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OSOT 513 > Child development: implications to occupational practice > Flashcards

Child development: implications to occupational practice Flashcards

1
Q

define child development

A

refers to the process through which human beings typically grow and mature, including physical, cognitive and psycho-social changes that occur from birth to adulthood.

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2
Q

describe growth as it applies to child development.

A

growth is the change of shape, form, structure and size of the body and is part of development; however it stops at maturation (end of puberty).

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3
Q

What is development?

A

Development is a wider, more comprehensive term, referring to overall changes in the individual.. (growth is an aspect of development).

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4
Q

Growth and development are products of what?

A

heredity and environment.

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5
Q

What was Gesell’s maturational theory?

A

realized the importance of both nature and nurture, but believed that development was mostly biological (heredity), not environmental.

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6
Q

What is a developmental milestone?

A

a set of functional skills or age specific tasks that most children can do by a specific age

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7
Q

What are the 5 major developmental domains of childhood?

A

cognitive, social/emotional, speech/language, self-help, motor (gross and fine)

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8
Q

define the cognitive domain of childhood development

A
  • this is where children make sense of the world with their senses
  • they develop thinking skills: learning, understanding, problem solving, reasoning and remembering

eg. a 3 month old learns to explore his environment with eyes and hands and a 4 year old begins to learn her abcs

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9
Q

who was Jean Piaget and what did he create?

A

responsible for our understanding of cognitive development theory

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10
Q

What are Piaget’s 4 stages of cognitive development?

A
  1. Sensorimotor Stage (birth-2 years): knowledge of the world is limited to sensory perceptions and motor activities; behaviours are limited to simple motor responses caused by sensory stimuli.
  2. Preoperational Stage (2-6 years): child learns to use language; does not understand logic or another’s pov; cannot mentally manipulate info.
  3. Concrete Operational Stage (ages 7-12): abstract concepts are still difficult but child begins to think logically about concrete events; ex: child can manipulate numbers but not do algebra
  4. Formal Operational Stage (12-adulthood): skills include logical thought, deductive reasoning, systematic planning emerge.
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11
Q

What is the difference between speech and language?

A 
speech= the motor ability to talk 
language= a rule guided way we communicate
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12
Q

What are the two subcategories of language?

A

Receptive language, expressive language

you can have both, none, one or the other

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13
Q

What is receptive language?

A

the ability to understand spoken language and follow directions.

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14
Q

What is expressive language?

A

the ability to communicate varbally, with written words, or with an alternative communication system.

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15
Q

define the social-emotional domain of development

A
  • interaction with others, having relationships with family, friends and teachers, cooperating and responding to feelings of others,
  • how they interact with others, including helping themselves and demonstrating self control
  • making friends, showing anger, figuring out conflicts, taking care of someone who is hurt, waiting patiently, following rules, enjoying company

more obvious when kids are lacking or without these skills

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16
Q

What are Erickson’s 5 stages of social-emotional development? What is the principle of this theory

A

Principle: there is a conflict at every stage that needs to be resolved before we move on to the next stage; complexity increases with age.

  1. infancy (birth-18 months)
  2. early childhood (2-3 years)
  3. preschool (3–5)
  4. school age (6-11)
  5. Adolescence (12-18)
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17
Q

what are the a. basic conflicts and b. important evens at stage 1: Infancy?

A

a. trust vs mistrust
b. feeding

children develop a sense of trust when caregivers provide reliability, care, and affection. A lack of this will lead to mistrust.

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18
Q

what are the a. basic conflicts and b. important evens at stage 2: Early childhood

A

a. Autonomy (wants to show independence) vs shame and doubt (which has a negative impact on identity).
b. toilet training

children need to develop a sense of personal control over physical skills and a sense of independence. Success leads to feelings of autonomy; failure results in feelings of shame and doubt.

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19
Q

what are the a. basic conflicts and b. important evens at stage 3: preschool

A

a. initiative vs guilt
b. exploration

children need to begin to assert control and power over their environment. Success = sense of purpose. If children receive disapproval at this stage= sense of guilt.

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20
Q

what are the a. basic conflicts and b. important evens at stage 4: school age

A

a. industry (productivity) vs. inferiority
b. school

need is to cope with new social and academic demands. Success= a sense of competence, failure= feelings of inferiority.

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21
Q

what are the a. basic conflicts and b. important evens at stage 5: adolescence

A

a. identity vs role confusion
b. social relationships (what our friends think is more important than anything; we thrive when allowed to assert independance)

teens need to develop a sense of self and personal identity. success= an ability to stay true to yourself; failure= role confusion and a weak sense of self

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22
Q

What theory did John Bowlby create?

A

attachment theory

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23
Q

What does attachment theory suggest?

A
  • children are born with an innate need to form attachments
  • crying, cooing, babbling and smiling are done to capture the attention of adults, adults are biologically programmed to respond to infant signals
  • ## early relationships with caregivers play a major role in child development and continue to influence social relationships throughout life
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24
Q

What are the 4 phases of attachment?

A
  1. Birth-6 weeks: pre attachment (not quite yet ready to attach)
  2. 6 wks- 6-8 mnths: Attachment in the making
  3. 6-8mnths- 2 yrs: Clear cut- wants a secure attachment at this phase
  4. 18-24 months and on- Formation of Reciprocal Reltionships: give and take, playful games at this stage.
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25
Q

What is the self help domain of development? examples?

A

basic skills needed to take care of one’s own needs; some overlap with social-emotional development and fine motor domain.

ex: birth-6 months, comforting self with thumb or soother; 2/5 years- washes and dries hands, etc.

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26
Q

What is gross motor development?

A

using large muscle groups to sit, stand, walk and run, maintain balance and change position

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27
Q

when is the rolling from front to back (prone to supine) milestone?

A

5-8 months

28
Q

when is the rolling back to front (supine to prone) milestone?

A

6-7 months

29
Q

when do infants begin to sit independently in a tripod position?

A

5 months

30
Q

when can they start to sit for extended periods of time hands free (still can’t turn to the side without losing balance)

A

6 months

31
Q

when do they have enough trunk and hip control to turn and reach while sitting?

A

7 months

32
Q

when do babies start crawling?

A

7-10 months

33
Q

true or false, some babies never crawl and that is okay

A

true

34
Q

when do first steps usually occur?

A

10-18 month; average is around 1st birthday

35
Q

describe the difference between immature walking, elementary stage of walking and mature walking

A

immature walking: short steps, wide base of support, unpredictable balance, flat feet, high guard arms

elementary stage of walking: increased step length, arms down to side but limited swing, heel toe contact

mature walking: arm swing, narrow BOS, well-defined heel-toe contact

36
Q

What is fine motor development?

A

childs ability to use small muscles (hands and fingers) to pick up small objects, hold a spoon, turn pages in a book or use a crayon to draw

  • reaching, grasping, manipulating objects and using different tools like crayons and scissors
37
Q

what is ULNAR-RADIAl progression?

A

it refers to the progression of grip in childhood development: ulnar-palmar grasp, radial-palmar grasp, radial-digital grasp, inferior pincer grasp, fine pincer grasp

** 6-12 months

38
Q

what age is crude palmar grasp at?

A

4-5 months

39
Q

what age is palmar grasp at?

A

5-6 months

40
Q

what age is radial palmer grasp at?

A

6-7 months

41
Q

what age is inferior pincer grasp at?

A

8-9 months

pu cheerios, fishy crackers, etc

42
Q

what age is pincer grasp at?

A

10-12 months

43
Q

What age does Cylindrical pencil grasp occur? (colouring with whole arm)

A

1-1.5 years

44
Q

What age does digital pencil grasp occur?

A

2-3 years

45
Q

What age does Modified tripod pencil grasp occur at?

A

3.5-4 years

46
Q

what age does tripod pencil grasp occur?

A

4.5-7 years

47
Q

what are the three primary theories of motor development?

A
  • Neuromaturational/Hierarchical Theory
  • Behavioural Theory
  • Dynamic Systems Theory
48
Q

Describe neuromaturational/hierarchical theory:

A
  • Changes in motor development are due to changes in the CNS
  • does not consider environment, all changes in movement are prescribed by the NS
  • we move from uncontrolled reflexes to volitional/controlled movement
  • the brain is the site of developmental control and the we only develop as our CNS matures
49
Q

at what age does the ‘moro’ or startle reflex develop?

A

birth-3 months

50
Q

at what age does the ‘placing’ or place foot on table reflex develop?

A

birth-6 weeks

51
Q

at what age does the ‘stepping’ or weight-bear on ground= step reflex develop?

A

birth-6 weeks

52
Q

at what age does the rooting reflex develop?

bb turns toward cheek rubbed

A

birth-4 months

53
Q

at what age does the palmar grasp reflex develop?

A

birth-3 months

54
Q

at what age does plantar grasp reflex develop?

A

birth-10 months

55
Q

at what age does asymmetrical tonic neck reflex develop? (also what is it?)

A

2-6 months

fencing posture- arm ext/flex w neck rotation

56
Q

at what age does parachute reflex devleop?

A

9 months to adulthood

  • turn upside down, arms reach out as a protective mechanism
57
Q

should reflexes continue past ‘normal’ development?

A

no, they should integrate otherwise they may inhibit occupational function.

58
Q

What is behavioural theory?

A
  • thinks that the environment is the most important component of motor and cognitive development :
  • the environment is the site of developmental control
  • developmental progress occurs through pavlovian responses to previous stimuli or on contingent learning with reinforcement from the environment
59
Q

what is dynamic systems theory?

A
  • nature and nurture: motor development results from an interaction subsystems within the person, task and environment.
  • neural maturation is just one element within motor development
  • biomech, sensory, psycho-social environments are also important components
60
Q

What is an example of dynamic systems theory in action?

A

Back to sleep, tummy to play:
- babies need tummy time for development but it is risky to leave them on their tummies at night; so babies need to sleep on their backs and be on their tummies while under observation

61
Q

What are the 3 principles of motor development?

A
  1. head to toe development: we get control of the head, then UE, then LE
  2. proximal-distal develoment: we get control of the trunk before the arms or legs.
  3. general to specific development
62
Q

Why is it important for us to know the developmental motor milestones?

A
  • motor delays in the 1st year may indicate global developmental delay
  • MD in childhood may indicate undiagnosed developmental disability or disease
63
Q

What are the functional implications of persistant asymmetrical tonic neck reflex

A

unable to bring arms to midline

64
Q

what childhood occupations may be affected by delayed cognitive development

A

playing, understanding rules, academics, etc.

65
Q

how might delayed MD interfere with function at school

A

writing, arts and crafts, playing at recess, PE/GYM, etc

66
Q

Why is it important for us to know the developmental affective milestones?

A
  • affective delays during early years may be tied to cognitive or social-emotional delays
67
Q

Why is it important for us to know the developmental language milestones?

A
  • receptive language delays may be indicative of cognitive delays but are easier to observe/measure

OSOT 513 (8 decks)

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