Criterion	1. Unsatisfactory	2. Insufficient	3. Approaching	4. Acceptable	5. Target
Thesis, Position, or Purpose Communicates reason for writing and demonstrates awareness of audience.	0 points The thesis, position, or purpose is not discernible. No awareness of the appropriate audience is evident.	5.25 points The thesis, position, or purpose is unfocused or confused. There is very little awareness of the intended audience.	5.53 points The thesis, position, or purpose is discernable in most aspects but is occasionally weak or unclear. There is limited awareness of the appropriate audience.	6.23 points The thesis, position, or purpose is adequately presented. An awareness of the appropriate audience is demonstrated.	7 points The thesis, position, or purpose is clearly communicated throughout and clearly directed to a specific audience.
Development, Structure, and Conclusion Advances position or purpose throughout writing; conclusion aligns to and evolves from development.	0 points No advancement of the thesis, position, or purpose is evident. Connections between paragraphs are missing or inappropriate. No conclusion is offered.	5.25 points Writing lacks logical progression of the thesis, position, or purpose. Some organization is attempted, but ideas are disconnected. Conclusion is unclear and not supported by the overall development of the purpose.	5.53 points Limited advancement of thesis, position, or purpose is discernable. There are inconsistencies in organization or the relationship of ideas. Conclusion is simplistic and not fully aligned to the development of the purpose.	6.23 points The thesis, position, or purpose is advanced in most aspects. Ideas clearly build on each other. Conclusion aligns to the development of the purpose.	7 points The thesis, position, or purpose is logically advanced throughout. The progression of ideas is coherent and unified. A clear and logical conclusion aligns to the development of the purpose.
Developmental Assessment of a Child Using a Developmental Theory (Erickson, Piaget, Kohlberg) An explanation of how one would developmentally assess a child, applying developmental theory, including how one would offer explanations during the assessment, strategies used to gain cooperation, and potential findings from the assessment.	0 points An explanation of how one would developmentally assess a child, applying developmental theory, including how one would offer explanations during the assessment, strategies used to gain cooperation, and potential findings from the assessment, is omitted or inaccurate.	18.75 points An explanation of how one would developmentally assess a child, applying developmental theory, including how one would offer explanations during the assessment, strategies used to gain cooperation, and potential findings from the assessment, is lacking detail or is incomplete.	19.75 points An explanation of how one would developmentally assess a child, applying developmental theory, including how one would offer explanations during the assessment, strategies used to gain cooperation, and potential findings from the assessment, is present.	22.25 points A detailed explanation of how one would developmentally assess a child, applying developmental theory, including how one would offer explanations during the assessment, strategies used to gain cooperation, and potential findings from the assessment, is present.	25 points A thorough and accurate explanation of how one would developmentally assess a child, applying developmental theory, including how one would offer explanations during the assessment, strategies used to gain cooperation, and potential findings from the assessment, is present.
Typical Assessment for a Child of a Specific Age A description of the developmental stage of a child between the ages 5 and 12.	0 points A description of the developmental stage of a child between the ages 5 and 12 is omitted or inaccurate.	15 points A description of the developmental stage of a child between the ages 5 and 12 is lacking detail or is incomplete.	15.8 points A description of the developmental stage of a child between the ages 5 and 12 is present.	17.8 points A detailed description of the developmental stage of a child between the ages 5 and 12 is present.	20 points A thorough and accurate description of the developmental stage of a child between the ages 5 and 12 is present.
Evidence Selects and integrates evidence to support and advance position/purpose; considers other perspectives.	0 points Evidence to support the thesis, position, or purpose is absent. The writing relies entirely on the perspective of the writer.	4.5 points Evidence is limited or irrelevant. The interpretation of other perspectives is superficial or incorrect.	4.74 points Evidence is used but is insufficient or of limited relevance. Simplistic explanation or integration of other perspectives is present.	5.34 points Relevant evidence that includes other perspectives is used.	6 points Specific and appropriate evidence is included. Relevant perspectives of others are clearly considered.
Description of Physical Assessment Among School-Aged Children A description of the physical characteristics/findings among a school-aged child, including an explanation of how one would modify assessment techniques to match the age and developmental stage of the child.	0 points A description of the physical characteristics/findings among a school-aged child, including an explanation of how one would modify assessment techniques to match the age and developmental stage of the child is omitted or inaccurate.	18.75 points A description of the physical characteristics/findings among a school-aged child, including an explanation of how one would modify assessment techniques to match the age and developmental stage of the child is lacking detail or is incomplete.	19.75 points A description of the physical characteristics/findings among a school-aged child, including an explanation of how one would modify assessment techniques to match the age and developmental stage of the child, is present.	22.25 points A detailed description of the physical characteristics/findings among a school-aged child, including an explanation of how one would modify assessment techniques to match the age and developmental stage of the child, is present.	25 points A thorough and accurate description of the physical characteristics/findings among a school-aged child, including an explanation of how one would modify assessment techniques to match the age and developmental stage of the child, is present.
Mechanics of Writing Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.	0 points Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.	4.5 points Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.	4.74 points Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.	5.34 points Few mechanical errors are present. Suitable language choice and sentence structure are used.	6 points No mechanical errors are present. Appropriate language choice and sentence structure are used throughout.
Format/Documentation Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline.	0 points Appropriate format is not used. No documentation of sources is provided.	3 points Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.	3.16 points Appropriate format and documentation are used, although there are some obvious errors.	3.56 points Appropriate format and documentation are used with only minor errors.	4 points No errors in formatting or documentation are present.

Expert Answer and Explanation

Developmental Assessment and the School Aged Child

Among the common health needs of school going children is the emotional and social well-being. School-aged children are roughly between 4 years for those going to kindergarten, to 11 years (Kim, 2019). During their physical assessment, the elements that are examined in them include their emotions, their social skills, their academic performance, and their physical health.

Since it is not possible to interview them about some of the sensitive or detailed aspects of their health such as their allergies, assessing their past health history is always a solution to providing physical assessments of this population (Kim, 2019). Also, the needs of children tend to differ with age. This essay entails a close assessment of a 6 year old child, assessing their development using Erickson’s development theory.

Comparison of Physical Assessment and How to Modify Assessment Techniques to Match Age

In the examination of a child, there is need for the presence of a guardian who would be used to give some of the health information. That is, the interview would be partly directed to the guardian and partly to the child. Among some of the assessments include whether or not the child has had past surgeries, whether the child has ongoing illnesses or whether they have existing illnesses.

If the child has existing health conditions, the assessment would check the nature of these conditions, whether they are acute or chronic, and also assess the kind of medications that the child is taking. In some of the cases of illnesses, children are exposed to drugs that have numerous side effects that deteriorate the already failing state of the child. Also, the assessment would check some of the family characteristics that would prompt the child to be more exposed to disease.

For example, it would be prudent to check whether there are some family members who are smokers, as this is a habit that potentially affects the child. Also, in the assessment, the examiner would ask whether or not there has been recent loss of a loved one in the family, as this is another element that would affect the psychological well-being of the family. Assessing the type of friends that the child has could also be a plus in the assessment, to see whether or not the child is a victim of negative social behaviors such as bullying.

Developmental Stages at Six Years

Six-Year old children have a large growth in their cognitive selves, and they are also socially active. The child also has emotions that pull them to be attracted to the friends who seem to be having ‘fun’ or enjoying life. Thrane et al. (2016) explains that the age of six also entails the presence of children who generally abide by the rules, and do not show resistance.

Most importantly, these children are more attached to their guardians, and they tend to trust them more than any other individuals they come across. For those who have attended one school for a long period of time, they also develop a strong sense of respect for their teachers, such that they have to consult them before they do anything.

Speech-wise, a child at six years speaks clearly, and can tell stories using few complete sentences unlike one or two years earlier where they used phrases and words to communicate (Singh et al., 2016). The problem-solving skills as well as the motor capacity improve greatly at six years. They become more aware of the environment and can distinguish dangerous animals from those that are harmless. When asked to jump on one foot, children at six can do it for more than ten seconds. They also tend to run around while playing.

Assessment of the Child using Erickson’s Developmental Stages

How I would Developmentally Assess the Child

Eric Erickson’s theory of development explains that children encounter distinct developmental stages from birth to maturity or to the age of independence. For a six-year old, they are in the initiative vs. guilt stage, in which they would at least initiate some of the responsibilities in simple things such as games (Cherry, 2018). Therefore, the best technique of assessing the child at this stage is giving them simple roles and testing their delivery.

Strategies to Gain Cooperation in the Assessment

            Promising rewards is the surest way of gaining cooperation in the child. While some individuals may view it as a negative technique of ‘bribing’ the child, it would help them be more assertive in performing the different assessment roles (Singh et al., 2016). Another strategy to promote cooperation in the child is using punishment or threats of punishment for the non-cooperating children. Lastly, engagement of the children in enjoyable games would help to achieve maximum cooperation.

Potential Findings

It is likely that the child shows the state of being fairly healthy after assessment, as at this age, children are yet to interact with the negative environmental factors. Another potential finding is that the child could be having a smoking father, and hence having potential complications of the lungs.

Conclusion

The assessment of pediatric patients is most successful when done in the presence of their guardians. Using Erickson’s stages of development could help gauge the level of development of the child, and hence identify the presence of any abnormalities. Among some of the best techniques to assess the child would be to assess for past illness, interview them regarding the nature of their friends, and also perform physical examinations. To gain maximum cooperation, one can use enjoyable games or other strategies such as promising some rewards.

References

Cherry, K. (2018). Erik Erikson’s Stages of Psychosocial Development. Retrieved Juny, 5, 2018. https://www.verywellmind.com/erik-eriksons-stages-of-psychosocial-development-2795740

Kim, S. Y. (2019). The Validity of Activity Participation Assessment for School-Age Children. The Journal of Korean Academy of Sensory Integration, 17(1), 19-29. https://doi.org/10.18064/JKASI.2019.17.1.019

Singh, A., Squires, J., Yeh, C. J., Heo, K. H., & Bian, H. (2016). Validity and Reliability of the Developmental Assessment Screening Scale. Journal of family medicine and primary care, 5(1), 124. https://www.jfmpc.com/text.asp?2016/5/1/124/184636

Thrane, S. E., Wanless, S., Cohen, S. M., & Danford, C. A. (2016). The Assessment and Non-Pharmacologic Treatment of Procedural Pain from Infancy to School Age through a Developmental Lens: A Synthesis of Evidence with Recommendations. Journal of pediatric nursing, 31(1), e23-e32. Doi: 10.1016/j.pedn.2015.09.002.

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