Children’s Functional Health Pattern Assessment Children’s Functional Health Pattern Assessment Functional Health Pattern Assessment (FHP) | Toddler 1-3 Erickson’s Developmental Stage: * | Autonomy versus shame and doubt | | Preschool-Aged 4-5 Erickson’s Developmental Stage: Initiative versus guilt | School-Aged 5-12 Erickson’s Developmental Stage: * | Industry versus inferiority | | Pattern of Health Perception and Health Management: List two normal assessment findings that would be characteristic for each age group. List two potential problems that a nurse may discover in an assessment of each age group. | Healthy patterns are established such as brushing their teeth prior to getting dressed and at bedtime Learning to recognize when to wash their hands, | Parents allow preschooler to assist with small task in the kitchen to encourage a healthy lifestyle Preschooler is encouraged to learn basic hygiene. | Child is aware that dirty hand causes illnesses but not why. Parents encourage healthy hygiene such as hand washing and proper bathing | | Parents do not in cooperate toddler in healthy routines like oral hygiene Parents do not help toddler recognize when hand washing is needed. | Parents do no encourage preschoolers to learn about healthy living. Preschooler is not encouraged to maintain basic hygiene | Child disregards dirty hands frequently with no comprehension on why they need to be clean Parents have no Hygienic control over child. | Nutritional-Metabolic Pattern: List two normal assessment findings that would be characteristic for each age group. List two potential problems that a nurse may discover in an assessment of each age group. | Parents are decreasing the amount of milk to increase iron fortified foods Parents remain in control of what, where and how much food is offered. | Parents encourage a healthy diet with the appropriate amount of each food group. Parents limit the amount of sugar intake. | Child has a favorite snack and eats it at the same time every day. Child has a healthy amount of calorie intake of 1200 to 1800 a day | | Parents area only giving milk decreasing the proper food intake Parents allow the toddler to have full control of food amount and type. | Parents have no control over child diet, no proper diet as been initiated Parents allow preschooler to eat candy at any hour and any amount. | Parents allow child to only eat one item which is the child favorite item, no control over diet is taken Child is eating more than recommended amount of calories due to fast-food intake | Pattern of Elimination: List two normal assessment findings that would be characteristic for each age group. List two potential problems that a nurse may discover in an assessment of each age group. | Parent wait for the toddler to be ready for toilet training Positive reinforcement is given when toddler successfully goes in the toilet. | Preschooler is able to flush toilet and was hands with assistance Parents are gentle when preschooler ...

1. Children’s Functional Health Pattern Assessment
Children’s Functional Health Pattern Assessment
Functional Health Pattern Assessment (FHP) | Toddler 1-3
Erickson’s Developmental Stage: * | Autonomy versus shame
and doubt |
| Preschool-Aged 4-5 Erickson’s Developmental Stage:
Initiative versus guilt | School-Aged 5-12 Erickson’s
Developmental Stage: * | Industry versus inferiority |
|
Pattern of Health Perception and Health Management: List two
normal assessment findings that would be characteristic for
each age group. List two potential problems that a nurse may
discover in an assessment of each age group. | Healthy patterns
are established such as brushing their teeth prior to getting
dressed and at bedtime Learning to recognize when to wash
their hands, | Parents allow preschooler to assist with small task
in the kitchen to encourage a healthy lifestyle Preschooler is
encouraged to learn basic hygiene. | Child is aware that dirty
hand causes illnesses but not why. Parents encourage healthy
hygiene such as hand washing and proper bathing |
| Parents do not in cooperate toddler in healthy routines like
oral hygiene Parents do not help toddler recognize when hand
washing is needed. | Parents do no encourage preschoolers to
learn about healthy living. Preschooler is not encouraged to
maintain basic hygiene | Child disregards dirty hands frequently
with no comprehension on why they need to be clean Parents
have no Hygienic control over child. |
Nutritional-Metabolic Pattern: List two normal assessment
findings that would be characteristic for each age group. List
two potential problems that a nurse may discover in an
assessment of each age group. | Parents are decreasing the
amount of milk to increase iron fortified foods Parents remain
in control of what, where and how much food is offered. |
Parents encourage a healthy diet with the appropriate amount of

2. each food group. Parents limit the amount of sugar intake. |
Child has a favorite snack and eats it at the same time every
day. Child has a healthy amount of calorie intake of 1200 to
1800 a day |
| Parents area only giving milk decreasing the proper food
intake Parents allow the toddler to have full control of food
amount and type. | Parents have no control over child diet, no
proper diet as been initiated Parents allow preschooler to eat
candy at any hour and any amount. | Parents allow child to only
eat one item which is the child favorite item, no control over
diet is taken Child is eating more than recommended amount of
calories due to fast-food intake |
Pattern of Elimination: List two normal assessment findings that
would be characteristic for each age group. List two potential
problems that a nurse may discover in an assessment of each
age group. | Parent wait for the toddler to be ready for toilet
training Positive reinforcement is given when toddler
successfully goes in the toilet. | Preschooler is able to flush
toilet and was hands with assistance Parents are gentle when
preschooler has an accident. | Child is able to control bladder
and bowels. Child is able to undress self, relieve them selfs,
flush and wash hands with no assists. |
| Parents are forcing toddler to go in the toilet instead of
waiting for them to be ready Negative reinforcement is given
making this experience a negative one. | Preschooler has no
want or desire to wash hands after using the restroom Parents
are negative and discouraging when preschooler has an accident
| Child is not able to control bladder, enuresis. Also not able to
control bowels, encopresis. Child does not exhibit coordination
to undress self, void, wipe, and wash hands. |
Pattern of Activity and Exercise: List two normal assessment
findings that would be characteristic for each age group. List
two potential problems that a nurse may discover in an
assessment of each age group. | Toddlers are attempting to dress
themselves with assistance They are constantly doing repetitive
action to practice their new skill | Preschooler will show

3. increased coordination and confidence Preschooler will role
play as an older person and dolls will be a younger person |
Child has good body balance and is able to coordinate catching
and throwing a ball. Child combines active play with
comprehensive task and ideas. |
| Toddlers are not allowed to assist with dressing self They are
stopped from doing repetitive action discouraging them from
mastering a new skill | Preschooler will show poor coordination
and low confidence Preschool will shy away from imaginary
play. | Child demonstrates poor balance and lacks coordination
when playing. Child does not find any interest in physical
activity. |
Cognitive/Perceptual Pattern: List two normal assessment
findings that would be characteristic for each age group. List
two potential problems that a nurse may discover in an
assessment of each age group. | Parents allowing the toddler to
play and discover safely Parents have set limits to prevent the
child from placing themselves in harm’s way when playing |
Preschooler is able to recognize her home environment
Preschooler will have possibility developed an imaginary
friend. | Child starts to demonstrates a mastery of handwriting
Child is able to distinguish between past and present. |
| Parents prevent the toddler to learn about their environment
through play. Toddler is allowed to roam freely outdoors and
indoors constantly placing themselves in harm’s way. |
Preschooler had a hard time recognizing common items or
places. Preschooler does not have any encouragement to use
imagination. | Childs demonstrates low hand/vision
coordination. Child has difficulties with past, present, and
future |
Pattern of Sleep and Rest: List two normal assessment findings
that would be characteristic for each age group. List two
potential problems that a nurse may discover in an assessment
of each age group. | A good 12 hours of sleep and 1 to 2 naps or
quite times are in place at home A set pattern is established
before nap time and bedtime to help bring the toddler. | Parents

4. will encourage 8 to 12 hours of sleep with one 30 to 60 minute
nap or no nap at all. Parents have establishes a positive bedtime
routine that allow preschooler to get proper amount of sleep. |
Child has the appropriate amount of sleep a night 8-12 hours
with no naps Child has a routine and rarely disturbs that
routine. |
| The toddler does not get an adequate amount of sleep and is
fussy or irritable No sleep patterns are established, the toddler
sleeps whenever he/she gets tired. | Preschooler in nor
encouraged to sleep the proper amount of time Parents have no
bedtime routine initiated. | Child does not sleep the
recommended 8-12 hours a night. Child constantly test parents
on bedtime and sleep routine. |
Pattern of Self-Perception and Self-Concept: List two normal
assessment findings that would be characteristic for each age
group. List two potential problems that a nurse may discover in
an assessment of each age group. | A toddler would get
frustrated when they do not get their way; this frustration is
known as a temper tantrum. The toddler would explore their
world by climbing, crawling and tasting new things. | Parents
are promoting new safe activity allowing the preschool to
master it by repetitive action Preschools are encouraged and
praised for new ideas or behaviors. | Child has positive
influences on child likes, talent, and or hobbies Child shows a
positive attitude about peers and self image |
| The toddles environment is found to be unsafe during a temper
tantrum The child’s living conditions place the toddler at risk
when exploring his/her surrounding, | Preschooler shy’s away
from new activities and actions Preschooler is ridiculed and
discouraged when attempted new action or creating ideas. |
Parents show no or low interest in child likes hobbies and
talents causing negative emotions to occur Child constantly
expresses self in a negative pattern, child speaks negatively of
peers. |
Role-Relationship Pattern: List two normal assessment findings
that would be characteristic for each age group. List 2 potential

5. problems that a nurse may discover in an assessment of each
age group. | Sibling rivalry begins to be more evident The
Toddler takes a step back to wetter their pants and baby talk to
get their way. | Preschoolers are playing safely along with older
children Preschooler begins to define certain actions to certain
family roles. | Child care givers maintain a positive relationship
without creating equality in roles as caregiver and child.
Positive reinforcement is used when child misbehaves |
| The parents take side and create a lifelong issue between
siblings The Parents do not address the regression the child is
purposely doing. | Preschool is unable to establish relationship
with other children Preschooler is confused of roles in family. |
Child believes self and caregiver as equals causing a tense and
confusing relationship. Parent punishes child without
explanation or any positive reinforcement. |
Sexuality – Reproductive Pattern: List two normal assessment
findings that would be characteristic for each age group. List
two potential problems that a nurse may discover in an
assessment of each age group. | Exploration of genital area
Parents using proper words to describe the genital area. |
Preschool related to own gender more but recognizes a gender
difference Parents answer sexual/genital question with simple
truthful facts. | The school age child as in increased awareness
of his or her sexuality. Child may be curious about his/her body
and explore another child sexuality |
| Toddler is forbid and punished for normal exploration. Vagina
and penis are called other names confusing the child. |
Preschooler is unable to recognized different genders Parents
react in a negative manner when preschooler asks sexual/gential
questions. | School age has no awareness of differences between
genders Parents make child feel uncomfortable and shameful
when confronted with sexual questions. |
Pattern of Coping and Stress Tolerance: List two normal
assessment findings that would be characteristic for each age
group. List wo potential problems that a nurse may discover in
an assessment of each age group. | Temperament changes and is

6. addresses properly when new issues arise Positive
reinforcement is given when the toddler appears stressed. |
Temper tantrums have decreased and preschooler is verbalizing
frustration Preschool blames imaginary friends or actual toys
for actions, parents respond in positive manner. | Child has
learned to identify personal stress Child has proper control over
the stress that homework may provide. |
| Temperament changes are addresses in a negative manner No
positive reinforcement is given and toddler learns that this
behavior is normal. | Preschooler continues to have temper
tempt rum and lack of coping skills are identified. Parent is
negative and accused child if lying instead of encouraging the
truth. | Child has a head time identified physical feelings of
stress such as “butterflies” Child become overly stressed with
still tasks in his/her homework. |
Pattern of Value and Beliefs: List two normal assessment
findings that would be characteristic for each age group. List
two potential problems that a nurse may discover in an
assessment of each age group. | Introducing toddlers to basic
values, toddlers will act as they see their parents act. Toddlers
are given positive or the more attention when they do something
right. | Preschoolers are able to control their behavior to gain
parent attention and affection Parents have parental control over
inappropriate TV shows that may influence the preschooler
concept of values and family beliefs. | School age child is able
to identify if an action is wrong or right. School age child
shares appropriately with others. |
| Allowing the toddler to witness loud argument between parents
If a parent ignores the toddlers positive actions and do not give
any feedback. | Preschool has no desire for parents affection or
attention Parents allow preschooler to watch TV shows that
negatively influence the child view of family values. | Child in
unable to distinguish wrong from right. Child does not share or
play well with siblings. |
Short Answer Questions
Address the following based on the above assessment findings.

7. Expected answers will be 1-2 paragraphs in length. Cite and
reference outside sources used.
1) Compare and contrast identified similarities as well as
differences in expected assessment across the childhood age
groups.
In all stages and ages the parent’s guidance and positive support
is needed by the child. From Toddlers years to school years
children need parents or guardians positive influences to learn
basic skills such as hand washing to more sensitive area such as
sexual education and understanding. Even though parents are at
the child side guiding them, parents also give the child a sense
of independence so that they successfully learn to master stills
and cope with any stresses that they may encounter. Positive
parenting is built on respect for children and helps develop self-
esteem, inner discipline, self-confidence, responsibility, and
resourcefulness (Ahmann, 2002, p. 382). Parents hold the key in
raising a well rounded individual.
There are many differences in all stages; the main difference is
the amount of guidance and independence a child needs. As a
child grown they start creating their own personality apart from
their parents. Every reaction can change the child aspect of an
event or environment. The younger the child the more observant
they are and take on the parents behavior. As the stages change
the parent’s behavior becomes less influential. Toddler and
Preschool age have a higher need of positive reinforcement so
that when the child transitions into the school age stage positive
habits have been inbreeded in the child. Positive parenting is an
approach that is built on respect for children and helps develop
self-esteem, inner discipline, self-confidence, responsibility and
resourcefulness (Ahmann, 2002, p. 382).
2) Summarize how a nurse would handle physical assessments,
examinations, education, and communication differently with
children versus adults. Consider spirituality and cultural
differences in your answer.
Prior to a nurse encountering a child she/he must prepare
themselves to care for a child that is out of their element, in

8. pain, and scared. The child assessment should not be done as
straight forward as an adults. With pediatric patient the nurse
should approach in a slow safe and playful manner. Asking or
allowing the child to hold onto a toy and then attempting to take
it away can assess the strength and comprehension skills. If the
child is old enough simple activated like asking the child to
help you hold an item, pick up an item, and talk about the item
can assess knowledge base. The nurse can ask about the day and
daily activity to asses’ alertness and orientation. As the nurse is
“playing” with the patient she can take this opportunity to ask
the parent medical questions. Many parents are many are
grateful that their child is not screaming that they will be able
to talk about their visit and medical history of the child. There
are many cultures that a nurse may have to adjust to; child take
usually stays the same. All children are going to be leery of a
stranger but if they that their parent are calm and positive they
will more than likely allow you to complete your assessment.
References
Ahmann, E. (2002). Family matters. Promoting positive
parenting: an annotated bibliography. Pediatric Nursing, 28(4),
382. Retrieved from
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