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CHILDREN AND YOUTH > Exam 3 > Flashcards

Exam 3 Flashcards

chapter: 6, 7, 8, 9

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Sight Words (Ages 4-6) flashcards UMT for Kids flashcards
1
Q

the sequence of skill acquisition is ___
the rate of development ___
development is affected by ___

A
  • predictable in the typically developing child
  • varies
  • contexts
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2
Q

cultural context def.

A

customs, beliefs, activity patterns, and behavior standards

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3
Q

physical context def.

A

nonhuman aspects of the environment

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4
Q

social context def.

A

refers to the availability and anticipation of behaviors by significant others

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5
Q

personal context def.

A

age, gender, socioeconomic status, and educational level

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6
Q

temporal context def.

A

stage of life, time of year, and duration of activity

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7
Q

virtual context def.

A

communication by means of computers and airways

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8
Q

gestation def.

A

developmental period of the fetus in the uterus
- begins with conceptions; ends with birth

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9
Q

prenatal def.

A

before birth period
- gestational period

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10
Q

perinatal def.

A

birthing process
- around birth period

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11
Q

postnatal def.

A

immediate interval of time after birth

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12
Q

infancy age

A

birth - 18 months

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13
Q

early childhood age

A

toddlers (18-36 months)
preschool children (3 - 5 years)
18 months - 5 years

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14
Q

middle childhood age

A

6 years - puberty

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15
Q

adolescence age

A

onset of puberty to onset of adulthood

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16
Q

normal development is ___ and ___

A

sequential and predictable

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17
Q

development progresses ___ and ___

A

vertically and horizontally

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18
Q

vertical development def.

A

achieving milestones within the same performance area

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19
Q

horizontal development def.

A

achievement of milestones across several performance areas

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20
Q

3 basic rules of motor development

A
  1. cephalocaudal progression (head to tail)
  2. proximal to distal progression
  3. gross to fine control
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21
Q

5 domains of development

A
  • physiologic
  • motor
  • cognitive
  • language
  • psychosocial
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22
Q

infants physiological development

A
  • weight & length
  • characteristic appearance
  • APGAR score
  • body structures/ functions
  • dramatic physical growth during first: 6 months
  • size of head and body appropriate by: 4 months
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23
Q

6 behavioral states when responding to stimulation - newborn

A
  1. deep sleep
  2. light sleep
  3. drowsy and semi-dozing
  4. alert, actively awake
  5. fussy
  6. crying
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24
Q

infants sensory skills development

A
  • vision
  • hearing
  • tastes
  • most important stimuli for infants: skin contact & warmth
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25
Q

infants gross motor development

A
  • physiologic flexion
  • random burst
  • primitive reflexes
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26
Q

infants fine motor development

A
  • visual inspection
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27
Q

importance of tummy time

A
  • rooting reflex
  • oral motor development
  • facilitates grasping
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28
Q

infants process of cognitive development

A
  • piaget: SENSORIMOTOR
  • infants develop the ability to organize and coordinate sensations with physical movement and actions during the first stage
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29
Q

6 substages of sensorimotor stage

A
  1. reflexive
  2. primary circular reactions
  3. secondary circular reactions
  4. coordination of secondary schemata
  5. tertiary circular reactions
  6. mental representation
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30
Q

infants language development

A
  • neonates: undifferentiated crying
  • 3 mo:
  • 4 mo:
  • 6 mo:
  • 8 mo:
  • 12 mo:
  • 24 mo:
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31
Q

ainsworth’s 4 stages of attachment

A
  • 2-3 mo: initial attachment
  • 4-6 mo: attachment in the making
  • 6-7 mo: clear-cut or active attachment
  • post-12 mo: multiple attachments
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32
Q

bonding functions to:

A
  • express affection
  • sustain interaction between caregiver and infant
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33
Q

greenspan’s 4 stages of psychosocial development

A
  1. self-regulation and interest in the world
  2. falling in love
  3. purposeful communication
  4. organized sense of self
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34
Q

early childhood physiological development

A
  • development of autonomy, expressive language, and sphincter control
  • limbs grow faster than head
  • greater risk of ear infection (horizontal tubes)
  • greater risk of tummy aches (straight tummy)
  • immaturity of retinas, causing farsightedness
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35
Q

early childhood motor development

A
  • balance/ strength overall increases
  • basic components (vision, touch, gross/ fine motor skills)
  • 2 years: draw - palmar grasp
  • 3.5 years:
  • 4 years:
  • 5/6 years: scissor skills
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36
Q

early childhood process/ cognition development

A
  • piaget’s preoperational period
  • 2-4 years: preconceptual substage (symbolic thought, egocentrism, animism)
  • 5-7 years: preoperational thought (intuitive thinking)
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37
Q

early childhood language development

A
  • use of symbolism
  • pretend play
  • logical thinking
  • vocab expands
  • asks questions
  • labels items
  • able to use words and gestures to represent real objects or events
  • 5-6: enunciates clearly and has advanced language
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38
Q

early childhood psychosocial development

A
  • terrible twos
  • 4-6 years: initiative and imagination vs. guilt (erickson)
  • 2 greenspan stages: creating emotional ideas and emotional thinking
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39
Q

middle childhood physiologic development

A
  • physical growth slows down
  • permanent teeth replace baby teeth, makes facial features more distinctive
  • digestive system matures (aches less prevalent)
  • position change in ear tubes (infections less prevalent)
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40
Q

middle childhood motor development

A
  • refinement of gross/ fine motor skills
  • repetition to mastery to higher self-esteem and peer acceptance
  • increased strength and endurance
  • 10 years: cursive
41
Q

middle childhood process/ cognitive development

A
  • piaget’s stage of concrete operations
  • think abstractly
  • recognizes other viewpoints
  • preconventional level of moral development
42
Q

preconventional level of moral development

A

make decisions based on anticipation of punishment or reward

43
Q

middle childhood language development

A
  • vocab expands
  • puns/ figures of speech become more common
  • socialized communication
44
Q

middle childhood psychosocial development

A
  • significant relationships outside of family & neighborhood (feelings of security in peer group)
  • own personal societies, separate from adult world that include rituals, heroes, and peer groups (usually same sex)
  • able to empathize and understand feelings of others
45
Q

adolescence physiologic

A
  • growth spurt triggered by puberty
  • first signs of sexual development
  • maturation differences between girls and boys
  • rates of development greatly affect self-esteem and self-concept
46
Q

adolescence motor development

A
  • increased muscle mass
  • increased dynamic strength
  • better running, jumping, and throwing skills
  • better motor coordination
  • girls < boys performance
47
Q

adolescence process/ cognitive development

A
  • formal operations
  • hypothetical deductive reasoning
  • approaches moral issues in a social context
48
Q

adolescence language development

A
  • manipulates language using codes, slang, and sarcasm
  • abstract use of language to debate or argue
49
Q

adolescence and egocentrism

A
  • believe that others have similar thoughts to their own
  • imaginary audience
  • personal fable
50
Q

adolescence and identity

A
  • main goal: understand own identity
  • combines past experiences with future expectations
  • explores various occupation, develops basic work habits, and develops identity as a worker
51
Q

adolescence and peers

A
  • opportunities to share
  • experiment with new ways of handling situations
  • learn from others’ mistakes
  • try out new roles
52
Q

eating def.

A

keeping and manipulating food in the mouth and swallowing

53
Q

feeding def.

A

process of setting up, arranging, and bringing food to the mouth

54
Q

oral motor control def.

A

ability to use lips, cheeks, jaw, tongue, and palate

55
Q

oral motor development def.

A

includes eating, sound play, and oral exploration.

56
Q

dressing def.

A
  • selecting clothes and accessories appropriate for weather and occasion
  • putting on clothes sequentially
  • fastening and adjusting clothes and shoes
57
Q

dressing: by 1 year:

A
  • able to remove loose-fitting clothes
  • motor skills necessary for independence in dressing and undressing present
58
Q

dressing: by 2 years:

A

able to raise arms to pull shirt over head and maintain balance

59
Q

dressing: by 3 years:

A

more aware of details
- can find arm and leg holes easily

60
Q

dressing: by 4 years;

A

recognizes correct sides and able to manipulate most fasteners

61
Q

dressing: by 5 years:

A

can recognize correct and incorrect sides and use buckles, zippers, and laces

62
Q

feeding/ eating: by 4-6 months:

A

able to use a mature suck pattern

63
Q

feeding/ eating: by 2 years:

A
  • able to eat most meats and raw vegetables
  • independent in spoon feeding and drinking from a cup
64
Q

feeding/ eating: by 2-3 years:

A
  • mature rotary chewing present
  • able to drink from a straw
65
Q

feeding/ eating: by 3 years:

A
  • able to pour liquids from a container into a glass and to serve own food
66
Q

personal hygiene and grooming: by 2 years:

A

child imitates tooth brushing

67
Q

personal hygiene and grooming: by 5-6 years:

A
  • child no longer requires supervision during tooth brushing
68
Q

bathing and showering: by 2 years:

A

able to assist with washing

69
Q

bathing and showering: by 4 years:

A

able to wash and dry with supervision

70
Q

bathing and showering: by 8 years:

A

independent without supervision

71
Q

toilet hygiene: by 2(.5)-3 years:

A
  • toilet training begins (if child can remain dry for 1+ hours at a time)
  • voluntary physiologic control of urination
  • daytime bowel and bladder control
72
Q

toilet hygiene: by 5-6 years:

A
  • independence in daytime toileting
  • nighttime bladder control
73
Q

rest & sleep: newborns

A
  • sleep as much as 16 hours a day
  • 1-2 hour segments
  • 3-4 months: sleep cycle mirrors parents
74
Q

rest & sleep: preschoolers & elementary-aged children

A
  • 10-12 hours a day
  • may move to bigger bed
  • necessary to establish a routine
75
Q

preschool readiness skills

A
  • independence in toileting
  • independence in self-feeding
  • cooperative play behavior
  • understanding of rules and schedules
  • beginning behavioral and emotional maturity
76
Q

kindergarten readiness skills

A
  • additional pre academic and academic readiness beyond preschool
  • ability to sit quietly
  • adequate fine motor skills
  • adequate gross motor skills
  • ability to recognize numbers and letters
77
Q

elementary readiness skills

A
  • independence in bathroom and cafeteria
  • ability to carry lunch tray and to clean the table
  • can remain seated for extended periods
  • can remain on task
  • expectations of reading, writing, spelling, and math skills depend on grade level
  • ability to participate in games and sports
78
Q

middle school and adolescent readiness skills

A
  • build on competencies gained during preceding periods
  • appropriate social skills and manners
  • increased skill in creative thinking, problem solving, and development of ideas
  • expressive writing skills emerge
79
Q

theorists: Reilly

A
  • exploratory behaviors: intrinsically motivated and engaged in for their own sake
  • competency: searching for challenges, novelty, and experimentation
  • achievement: winning, competition
80
Q

theorists: Takata

A

play history interview format
- helps OTs obtain information about a child’s play

81
Q

theorists: Knox

A

Knox Preschool Play Scale (PPS) divides play into 4 dimensions:
- space management
- material management
- imitation
- participation

82
Q

theorists: Bundy

A

Test of Playfulness (ToP) objective measure of a child’s playfulness
- child’s attitude and approach to play

83
Q

play acquisition: infancy

A
  • explore the environment through the senses
  • play focuses on opportunities for exploration
  • encourage repetition
  • encourage body awareness
84
Q

play acquisition: early childhood

A
  • continued exploration
  • development of friendships
  • opportunities to negotiate, solve problems, and communicate
  • develops and refines motor skills
  • manipulative play, imitation, games, and social play
85
Q

play acquisition: middle childhood

A
  • refinement of skills (speed, dexterity, strength, and endurance)
  • enjoy games with rules and competition
  • a time for experimentation
86
Q

play acquisition: adolescence

A
  • searches for independence
  • enjoys activities with peers
  • participates in clubs
  • play can promote independence
87
Q

what is adolescence?

A
  • turbulent stage of development
  • distinct changes physically, emotionally, and socially
88
Q

ideally, adolescents will: (3)

A
  • plan for the future
  • develop positive attitude
  • make healthy, safe behavioral choices
89
Q

stages of adolescent development: physical development as a result of biological changes

A
  • skeletal and muscular development
  • increased coordination and endurance
90
Q

stages of adolescent development: puberty

A

biological process of sexual reproductive maturity

91
Q

stages of adolescent development: psychosocial development and body image

A

perception of one’s image, affecting emotions, thoughts, and attitudes

92
Q

stages of adolescent development: sexual identity

A
  • gender identity; sexual orientation
  • use gender-neutral language and provide non judgmental support
93
Q

adolescence: cognitive development

A
  • evolution of mental processes, informs occupational performance
    • higher level thinking, construction, acquisition and use of knowledge, perception, memory, use of symbolism and language
  • realization that the world is one of possibilities, real and imagined
  • girls exceed boys in verbal abilities; boys outperform girls in visual-spatial skills
  • development of moral and social reasoning
  • self-regulation
94
Q

psychosocial development PHASE 1:

A

EGOCENTRIC PERIOD
- 10-13
- think they are invulnerable; focus on own appearance, behavior, and activities

95
Q

psychosocial development PHASE 2:

A

INTENSE PERIOD
- 14-17
- family activities are not important; peer relationships rule

96
Q

psychosocial development PHASE 3:

A

CONSOLIDATION
- 17-21
- adolescents become responsible young adults who make viable decisions

97
Q

theoretical stages of identity (5)

A
  • identity formation: who am I?
  • identity diffusion: not interested in exploring; do not think about the future
  • moratorium: explore alternatives, strive for autonomy, individually
  • identity foreclosure: not engaged in exploration, accept parents’ values and beliefs
  • identity achievement: after moratorium, exploration of possibilities, values
98
Q

adolescents with disabilities leads to:

A
  • fewer opportunities to engage in typical experience
  • negative self-perceptions
  • lower expectations
  • social isolation
  • decreased social status
99
Q

OTs roles and responsibilities in adolescence

A
  • transition services by age 16
  • consultation
  • monitoring
  • direct
  • optimize each adolescent’s ability to engage in daily occupations of choice

CHILDREN AND YOUTH (6 decks)

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