Exam 3 Flashcards
chapter: 6, 7, 8, 9
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
2
Q
cultural context def.
A
customs, beliefs, activity patterns, and behavior standards
3
Q
physical context def.
A
nonhuman aspects of the environment
4
Q
social context def.
A
refers to the availability and anticipation of behaviors by significant others
5
Q
personal context def.
A
age, gender, socioeconomic status, and educational level
6
Q
temporal context def.
A
stage of life, time of year, and duration of activity
7
Q
virtual context def.
A
communication by means of computers and airways
8
Q
gestation def.
A
developmental period of the fetus in the uterus
- begins with conceptions; ends with birth
9
Q
prenatal def.
A
before birth period
- gestational period
10
Q
perinatal def.
A
birthing process
- around birth period
11
Q
postnatal def.
A
immediate interval of time after birth
12
Q
infancy age
A
birth - 18 months
13
Q
early childhood age
A
toddlers (18-36 months)
preschool children (3 - 5 years)
18 months - 5 years
14
Q
middle childhood age
A
6 years - puberty
15
Q
adolescence age
A
onset of puberty to onset of adulthood
16
Q
normal development is ___ and ___
A
sequential and predictable
17
Q
development progresses ___ and ___
A
vertically and horizontally
18
Q
vertical development def.
A
achieving milestones within the same performance area
19
Q
horizontal development def.
A
achievement of milestones across several performance areas
20
Q
3 basic rules of motor development
A
- cephalocaudal progression (head to tail)
- proximal to distal progression
- gross to fine control
21
Q
5 domains of development
A
- physiologic
- motor
- cognitive
- language
- psychosocial
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
23
Q
6 behavioral states when responding to stimulation - newborn
A
- deep sleep
- light sleep
- drowsy and semi-dozing
- alert, actively awake
- fussy
- crying
24
Q
infants sensory skills development
A
- vision
- hearing
- tastes
- most important stimuli for infants: skin contact & warmth
25
infants gross motor development
- physiologic flexion
- random burst
- primitive reflexes
26
infants fine motor development
- visual inspection
27
importance of tummy time
- rooting reflex
- oral motor development
- facilitates grasping
28
infants process of cognitive development
- piaget: SENSORIMOTOR
- infants develop the ability to organize and coordinate sensations with physical movement and actions during the first stage
29
6 substages of sensorimotor stage
1. reflexive
2. primary circular reactions
3. secondary circular reactions
4. coordination of secondary schemata
5. tertiary circular reactions
6. mental representation
30
infants language development
- neonates: undifferentiated crying
- 3 mo:
- 4 mo:
- 6 mo:
- 8 mo:
- 12 mo:
- 24 mo:
31
ainsworth's 4 stages of attachment
- 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
32
bonding functions to:
- express affection
- sustain interaction between caregiver and infant
33
greenspan's 4 stages of psychosocial development
1. self-regulation and interest in the world
2. falling in love
3. purposeful communication
4. organized sense of self
34
early childhood physiological development
- 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
35
early childhood motor development
- 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
36
early childhood process/ cognition development
- piaget's preoperational period
- 2-4 years: preconceptual substage (symbolic thought, egocentrism, animism)
- 5-7 years: preoperational thought (intuitive thinking)
37
early childhood language development
- 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
38
early childhood psychosocial development
- terrible twos
- 4-6 years: initiative and imagination vs. guilt (erickson)
- 2 greenspan stages: creating emotional ideas and emotional thinking
39
middle childhood physiologic development
- 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)
40
middle childhood motor development
- refinement of gross/ fine motor skills
- repetition to mastery to higher self-esteem and peer acceptance
- increased strength and endurance
- 10 years: cursive
41
middle childhood process/ cognitive development
- piaget's stage of concrete operations
- think abstractly
- recognizes other viewpoints
- preconventional level of moral development
42
preconventional level of moral development
make decisions based on anticipation of punishment or reward
43
middle childhood language development
- vocab expands
- puns/ figures of speech become more common
- socialized communication
44
middle childhood psychosocial development
- 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
adolescence physiologic
- 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
adolescence motor development
- increased muscle mass
- increased dynamic strength
- better running, jumping, and throwing skills
- better motor coordination
- girls < boys performance
47
adolescence process/ cognitive development
- formal operations
- hypothetical deductive reasoning
- approaches moral issues in a social context
48
adolescence language development
- manipulates language using codes, slang, and sarcasm
- abstract use of language to debate or argue
49
adolescence and egocentrism
- believe that others have similar thoughts to their own
- imaginary audience
- personal fable
50
adolescence and identity
- 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
adolescence and peers
- opportunities to share
- experiment with new ways of handling situations
- learn from others' mistakes
- try out new roles
52
eating def.
keeping and manipulating food in the mouth and swallowing
53
feeding def.
process of setting up, arranging, and bringing food to the mouth
54
oral motor control def.
ability to use lips, cheeks, jaw, tongue, and palate
55
oral motor development def.
includes eating, sound play, and oral exploration.
56
dressing def.
- selecting clothes and accessories appropriate for weather and occasion
- putting on clothes sequentially
- fastening and adjusting clothes and shoes
57
dressing: by 1 year:
- able to remove loose-fitting clothes
- motor skills necessary for independence in dressing and undressing present
58
dressing: by 2 years:
able to raise arms to pull shirt over head and maintain balance
59
dressing: by 3 years:
more aware of details
- can find arm and leg holes easily
60
dressing: by 4 years;
recognizes correct sides and able to manipulate most fasteners
61
dressing: by 5 years:
can recognize correct and incorrect sides and use buckles, zippers, and laces
62
feeding/ eating: by 4-6 months:
able to use a mature suck pattern
63
feeding/ eating: by 2 years:
- able to eat most meats and raw vegetables
- independent in spoon feeding and drinking from a cup
64
feeding/ eating: by 2-3 years:
- mature rotary chewing present
- able to drink from a straw
65
feeding/ eating: by 3 years:
- able to pour liquids from a container into a glass and to serve own food
66
personal hygiene and grooming: by 2 years:
child imitates tooth brushing
67
personal hygiene and grooming: by 5-6 years:
- child no longer requires supervision during tooth brushing
68
bathing and showering: by 2 years:
able to assist with washing
69
bathing and showering: by 4 years:
able to wash and dry with supervision
70
bathing and showering: by 8 years:
independent without supervision
71
toilet hygiene: by 2(.5)-3 years:
- 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
toilet hygiene: by 5-6 years:
- independence in daytime toileting
- nighttime bladder control
73
rest & sleep: newborns
- sleep as much as 16 hours a day
- 1-2 hour segments
- 3-4 months: sleep cycle mirrors parents
74
rest & sleep: preschoolers & elementary-aged children
- 10-12 hours a day
- may move to bigger bed
- necessary to establish a routine
75
preschool readiness skills
- independence in toileting
- independence in self-feeding
- cooperative play behavior
- understanding of rules and schedules
- beginning behavioral and emotional maturity
76
kindergarten readiness skills
- 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
elementary readiness skills
- 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
middle school and adolescent readiness skills
- 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
theorists: Reilly
- exploratory behaviors: intrinsically motivated and engaged in for their own sake
- competency: searching for challenges, novelty, and experimentation
- achievement: winning, competition
80
theorists: Takata
play history interview format
- helps OTs obtain information about a child's play
81
theorists: Knox
Knox Preschool Play Scale (PPS) divides play into 4 dimensions:
- space management
- material management
- imitation
- participation
82
theorists: Bundy
Test of Playfulness (ToP) objective measure of a child's playfulness
- child's attitude and approach to play
83
play acquisition: infancy
- explore the environment through the senses
- play focuses on opportunities for exploration
- encourage repetition
- encourage body awareness
84
play acquisition: early childhood
- 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
play acquisition: middle childhood
- refinement of skills (speed, dexterity, strength, and endurance)
- enjoy games with rules and competition
- a time for experimentation
86
play acquisition: adolescence
- searches for independence
- enjoys activities with peers
- participates in clubs
- play can promote independence
87
what is adolescence?
- turbulent stage of development
- distinct changes physically, emotionally, and socially
88
ideally, adolescents will: (3)
- plan for the future
- develop positive attitude
- make healthy, safe behavioral choices
89
stages of adolescent development: physical development as a result of biological changes
- skeletal and muscular development
- increased coordination and endurance
90
stages of adolescent development: puberty
biological process of sexual reproductive maturity
91
stages of adolescent development: psychosocial development and body image
perception of one's image, affecting emotions, thoughts, and attitudes
92
stages of adolescent development: sexual identity
- gender identity; sexual orientation
- use gender-neutral language and provide non judgmental support
93
adolescence: cognitive development
- 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
psychosocial development PHASE 1:
EGOCENTRIC PERIOD
- 10-13
- think they are invulnerable; focus on own appearance, behavior, and activities
95
psychosocial development PHASE 2:
INTENSE PERIOD
- 14-17
- family activities are not important; peer relationships rule
96
psychosocial development PHASE 3:
CONSOLIDATION
- 17-21
- adolescents become responsible young adults who make viable decisions
97
theoretical stages of identity (5)
- 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
adolescents with disabilities leads to:
- fewer opportunities to engage in typical experience
- negative self-perceptions
- lower expectations
- social isolation
- decreased social status
99
OTs roles and responsibilities in adolescence
- transition services by age 16
- consultation
- monitoring
- direct
- optimize each adolescent's ability to engage in daily occupations of choice
