THE SCHOOLER and THE FAMILY

Group 4
 Definition of Terms
Schooler- person formally engaged in learning,
especially one enrolled in a school or college.

Industry is referred to as being productive upon

receiving an evaluation of one's work. In some
literature, industry may also be referred to as
competence. Inferiority means that an individual
becomes discouraged, feels inferior, or incompetent
upon receiving an evaluation of one's work.
Generally, children enter this stage at the age of 6 to
12.
 Definition of Terms

Growth-is physical change and increase in size. It can be measured quantitatively.

Indicators of growth include height, weight, bone size and dentition. The pattern of
physiologic growth is similar for all people. However, growth rates vary during
different stages of growth and development.

Development- is a process that creates growth, progress, positive change or the

addition of physical, economic, environmental, social and demographic components.
 Types of Schooler/Learners
•Visual learning
- Visual learners can utilize graphs, charts, maps, diagrams,
and other forms of visual stimulation to effectively interpret
information.

•Auditory
-If you are an auditory learner, you learn by hearing and
listening. You understand and remember things you have
heard. You store information by the way it sounds, and you
have an easier time understanding spoken instructions than
written ones.
 Read/write learners
-learn primarily by reading and writing. They prefer to learn information
by reading notes, handouts and textbooks. These learners make use of
dictionaries and other reference materials. They also benefit by rewriting
notes and rereading notes silently again and again.

Kinesthetic learning
- kinaesthetic learning, or tactile learning is learning that involves
physical activity. As cited by Favre, Dunn and Dunn define kinesthetic
learners as students who prefer whole-body movement to process new
and difficult informat1ion.
 Objectives:
1. Assess a school-aged child for normal growth and
developmental milestones;
2. Formulate Nursing Diagnosis;
3. Establish expected outcomes for nursing care of school-
aged children;
4. Describe normal growth and development pattern;
5. Implement nursing care;
6. Evaluate expected outcomes for achievement of care;
7. Using nursing process, plan nursing care that includes six
competencies of QSEN;
8. Integrate knowledge and growth and development in
school-aged children.
 Introduction:
School age child development is a range
from 6 to 12 years of age. During this time
period observable differences in height,
weight, and build of children may be
prominent. The language skills of children
continue to grow and many behavior
changes occur as they try to find their
place among their peers.
 Growth and Development of
the Schooler

The school-aged period is relatively long time span, and even

though growth is slow, children grow and develop extensively
during this time period.
Biological Development

Biological processes produce changes in

an individual's physical nature
and weight gains, changes in motor skills,
the hormonal changes of puberty, and
cardiovascular decline are all examples of
biological processes that affect
development.
 Developmental milestones
As with all ages, you can measure school-aged children's
progress through developmental milestones.

-Gross Motor Development

-Fine Motor Development
-Play
 Gross Motor Development
At the beginning of the school-aged period (age 6 years),
children endlessly jump, tumble, skip, and hop. They have
enough coordination to walk a straight line, many can ride a
bicycle, and they learn to skip rope with practice.
A 7 yrs. old child appears quite compared with the more
active 6-year-old. The movements of 8 years old are more
graceful. Nine-year-olds are on the go constantly, as if they
always have a deadline to meet. By 10 years of age, children
are more interested in perfecting their athletic skills. At 11
years of age, many children feel awkward because of their
growth spurt. Twelve-year-olds plunge into activities with
intensity and concentration.
 Fine Motor Development
•6 yrs. old- can easily tie their shoelaces
-can cut and paste well and draw a person with good detail
•7 yrs. old- concentrate on fine motor skills
•8 yrs. old- can read regular-size type
-can make reading a greater pleasure and school more enjoyable
•9 yrs. old- their writing begins to look mature and less awkward
 Play
•6 yrs. old- play continues, however, when they discover reading as an enjoyable activity, they begin to
spend quite time with books
-they spend hours playing challenging games
•7 yrs. old- they require more props for play
-begin to prefer teenage dolls
-have interest in collecting items
•8 yrs. old- enjoys helping in the kitchen
-start to be more involved in simple science projects
-likes table games
•9yrs. old- may have difficulty going to bed at night because they want to play
-talent for music and art becomes evident
•10 yrs. old- interested in playing screen games
-slumber parties and campouts become increasingly popular
•11 & 12 yrs. old- enjoy dancing and playing table games
-time with friends is often spent just talking
 Language Development

•6 yrs. old- talk in full sentences, using language easily and with
meaning
-they still define objects by their use
•7 yrs. old- can tell the time in hours
-know the months of the year and can name the months
in which holidays fall
-can add and subtract and make simple change
•By 12 years of age, children can carry on an adult conversation,
although stories may be limited because of a lack of experience
 Psychosocial Development
Children focus on developing a sense
of competence in various social and
academic tasks, and they seek
approval and recognition from
teachers, peers, and parents. Success
in this stage leads to a sense of
industry, while failure can result in
feelings of inferiority.
 Cognitive Development
Cognitive development in school-aged children, typically between
6 to 12 years old, is marked by significant advancements in
various domains.

•Information Processing •Moral Development

•Language Skills •Metacognition
•Problem-Solving Skills •Reading and Writing

•Social Cognition
 Moral Development
It is a process through which
children learn to differentiate the
wrong from the right based on
society's social and cultural laws
and norms. Parents and teachers
play an important role in teaching
morals to children.
 Spiritual Development
Spiritual Development- children learn to be aware of
and comfortable with qualities such as respect,
responsibility, and reverence for self and others. They
learn to be capable of acknowledging differences
between people without feeling fear. They develop a
love for the earth and take action to protect it.

EXAMPLES OF SPIRITUAL DEVELOPMENT:

•Children learn to be aware of and comfortable with
qualities such as respect
•Responsibility and reverence for self and others
 Social Development
refers to the process by which a child learns to interact with
others around them. As they develop and perceive their own
individuality within their community, they also gain skills to
communicate with other people and process their actions.
During this stage, children learn important skills such as
communication, empathy, cooperation, and conflict resolution.

EXAMPLES OF SOCIAL DEVELOPMENT:

•Develop friendships with other kids
•Compare themselves to other children and adults
•Understand other people's thoughts and feelings
•Initiate or join in play with other children and make up games
 Self-concept Development
involves children's thoughts and feelings
about themselves. Children establish a
sense of self or self-concept based on
their abilities. Children use feedback
from important adults, peers and their
own self-evaluation to judge their
competencies.
 Coping concerns related to
normal growth and development
 Introduction
The relationship between "The Schooler" and "The Family" is a
cornerstone in a child's development. As children progress
through their school years, they encounter a multitude of
challenges that are integral to their growth and
development.
 Coping Concerns:
1. Peer Pressure

Peer pressure is a formidable influence in a schooler's life. It manifests in various

forms, from the pressure to conform to clothing trends to making choices that
may not align with their values. For example, a 10-year-old schooler may feel
compelled to dress a certain way or engage in activities they're uncomfortable
with just to fit in with a particular group. This influence can lead to inner conflicts
and confusion.

Families can help by fostering open communication. By discussing peer pressure

and providing guidance, parents can empower schoolers to make independent,
informed decisions.
 2. Academic Stress

The academic demands placed on schoolers can be overwhelming.

Juggling homework, tests, and extracurricular activities can lead to
stress and anxiety. Consider an 8-year-old who, amidst the pressure to
excel academically, may experience sleepless nights and anxiety over
assignments.

Families can alleviate this stress by maintaining a balanced approach

to education. It's essential to recognize a schooler's capabilities and
offer support when needed. Creating a conducive study environment
and helping them manage time efficiently can significantly reduce
academic stress.
3. Identity and Self-Esteem

As schoolers interact with their peers, they often engage in self-

comparisons. They may question their abilities, appearance, or
talents, potentially impacting their self-esteem. For instance, a
schooler might feel inadequate compared to a classmate who excels
in sports or academics.

Families can nurture their schooler's self-esteem by emphasizing

their unique qualities and providing positive reinforcement.
Encouraging them to explore their interests and passions can boost
their self-identity.
 4. Bullying
Bullying remains a concerning issue in schools. It can
manifest as physical, verbal, or cyberbullying, causing
emotional distress to the schooler. In the digital age, online
harassment is a growing concern. A schooler may become a
target of hurtful online messages or social media
comments.

Families can play a protective role by educating schoolers

about bullying and encouraging them to report any
incidents. Establishing a safe space for discussions at home
can make schoolers feel more comfortable sharing their
experiences.
Conclusion
The coping concerns encountered by schoolers during their
journey of normal growth and development are integral aspects
of their maturation process. Families have a crucial role in
supporting their schoolers as they navigate these challenges. By
fostering open communication, providing guidance, and creating
a nurturing environment, families can help schoolers develop
resilience and coping strategies that will serve them throughout
their lives. This collaboration between schoolers and their
families is essential to ensure that schoolers grow into confident,
well-adjusted individuals capable of handling life's complexities
with grace and resilience.
Promotion of Health during
school-age period
Middle childhood: 6-8 years of age
Late childhood: 8-12 years of age
1. SCREENINGS
•complete history and physical
•vision and hearing screening
•developmental screening
•mental screening
2. PROMOTING OPTIMUM HEALTH OR LIFESTYLE HABITS
•Nutrition
-the importance of a balanced diet to promote growth
-quality of the diet related tp family's pattern of eating
-fast food" concerns
•Physical Activity
-make exercise fun
-be a good role model

Importance of Exercise:
-weight control
-raises "good" cholesterol
-reduces risk of diabetes, high blood pressure, heart
disease, etc.
-improve well-being
•Sleep and Rest
-the average amount of sleep at night is 9½ hours, but this is
highly individualized.
•Oral Health
Tips for maintaining good oral health in children:
-Brush your child's teeth at least twice a day with fluoride
toothpaste
-Help your child floss once a day
-Provide healthy meals and snacks
-Take your child to the dentist for regular check ups atleast
twice a year
-Ask your dentist about sealants
•Bullying
-Bullies and kids being bullied can have serious and lasting
problems, such as depression or suicidal thoughts

Effects of Bullying:
-Mental Health Issues
-Decrease in Academic Performance
-Health complaints

How to prevent Bullying?

-help your kids understand what bullying is
-talk to your kids openly about bullying
-encourage your kids to stay active in activities they enjoy
-be good role model for your kids and treat others with respect and
kindness
•Safety
-ensure proper restraints in the car
-water safety
-fire safety
-poisoning
-gun safety
-internet safety
-recreational safety
-stranger safety
Prevention of Injury
 Preventing injuries in school-aged children
and their families involved:
1. Education and Awareness: Parents, caregivers, and school-age
children should be educated about common risks and injury
prevention strategies. This includes understanding the importance
of seatbelts, helmets, and safety rules.
2. Home Safety: Make the home environment safe by childproofing
it. This includes securing heavy furniture, keeping dangerous
substances out of reach, and installing safety gates.
3. Traffic Safety: Teach children about road safety, including
looking both ways before crossing streets and using
crosswalks. Ensure they use seatbelts or child safety seats
when in vehicles.
4. Sports and Recreational Safety: Enroll children in organized
sports activities that promote safety and teach proper
techniques. Ensure they wear appropriate protective gear for
activities like biking, skateboarding, and contact sports.
5. Digital Safety: Educate children about internet
safety, privacy, and responsible screen time usage.
6. First Aid Knowledge: Both children and parents
should have basic first aid knowledge, including how
to respond to cuts, burns, and choking incidents.
7. Emergency Preparedness: Create a family
emergency plan and teach children what to do in case
of fire, earthquakes, or severe weather.
8. Mental Health Awareness: Address the emotional and
psychological well-being of school-age children and family
members. Encourage open communication and seek
professional help if needed.
9. Community Involvement: Participate in community programs
that promote safety, such as bike safety classes, CPR training,
and neighborhood watch programs.
10. Regular Health Checkups: Ensure that children receive
regular checkups and vaccinations to maintain good physical
health.
11. Supervision: Provide appropriate
supervision for children, especially when
they are engaged in activities that could pose
a risk.
12. Communication: Maintain open lines of
communication within the family to discuss
any concerns, accidents, or incidents
promptly.
Question
Time
Members:
1. GORION, Clint Jhasper
2. JAMERO, John Clarke
3. JANORAS, Andrew James
4. KUTIN, Baiali
5. MACADAAN, Eloisa
6. MAGTABOG, Frinchenne