Anthopometrics

Height and weight measurement

Purpose

Height will be measured using a portable stadiometer and weight will be measured using portable electronic scales. The protocols for measuring height and weight are standartised procedures from the World Health Organization.

*These instructions are to be used with the understanding of Working with Children*

Equipment
Portable stadiometer (SECA 213)Portable scales (SECA 874)Feet pictureCarry caseSpare batteries

Procedure
Measurements need to be taken in a quiet private space away from other children. It is important to discuss with the director/staff where there is an appropriate space in the centre for the measurements to occur. Ensure that the equipment is not set up in walkways or in areas that may obstruct activity. Make sure all equipment, paperwork are ready before measuring the child. Setting up the stadiometer:
The stadiometer is made up of various parts. The parts include:
Headboard
Spacer
Backbone (4 pieces)
Baseplate
Remove all the pieces from the carry case
Place the baseplate on a flat surface
Connect the 4 pieces of the backbone together in ascending order (e.g., 0cm – 205cm)
Ensure there are no gaps between the backbone parts
Place the headboard over the backbone
Attach the spacer to the top of the backbone
Set the stadiometer up against a vertical wall and adjust the spacer so that it is touching the wall
Check that the backbone is level. Use Bubble level app on iPad to confirm this
Place the footprint picture on the baseplate Setting up the scales:
Ensure the scales are working correctly by turning them on. This is done by pressing the “on/off” button on the side of the scale.
Set up the scales on a hard surface – tiled or wooden floors are ideal. If these are not available, short carpet may be used.
Check that the scales are level.
Ensure the scales are working correctly by turning them on. This is done by pressing the “on/off” button on the side of the scale.

Protocol for measuring height

Before measuring the child’s height:

Introduce yourself to the child.
Allow the child to become familiar with the equipment or show them how height is measured (e.g., show them how the headboard goes up and down). You may consider measuring the height of a staff member or the other data collector. This can help with children who are reluctant to be measured.
You may need the assistance of a staff member to help with any children who are reluctant to be measured. Under no circumstances should the child be forced to be measured.

To measure height, the following steps need to be followed:

Discuss with the child what you are going to do in simple language that they can understand.
Ask the child to remove his/her footwear and any hair adornments (pony-tail holders or clips). Children should have nothing on their heads except religious wear (hijab/shroud or Kippah [skull-cap]) where necessary. When taking the measurement make sure the ponytail/clip/etc. gets in the way as little as possible.
Ask the child to step onto stadiometer and place their heels together and shoulders back, standing with heels towards the rear of the baseplate.
Ask the child to stand upright, arms hanging at the sides with his/her heels together (toes may be apart).
Ask the child to look forward to a point on the wall at eye-height to them.
The child’s back of their buttocks, shoulders and head should be touching the backbone of the stadiometer.
The child should look straight ahead with the lower border of the bony orbit (eye socket) and the upper margin of the external opening of the auditory canal (ear hole) in the same horizontal line. This is called the Frankfort plane and should be parallel to the ground or parallel to the headboard. You might like to place a sticker or picture on the wall at the height of the child’s eyes to help them look straight ahead.
If necessary, push gently on the child’s stomach to help them stand to full height.
Keeping the head in this position, the assessor pulls the headboard down with their other hand so that it rests firmly on the top of the head and compresses the hair.
The height measurement is taken from the highest part of the head and recorded in centimeters. Record the measure to the nearest 0.1 cm.
Lift the headboard and ask the child to step away from the stadiometer.
Repeat this procedure for the second measure.
If the two measures differ by more than 0.5 cm, record a third measure using the same method.

NOTE: It may be helpful to have one assessor keeping the child’s head and body in the correct place and one assessor lowering the headboard and recording the height.

Points to watch:

Make sure the child’s feet and heels are flat on the floor when you read the measurement.
Make sure the headboard sits against the child’s head.
Don’t press the headboard down too hard on the child’s head, as you may force them to “shrink down” against its force.
Do make sure the headboard is actually in contact with the child’s head and not just their hair (some children have “big” hair which can inflate their height by several millimeters).

Please ensure that the child’s height is kept confidential (it is not made known to other children). If the child wishes to know their height, please tell them quietly.

Protocol for measuring weight:

Before measuring the child’s weight:

Allow the child to become familiar with the equipment or show them how weight is measured (e.g., show them what happens when you stand on the scales). This can help with children who are reluctant to be measured.
You may need the assistance of a staff member to help with any children who are reluctant to be measured. Under no circumstances should the child be forced to be measured.

To measure weight, the following steps need to be followed:

Ask the child to remove anything they have in their pockets and any heavy clothing (coats, jumpers, belts etc.). If the child needs to wear any heavy clothing (e.g., kaftans or coats) because of cultural practices.
Ask the child to remove their shoes.
Ask the child to stand on the scales and look straight ahead (i.e., not down at the reading). You might like to place a sticker or picture on the wall at the height of the child’s eyes to help them look straight ahead.
The child should have their hands by their sides (not behind backs or crossed in front of chest.)
Wait for the weight to appear and stabilise and record to the nearest 0.1 kg.
If the number does not stabilise and continues to oscillate between two readings (e.g., 42.3 and 42.4) then record the average of the two numbers (i.e., 42.35 kg).
Ask the child to step off the scales. Allow the weight reading to return to zero and then repeat the procedure for a second weight reading.
If the two readings differ by more than 0.25 kg, repeat the procedure for a third reading. Record each reading.

NOTE: It may be useful to have one data collector measuring the weight and one data collector recording the measure.

Points to watch:

If the child takes too long to step onto the scales they will automatically shut off (indicated by a blank display panel) and you will have to ask the child to step off the scales. Press the “on” button, wait for the black “0.0”, then ask the child to step back on.
Children should stand squarely on the scales. If they stand too far back on the scales, the reading will underestimate their true weight.
Children should stand still while you read the measurement, or the display panel will flash from one weight to another as the child moves their distribution of weight over the surface of the scales. Make sure you wait until the display panel has settled on a weight before you record the display.

Please ensure that no other children can see or hear the weight result; confidentiality must be assured. If the child wishes to know their weight, please tell them quietly. It is important to record it without saying it, and without any other child seeing the weight. Also ensure that the child you are measuring does not see any other children’s results.