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The school-age child: putting it all together.
J S Palfrey1, L Rappaport, C DeGraw
1Division of Ambulatory Pediatrics, Children's Hospital, Boston, Massachusetts.
Current Problems in Pediatrics
|June 1, 1989
Summary
Pediatricians should actively engage in school-aged children's development, recognizing this critical period for building physical, cognitive, and psychological foundations. Early intervention is key for addressing subtle developmental issues often overlooked.
Area of Science:
- Pediatric medicine
- Child development
- Developmental psychology
Background:
- The school-age period presents unique opportunities for pediatricians.
- Subtle developmental issues in school-aged children are often overlooked.
- Pediatricians frequently prioritize acute concerns in infancy and adolescence over school-age development.
Observation:
- School age is a critical period for consolidating growth and coordinating cognitive functions.
- Self-awareness and self-esteem are established during these formative years.
- Developmental challenges may not be immediately obvious, appearing as 'muted pastels' rather than 'bold colors.'
Findings:
- Pediatricians can implement creative evaluations and interventions during the school-age years.
- Awareness of developmental milestones aids in focused pediatric efforts.
- The school-age period is crucial for establishing firm physical, cognitive, and psychological foundations.
Implications:
- Pediatricians play a vital role in ensuring healthy child development during school age.
- Active participation by pediatricians can prevent long-term developmental problems.
- This developmental stage requires dedicated attention, not passive observation.