“School-age children are eager learners and understand cause and effect. Including the school-age child in their care is welcomed by this age group. They should be actively involved in making decisions regarding their healthcare.” Choose Erickson’s, Piaget’s, or Kohlberg’s stages of development and describe what the nurse might expect in a school-age child. Explain how knowledge of development helps the nurse in assessment.
According to Erikson’s psychosocial theory of development, school-age children fall under the fourth stage, known as Industry vs. Inferiority. During this stage, children between the ages of 6 and 12 years develop a sense of competence and accomplishment through their interactions with their peers and through the mastery of tasks and skills. At this stage, the child is eager to learn and understand cause and effect, which is particularly evident in their desire to explore and question the world around them.
In terms of Piaget’s cognitive development theory, school-age children belong to the concrete operational stage, which occurs between the ages of 7 and 11 years. During this stage, children acquire more advanced cognitive abilities, such as the ability to think logically and understand abstract concepts. They become more skilled at organizing their thoughts and solving problems in a systematic manner. They also develop more sophisticated skills in classification, conservation, and understanding the concept of reversibility.
Lastly, Kohlberg’s theory of moral development suggests that school-age children are typically in the second level of moral reasoning, known as Conventional Morality. This stage is characterized by an understanding of societal rules and the importance of conforming to them. The child’s moral judgments are based on maintaining social order, following rules, and seeking approval from authority figures.
When considering the expectations for a school-age child, nurses can anticipate certain behaviors and developmental milestones. For instance, a child at this stage is likely to have a strong desire to be involved in their own care and decisions related to their health. They want to be treated as active participants and have their opinions listened to and respected. Therefore, nurses should include school-age children in discussions about their health, explain medical procedures in an age-appropriate manner, and encourage their participation in making choices whenever possible.
Furthermore, a school-age child’s cognitive development at the concrete operational stage allows them to understand the cause and effect relationships involved in their healthcare. Nurses can leverage this knowledge by providing clear explanations and examples that help the child make connections between their behaviors, health outcomes, and the interventions being provided. By doing so, nurses can foster the child’s understanding and cooperation in their own care.
In addition to this, understanding the developmental stage of a school-age child can assist nurses in conducting a comprehensive assessment. For example, knowledge of Erikson’s theory informs the nurse about the child’s need for competence and accomplishment. This insight can guide the nurse in assessing the child’s self-esteem, confidence, and motivation to learn. By identifying areas where the child may be experiencing feelings of inferiority or inadequacy, the nurse can implement strategies to enhance the child’s sense of mastery and support their educational and social development.
Piaget’s theory is relevant to the assessment process as it highlights the child’s growing cognitive abilities and logical reasoning. Nurses can use this knowledge to evaluate the child’s problem-solving skills, understanding of health-related concepts, and ability to follow instructions. By understanding the child’s cognitive development, nurses can adapt their communication style and educational materials to ensure effective information processing and comprehension.
Furthermore, Kohlberg’s theory of moral development provides insights into the child’s capacity for ethical reasoning and decision-making. Nurses should consider the child’s moral development when evaluating their understanding of healthcare ethics, consent, and their ability to navigate ethical dilemmas. By recognizing the child’s stage of moral reasoning, nurses can tailor their guidance and support to help the child make morally sound choices in their healthcare journey.
In conclusion, the knowledge of developmental theories, such as Erikson’s, Piaget’s, and Kohlberg’s, is invaluable to nurses when caring for school-age children. Understanding the stages of development helps nurses anticipate and respond to the child’s needs, involve them in their care, and facilitate their cognitive and moral growth. By incorporating these theories into their practice, nurses can provide effective and comprehensive care to support the optimal development and well-being of school-age children.