex: clothing, hairstyle, speech

what is transgender?

a person whose gender identity differs from the sex that was assigned at birth (trans)

what is cisgender?

a person whose gender identity is the same as the sex that was assigned at birth

what is gender nonconforming?

a person whose gender identity differs from that which was assigned at birth, but may be more complex, fluid, or multifaceted

what is nonbinary?

transgender or gender nonconforming person who identifies as neither male or femal

what is gender diverse?

gender behaviors, appearances, or identities that are incongruent with those culturally assigned at birth

what does LGBTQ stand for?

L: lesbian

G: gay

B: bisexual

T: transgender

Q: queer/questioning

what is gender affirming care?

a supportive form of health care

- includes a multidisciplinary approach involving: medical, surgical, mental health, and non-medical care for transgender and non-binary persons

- for children & adolescents, early GAC is important for overall health & mental health

- individual/ unique approach

what are health disparities/ barriers

- safety issues

- poor access to services

- inadequate resources for mental health concerns

- lack of continuity with providers

- lack of support can lead to suicide, rejection, depression, homelessness

what is the developmental approach to gender affirming care in school age children?

- average age of gender identity of transgender child is 8.5

- family-centered care/ involving family is crucial

- no longer 'watchful waiting' approach

- important developmental tasks

- safe schools