chapter 5 - Development over lifespan Flashcards
Palmar-supinate grasp
1-1.5 years - fisted hand
Digital pronate grasp
2-3 years - held with fingers - arm moves as a unit
Static tripod grasp
3.5-4 years - using thumb, index, and middle fingers - hand moves as a unit and last 2 digits only slightly flexed - no fine localized movements
Dynamic tripod grasp
4.5-6 years - localized movements of PIP joints - held with precise opposition of distal phalanges of thumb, index and middle fingers. Last 2 digits flexed to form a stable arch.
Prerequisites to scissor skills
1) open and close hand
2) isolate or combine movements of thumb, index and middle fingers
3) use hands bilaterally
4) coordinates arm, hand, and eye movements
5) stabilizes the wrist, elbow, and shoulder joints
6) interacts in environment in the constructive development play stage
Stages of Development for Scissor Skills
2-3 years - shows an interest, holds and snips with scissors, opens and closes scissors in controlled fashion
3-4 years - manipulates scissors in a forward motion, coordinates the lateral direction of scissors, cuts a straight forward line & simple geometric shapes
3.5-4.5 years - cuts circles
4-6 years - cuts simple figure shapes
6-7 years - cuts complex figure shapes
Eating and Feeding Performance
5-7 mo - takes cereal or poured baby food from spoon
Sensorimotor - has good head stability and emerging sitting abilities; reaches and grasps toys, explores and tolerates various textures; puts objects in mouth
Cognition - attends to effect produced by actions, such as hitting or shaking
Psychosocial - plays with caregiver during meals and engages in interactive routines
Eating and Feeding Performance
6-8 mo - attempts to hold bottle but may not retrieve it if it falls; needs to be monitored for safety reasons
Sensorimotor -
Cognition - object permanence is emerging and infant anticipates spoon or bottle
Psychosocial - is easily distracted by stimuli in environment (especially sibling)
Eating and Feeding Performance
6-9 mo - holds and tries to eat cracker but sucks more than bites; consumes soft foods that dissolve; grabs at spoon but bangs or sucks on either end of it
Sensorimotor - good sitting stability emerges; able to use hands to manipulate smaller parts of rattle; guided reach and palmar grasp applied to hand-to-mouth actions with objects
Cognition - uses familiar actions initially with haphazard variations; seeks novelty and is anxious to explore objects (may grab at food on adult’s plate)
Psychosocial - recognizes strangers; emerging sense of self
Eating and Feeding Performance
9-13 mo - finger feeds self a portion of meals consisting of soft table foods and objects if fed by an adult
Sensorimotor - uses various grasps on objects of different sizes; able to isolate radical fingers on smaller objects
Cognition - has increased organization and sequencing of schemes to do desired activity; may have difficulty attending to events outside visual space
Psychosocial - prefers to act on objects than be passive observer
Eating and Feeding Performance
12-14 mo - Dips spoon in food, brings to mouth but spills food by inverting spoon before it gets to mouth
Sensorimotor- begins to place and release objects; likely to use pronated grasp on objects like crayon or spoon
Cognition - recognizes that objects have function and uses tools appropriately; relates objects together, shifting attention among them
Psychosocial - has interest in watching family routines
Eating and Feeding Performance
15-18 mo - scoops food with spoon and brings to mouth
Sensorimotor- Shoulder and wrist stability demonstrate precise movements
Cognition - experiments to learn rules of how objects work; actively solves problems by creating new action solutions
Psychosocial - Internalizes standards imposed by others for how to play with objects
Eating and Feeding Performance
24-30 mo - Demonstrates interest in using fork; may stab at food such as pieces of canned fruit; proficient at spoon use and eats cereal with milk or rice w/ gravy with utensil
Sensorimotor - Tolerates various food textures in mouth; adjusts movements to be efficient
Cognition - Expresses wants verbally; demonstrates imitation of short sequence of occupation (putting food on plate & eating it)
Psychosocial - has increasing desire to copy peers; looks to adults to see if they appreciate success in occupation; interested in household routines
Self dressing skill
Age 1
Cooperates with dressing (holds out arms and feet), pulls off shoes, removes socks, pushes arms through sleeves and legs through pants
Self dressing skill
Age 2
Removes unfastened coat, removes shoes if laces are untied, helps pull down pants, finds armholes in pullover shirt
Self dressing skill
Age 2.5
Removes pull-down pants with elastic waist, assists in pulling on socks, puts on front-button coat or shirt, unbuttons large buttons
Self dressing skill
Age 3
Puts on pullover shirt with minimal assistance, puts on shoes without fasteners (may be on wrong foot), puts o socks (may be upside down), independently pulls down pants, zips/unzips jacket once on track, needs assistance removing pullover sweatshirt, buttons large buttons
Self dressing skill
Age 3.5
Finds front of clothing, snaps or hooks front fastener, unzips front zipper on jacket, separating zipper, puts on mittens, buttons series of 3 or 4 buttons, unbuckles shoe or belt, dresses with supervision (needs help with front/back)
Self dressing skill
Age 4
Age 4.5
Age 4 - removes pullover garment independently, buckles shoes or belt, zips jacket zipper, puts on socks correctly, puts on shoes with assistance to tie laces, laces shoes, consistently identifies the front and back of garment
Age 4.5 - puts belt in loops
Self dressing skill
Age 5
Age 6
Age 5 - Ties and unties knots, dresses unsupervised
Age 6 - closes back zipper, ties bows, buttons back buttons, and snaps back snaps
Toileting Skill
Age 1
Age 1.5
Age 2
Age 1 - indicates discomfort when wet or soiled, has regular bowel movements
Age 1.5 - sits on toilet when places there and supervised (short time)
Age 2 - Urinates regularly
Toileting Skill
Age 2.5
Achieves regulated toileting with occasional daytime accidents, rarely has bowel accidents, tells someone that they need to go to the bathroom, may need reminders to go to the bathroom, may need help with getting on the toilet
Toileting Skill
Age 3
Age 4-5
Age 3 - Goes to the bathroom independently; seats themselves on the toilet, may need help wiping, may need help with fasteners or difficult clothing
Age 4-5 - Is independent in toileting (tearing paper, flushing, washing hands etc.)
Home Management Skills
13 mo
2 years
3 years
13 mo - imitates housework
2 years - picks up and puts toys away with parental reminders, copies parents’ domestic activities
3 years - carries things without dropping them; dusts, dries dishes, and gardens with help, puts toys away with reminders, wipes up spills
