Martha brings her 11-year old grandson, James, to your clinic to have his right ear checked. He has complained to her about a mild earache for the past 2 days. His grandmother believes that he feels warm but did not verify this with a thermometer. James states that the pain was worse while he was falling asleep and that it was harder for him to hear. When you begin basic assessments, you notice that James has a prominent tan. When you ask him how he’s been spending his summer, James responds that he’s been spending a lot of time in the pool.
Choose one skin condition graphic (identify by number in your Chief Complaint) to document your assignment in the SOAP (Subjective, Objective, Assessment, and Plan) note format rather than the traditional narrative style. Refer to Chapter 2 of the Sullivan text and the Comprehensive SOAP Template in this week’s Learning Resources for guidance. Remember that not all comprehensive SOAP data are included in every patient case.
Use clinical terminologies to explain the physical characteristics featured in the graphic. Formulate a differential diagnosis of three to five possible conditions for the skin graphic that you chose. Determine which is most likely to be the correct diagnosis and explain your reasoning using at least three different references, one reference from current evidence-based literature from your search and two different references from this week’s Learning Resources.
ygotsky has had a great influence on Bruner’s theory with the introduction of scaffolding and spiral curriculum. Scaffolding is an effective strategy that accesses the ZPD. Scaffolding involved the teacher providing the children the opportunity to build on their current skills and knowledge. This involves the teacher engaging the children and simplifying instructions so they are easily understood. Scaffolding has been used in every subject to support learning especially when introducing new topics. In Literacy the children had to write a story ending. Work was set according to their ability, through the spiral curriculum. The child expressed his ideas and the teaching assistant wrote them on a dry white board ready for the child to copy onto paper. The child was assisted by questions directing her to revisit the story and think about the ending. However this can be a problem as the teacher may offer too much help which may lead to the child expecting help every time and not thinking on their own. Also when observing an ICT lesson, the teacher guided the child through the stages of what needs to be done. The children were then left to complete the task independently. The guidance given relates to Vygotsky’s approach and the creativity and constructivism is enhanced by Piaget. I observed a year two class in mathematics; they were starting a new topic on ‘difference’. The objective of the lesson was to work out the missing number in a sum. To explain this, cubes were used to visually represent numbers so they are easily understood. Both the addition and subtraction methods were shown. Many examples were given until the child fully understood and could work on their own initiative. The activity was then extended to using two digit numbers. The teacher adopted Vygotsky’s method of ZPD and found that most children had understood the word ‘difference’ and how to work it out after a number of examples were shown. Unlike Piaget, who concentrated more on individual learning rather than providing adults with a role to help children learn, whereas Vygotsky believed that both other adults and culture play a major part in the development of a child’s cognitive ability (Schaffer, 2004, p.90). However Vygotsky constantly mentions how children develop with guidance and help from other adults but does not state how they individually develop (Schaffer 2004, p.215). He failed to recognise how c>GET ANSWER