Imaging Conduct a general survey on 65 years old female client. Perform this as an inspection only and document the findings in short phrases. Also, identify actual or potential risks for the client
Objective: Conduct a general survey on your 65 years old client. The purpose of this interaction is to observation the following and include all contents below in details. In include subjective data and objective data.
1. Physical Appearance/Hygiene:
a. General appearance:
b. Gender
c. Apparent age
d. Ethnic group
e. Appears overall healthy
f. Well-groomed or disheveled (Note the general color of skin and hygiene)
2. Body Structure and Movement (Observe general stature):
a. Height appropriate for apparent age
b. Appears well nourished
c. Weight suitable for the height
d. Position or posture (comfortable and relaxed)
e. Obvious deformities
f. Walks with ease
g. Gait balanced and smooth
h. Limitations to range of motion
i. Involuntary movements
j. Using assistive devices
3. Emotional/Mental Status and Behavior:
Level of alertness
Appear well rested or tired
Converse appropriately
Behavior appropriate for the situation
Dress suitable for the weather
4. Document observations with detailed responses in a narrative format. For example, if a client appears tired provide a description adequate for the reader to visualize the client, “Client is alert and appears tired, slumped in a chair with eyes half closed.”
5. Describe two actual or potential risk factors for the client based on the assessment findings with description or reason for selection of them.
This can be through by asking questions such as ‘Which brick is the biggest?’ and ‘How many circles are there’. Through this they make sure to give the children time to answer the question, as this will build upon their self-esteem and confidence. If a child may feel too pressured to do something or answer a question, they may lose interest in the activity and therefore this will be ineffective to their development.
If a child is interested in what they are doing, they are most likely to have a more effective learning. It is the role of the practitioner to find out what the children’s interest are and then use this to their advantage by changing and adapting the environment to their interest and needs. To achieve this, practitioners in my setting have positive relationships with the children’s parents. To find out what the child’s interest are, they ask the parents what their child usually plays with at home and why they find this interesting. This can help when it comes to planning activities to help achieve the child’s next steps. If a child is interested in dinosaurs, the practitioners should plan an activity that includes either counting dinosaurs, weighing dinosaurs or etc. This is an effective way in how the practitioners can meet the children’s needs within mathematics as this will make mathematics seem more appealing to the children this therefore means they will be more intrigued and are more likely to develop more in mathematics.
D2:
It is vitally important that practitioners support children’s mathematical development effectively. Practitioners can support children through scaffolding. This is a strategy that is used by identifying the child’s zone of proximal development, this means identifying what the child can do without help, what they can`t do and what they can do with help. Scaffolding is a way of stretching and challenging children`s learning and development so that the child doesn’t become bored. It is important to stretch a child`s development as this ensures that they won`t stay at the same age and stage and that they will gradually improve. It is important to not push the children to much as this may have a negative impact on their development. By identifying what stage the child is at currently and what they can achieve in the future without making assumptions is important to supporting a child`s mathematical development. Scaffolding was a theory that was founded by Vygotsky, he believed that if practitioners used mathematical language and concepts through play and use the child’s past experiences to help those plan and scaffold activities, this will effectively support a child’s mathem