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Chap 4 Flashcards

1
Q

Developmental Theories and Concepts:
Neurophysiological development

A

Functioning of CNS is the foundation for participation in occupations

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2
Q

Developmental Theories and Concepts:
Prenatal development

A
  • Importance of prenatal care and the uterine environment for development and quality of life
  • The structures of the brain including cell birth, migration, cell differentiation, and cell maturation occur in the prenatal period
  • Synaptogenesis occurs at 28 weeks of gestation
  • Neurogenesis begins in first 2 weeks of life
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3
Q

Developmental Theories and Concepts:
Neurophysiological development

A
  • Postnatal development
  • Myelogenesis with myelin sheathe production
  • Cell death and pruning
  • At 12 months: Synaptic overproduction and then pruning again by age 2
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4
Q

Developmental Theories and Concepts:
Critical periods

A
  • Language exposure, sensory motor experiences, and stimulation during the first 3 years of life may determine synaptogenesis, myelination, and neuronal activity making this an critical time for development
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5
Q

Developmental Theories and Concepts:
Dynamic Systems Theory

A
  • Goal of OT treatment is independence and transformation through occupations that are motivating to the child
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6
Q

Development Through Occupational Science Theories
Doing:

A
  • Children may engage actively or passively in the performance of occupations they need to do, want to do, or are expected to do
  • This can promote the child’s identity as a dynamic participant in the world
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7
Q

Development Through Occupational Science Theories
Being:

A
  • How one feels about participation in an occupation from a psychological or spiritual sense, and the understanding and advocacy of the self as an occupational being
  • The adoption of roles is important in understanding being: the inner essence of the child
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8
Q

What is the Bioecological Model of Development

A

Transaction between any and among contexts promotes occupational development through building strong relationships and changing environment

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9
Q

Bioecological Model of Development - Individual child

A
  • Genetics
  • Adverse childhood experiences
  • Resiliency
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10
Q

Bioecological Model of Development - Caregivers

A
  • SES
  • Education
  • Health
  • Availability
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11
Q

Bioecological Model of Development - Extended family

A
  • Support or hindrance
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12
Q

Bioecological Model of Development - Community

A
  • Funded child activities: sports, recreation centers
  • Access to playgrounds
  • Safe schools
  • Public transportations
  • Green spaces
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13
Q

Occupations and Co-Occupations for Transformational Development

A
  • Gain knowledge of occupations children want to do, need to do, and are expected to do within their contexts
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14
Q

Occupations and Co-Occupations for Transformational Development - OT practitioners provide

A
  • Instruction
  • adaptation
  • empowerment
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15
Q

Occupations and Co-Occupations for Transformational Development - Goal

A
  • Development of essential skills of daily living and transformation into an occupational being for improved health, wellness, and quality of life
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16
Q

Development of Occupations from OTPF - ADLs:

A

Development of daily routine that fits within the family and child’s contexts

17
Q

Development of Occupations from OTPF - IADLs:

A

Differences exist among cultures regarding work/chores/play/time spent

18
Q

Development of Occupations from OTPF - Rest/Sleep:

A

Sleep deprivation affecting children’s behavior, academic achievement, and social participation

19
Q

Development of Occupations from OTPF - Education:

A

Inclusive models of education are effective for both disabled and nondisabled children
- Focus on social-emotional learning and relationships
- Self-regulation
- Functional literacy

20
Q

Development of Occupations from OTPF - Work:

A

dependent on contexts, values, and beliefs

21
Q

Leisure:

A
  • Child initiated and child directed free time improved executive function skills of emotional regulation, organization, and memory
  • Adolescent burnout: withdrawal from activities leads to boredom leads to maladaptive behavior
22
Q

Play:

A

Ability to play is an important outcome of OT and reflects the “being” of childhood

23
Q

Development Through the Lens of Doing, Belonging, and Becoming - Infant to toddler: Birth to 2 years

A
  • Sensory functions: Birth to 2 years
  • Gross motor and mobility
  • Fine motor and manipulation
  • Cognitive
  • Social
24
Q

Development Through the Lens of Doing, Belonging, and Becoming - Preschool: 3 to 5 Years

A
  • Sensory
  • Gross motor and mobility
  • Fine motor and manipulation
  • Cognitive
  • Environment
25
Development Through the Lens of Doing, Belonging, and Becoming - Middle childhood: 6-10 Years
- Sensory - Gross motor and mobility - Fine motor and manipulation - Cognitive

Peds (3 decks)

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