Centile Chart For Children

This is a histogram were the tail goes to the right, it means the average is larger than the median.

5. In HANESS, the men age 18 and over had an average height of 69 inches and an SD of 3 inches. The histograms is show below, with a normal curve. The percentage of men with heights between 66 inches and 72 inches is exactly equal to the area between (a) and (b) under (c). This percentage is approximately equal to the area between (d) and (e) under the (f). Fill in the blanks.

Child physical, communication and intellectual, social, emotional and behavioural development from birth to 19 years.

Standard measurements- the child’s height and weight could be tested to see if they are growing at the speed of their age. If the child is smaller than they should be that could be because they have a disability or from the characteristics of their parents.

Unit CYP 3.1 : Understand Child and Young Person Development (LO1) 1.1 0 – 6 months Expected pattern of child development Physical Birth – When pulled to a sitting position, the head lags. Startled by sudden noise. Rests weigh on hands. Grabs at surface with hands.

1.1 Describe the expected pattern of children and young people's development from birth to 19 years.

Expected pattern of development birth – 19 years old: stages (0-3) (3-7) (7- 12) (12-16) (16 -19) years;

Growth charts also show the pattern of children's height and weight gain over time, and displays whether or not they are growing proportionally. Growth charts can also display health problems. For example, if a child was to grow along the same pattern until he/she was 2 years old, and then suddenly started growing at a much slower rate than other children, this could indicate a health problem.

200 Height (cm) 150 100 50 0 2 3 4 5 6 7 8 9 10 11 12 13 Age (yrs)

Using a measuring tape on the wall each member of the lab group separately stood with either side against the tape and extended the arm beside the wall as high as possible. This height was recorded in centimeters. Next each lab member separately applied chalk to their fingertips, crouched down beside the tape on the wall, and jumped as high as they could while hitting the measuring tape at their highest point. This measurement was again recorded in centimeters. Then the height the lab member’s arm extended while standing was subtracted from the height when they jumped. This number denoted the vertical height jumped. For the jump height measurements a scatter plot was constructed. In order to do this, the data was again entered into excel, highlighted, insert chart and the first scatter plot choice was chosen. It was then that it was necessary to edit our axes and other parts of the graph. The x-axis was right-clicked and format axis was selected and fixed was selected and 20.0 was entered into the blank. Following this, a trend line was added to the graph by right clicking on a data point. A drop down popped up, and from there add trend line was selected from the choices.

The scale that was used to measure the children’s performance when they found a firearm was the interval scale. The interval scale was measured zero to three. Level three being the highest form that meets the criteria and level 0 being the lowest form that meets criteria. Level zero is when the child handles a firearm with regardless of subsequent responses. Level one is when the child does not handle the firearm but does not leave the area or tell an adult. Level two the child does not handle the firearm and leaves the area but does not tell an adult. Level 2.5 the child does not touch the gun, leaves the area, and tells an adult, but does not indicate an appropriate adult to tell. Level three the child does not handle the firearm, leaves

·Children with down syndrome tend to be shorter than average, and so when monitoring growth and weight gain, it is important to use a chart created specifically for these

Emotional development is effected by neglect, separation, lack of love (family) and self harm. Social development is effected by lack of self esteem and secondary socialisation.

Multiple transformation were attempted to normalize the data, however, none were found to be normal as confirmed through Shapiro-Wilk tests. Therefore, the raw data was used for all further analysis. While some response values did appear to be far off the median none were considered to be outliers and no data points were omitted. Considering that the data was not normally distributed, the median and interquartile range (IQR) were used to report measures of center and spread respectably. The median (center) was found to be 94 (%) while the IQR was reported as 9 which indicates how spread out the middle values are, thus describing the

Wechsler Intelligence Scale for Children (WISC-IV; Wechsler, 1949). This seminal intelligence scale assesses a child 's general intellectual ability across four domains, producing four corresponding index scores: (1) the Verbal Comprehension Index (VCI), (2) the Visual Spatial Index (VSI), (3) the Working Memory Index (WMI), and finally (4) the Processing Speed Index (PSI). The VCI measures verbal concept formation, specifically assessing children 's ability to listen to a question, draw upon learned information from both formal and informal education, reason through an answer, and express their thoughts aloud. An example item from this index is similarities, vocabulary, and comprehension. Next, the VSI measures non-verbal and fluid reasoning and assesses children 's ability to examine a problem, draw upon visual-motor and visual-spatial skills, organize their thoughts, create solutions, and then test them. An example item from this index is solving a 3D puzzle. The WMI measures working memory and assesses children 's ability to memorize new information, hold it in short-term memory, concentrate, and manipulate that information to produce some result or reasoning processes; an example item would be letter-number sequencing. This measure is particularly important for higher-order thinking, learning, and achievement. Finally, the PSI measures the speed of information processing and assesses children 's abilities to focus attention and quickly scan, discriminate between, and