Lecture 6: Infants, Toddlers, & Early Childhood Flashcards
Lecture 6:
Infants & toddlers learn by experiencing their environment in 3 ways. What are the 3 ways?
1.) Senses —> seeing, hearing, smelling, tasting, & touching
2.) Reciprocal adult-children interaction
3.) Movement —> actions/reactions (eg; push button on toy & it lights up and plays music)
Lecture 6:
What would happen to the 3 learning environments if movement was affected in a child & they were unable to sit?
1.) Senses would be used less as would have less use of hands as they need to hold themselves up
2.) Less opportunist to interact with adults (eg; child sitting in shopping cart can interact more than lying in a carrier
3.) less opportunity to develop fine motor skills
Lecture 6:
What would happen to the 3 learning environments if movement was affected in a child & they were delayed in locomotion?
1.) senses impacted as unable to explore/expand environment
2.) unable to test separation & independence from parent
3.) less opportunity to develop motor skills like running, hopping, skipping, etc
Lecture 6:
What is Physical Literacy & What does it include?
The ability to move with poise & confidence across a wide range of activities
- includes competencies linked to the development of the person (physical, affective, cognitive, & psychosocial)
Lecture 6:
Why are rhythmic activities important to growth & what do they develop?
Rhythmic activities are a good way to develop movement skills through repetition in a fun way
- coordination, language/reading, voice reproduction, intelligence, & future complex movements are developed or starting to develop
Lecture 6:
When discussing the demographic for children in a rehab/clinical environment, what are the 5 areas the infant/toddler would be experiencing delays in?
1.) Cognitive delays (learning & thinking)
2.) Physical delays (growth or gross/fine motor abilities)
3.) Communication delays (understanding/using words)
4.) Social or emotional delays (relating to others)
5.) Adaptive delays (self-help skills ie, feeding)
Lecture 6:
What is the process for an infant/toddler in a clinical/rehabilitation environment?
1.) assessed by a multidisciplinary team
- professionals that can assess each domain/area
2.) Data collected & reviewed by parents, coordinators, professionals, & others with child’s interest in mind
Lecture 6:
What is an IFSP?
An Individualized Family Service Plan
*same as an IEP but for paediatric patients
Lecture 6:
What are the components of an IFSP?
1.) current level of functioning based on assessment
2.) families strengths/needs - inventory of resources/gaps
3.) Measurable major outcomes/goals to achieve
4.) specific services provided to child & family
5.) statement of natural environments where early intervention can be provided (eg; where child is within community eg; daycare)
6.) frequency & duration of services
7.) Transition services when transitioning into preschool (around 3yrs)
Lecture 6:
What is our potential role for early intervention (preventing requirement for IFSP)?
- quick assessment of motor development (if any issues or not)
- determine eligibility for services related to motor development
- develop motor goals for IFSP based on areas of need
- provide direct service/treatment or instruction
- consult with early intervention providers & parents
- reevaluate & make modifications as needed
Lecture 6:
When discussing appropriate forms of assessment, what are Screening Tests?
Can be informal or formal tests
- eg; Alberta infant motor scales & ages/stages questionnaire 3
Lecture 6:
When discussing appropriate forms of assessment, what is an example of Standardized Tests?
Peabody Motor Scales
Lecture 6:
When discussing appropriate forms of assessment, what are Curriculum-Based Assessmemnts?
Based on pre-set curriculum of the environment; eg Carolina Curriculum for infants and toddlers with special needs
Lecture 6:
When discussing appropriate forms of assessment, what are Trans-Disciplinary Play-based assessment?
Using a play facilitator to interact with parents & peers
Lecture 6:
When discussing appropriate forms of assessment, what are Authentic Assessments ?
Assessments conducted in everyday life situations using rubrics & checklists
Lecture 6:
What is the Primary Goal for Motor programs for infants/toddlers?
To enhance development of motor milestones & aquire motor skills
Lecture 6:
What are 3 goals/objectives of Motor Programs for infants/toddlers?
1.) provide opportunities for active movement
2.) create child-Centered movement environment’s that stimulate the child
3.) create environments that aid the development of independence
Lecture 6:
What is the 1st Guideline of the SHAPE America Infant Guidelines (under 2yrs)?
Infants should interact with caregivers in DPA dedicated to exploring movement & the environment (eg; facial expressions, clapping hands for approval, etc) *cant just sit a kid down and leave
Lecture 6:
What is the 2nd Guideline of the SHAPE America Infant Guidelines (under 2yrs)?
Caregivers should place infants in settings that encourage/stimulate movement & active play for short periods of time, several times a day
Lecture 6:
What is the 3rd Guideline of the SHAPE America Infant Guidelines (under 2yrs)?
Infants physical activity should promote skill development in movement (eg; give reason to move)
Lecture 6:
What is the 4th Guideline of the SHAPE America Infant Guidelines (under 2yrs)?
Infants should be placed in an environment that meets/exceeds recommended safety standards for performing large-muscle activities
Lecture 6:
What is the 5th Guideline of the SHAPE America Infant Guidelines (under 2yrs)?
Parents are responsible for understanding importance of PA & should promote movement skills by providing opportunities for structured/unstructured play/PA
Lecture 6:
What is the 1st Guideline of the SHAPE America Toddler Guidelines (2-3yrs)?
Toddlers should engage in at least 30min structured PA each day
Lecture 6:
What is the 2nd Guideline of the SHAPE America Toddler Guidelines (2-3yrs)?
Toddlers should engage in atleast 60mins (to several hrs) per day of unstructured PA & not sedentary for over 60mins at a time (unless sleeping)
Lecture 6:
What is the 3rd Guideline of the SHAPE America Toddler Guidelines (2-3yrs)?
Toddlers should have many opportunities to develop movement skills for building blocks for future motor skills & PA
Lecture 6:
What is the 4th Guideline of the SHAPE America Toddler Guidelines (2-3yrs)?
Toddlers should have access to indoor & outdoor areas that meet/exceed recommended safety standards for large-muscle activities
Lecture 6:
What is the 5th Guideline of the SHAPE America Toddler Guidelines (2-3yrs)?
Parents responsible for understanding importance of PA & promote movement by providing structured/unstructured PA & movement opportunities
Lecture 6:
What are the Canadian 24-hr Movement Guidelines for Infants (under 1) ?
- 6 of them
1.) active several times a day in many ways
2.) interactive floor-based time (more = better)
3.) 30min minimum tummy time throughout day
4.) less than 1hr at a time restrained (stroller, hc ,etc)
5.) no screen time
6.) sedentary time spent story telling/reading
Lecture 6:
Based on the Canadian 24-hr Movement Guidelines for Infants (under 1), what is the recomended amount of sleep?
- under 3months?
- 4-11 months?
- 14 to 17 hours if under 3 months
- 12 to 16 hours if 4 to 11 months
Lecture 6:
What are the Canadian 24-hr Movement Guidelines for Toddlers (1-3 yrs) ?
- 6 of them
1.) 180+ mins doing various physical activities throughout day (more is better)
2.) less than an hour restrained
3.) no sitting for extended periods
4.) no screen time under 2yrs
5.) 2+ years under an hour screen time per day
6.) reading & storytelling when sedentary
Lecture 6:
Based on the Canadian 24-hr Movement Guidelines for Toddlers (1-3yrs), what is the recomended amount of sleep?
11 to 14 hours goof quality sleep (includes naps)
- consistent bedtime & wake up times
Lecture 6:
What are 4 key Motor Program objectives/goals for Infants & Toddlers with Special Needs?
1.) increase muscle tone/strength for students with hypotonia (low muscle tone) eg; Down syndrome
2.) Decrease muscle tone & enhance reflex integration for students with hypertonic (increased muscle tone) eg; cerebral palsy
3.) stimulate sensory system (vestibular, visual, auditory, tactile, & proprioceptive)
4.) Enhance manipulative abilities eg; reach, grasp, hold, release
Lecture 6:
When discussing developmentally appropriate interactions with infants/toddlers, what are Indirect Teaching Approaches?
Child-directed teaching where child takes lead & you respond to them
- we provide the stimulus (toy or environment) & they can freely explore (adults teach from behind based on child actions)
Lecture 6:
What do Indirect Teaching Approaches allow for?
Allow for naturally occuring consequences
- eg; climb the ladder you get to slide down the slide
Also allows for self-initiated repetition
- eg; if they like it, they can do it again, if they dont then they aren’t forced
Lecture 6:
How would you interact with families to get best results from motor programs?
Family-Centered Physical Education will allow for more results rom motor programming
- survey operants hopes/desires
- teach them developmentally appropriate ways to foster motor development
- regular communication with parents
Lecture 6:
What are Early Childhood Movement Programs?
Programs selected, designed, sequenced, & modified to maximize learning & active participation for young children of all abilities (in pre-school & primary-aged programs)
Lecture 6:
What is the Goal of Early Childhood Movement Programs?
To maximize motor learning & physical activity for children of all abilities
Lecture 6:
What are the Testing Objectives for Early Childhood Movement Programs?
1.) Identify gross motor developmental level compared with children of same age
2.) identify specific skill delays so they can be addressed with program planning & instruction
Lecture 6:
What are 3 Instruments used for assessing developmental delay?
1.) Brigance Inventory of Early Development III (IED-III)
2.) Peabody Developmental Motor Scales (PDMS-2)
3.) Test of gross motor development (TGMD-3)
Lecture 6:
When discussing ways of Assessing Physical Activity, What are motion sensors & 2 examples?
Give us a picture of quantity of movement (are they meeting guidelines) but not quality
- Accelerometers - tell how much they’re moving but not how well
- Pedometers
Lecture 6:
What type of observation is used to assess PA & why is it beneficial or not?
Direct & Systematic observation allows measurement of both quality & quantity of PA but is time consuming
Lecture 6:
When planning for instruction, what are 4 ways you can assess/test the participants?
1.) Criterion references-skills checklist assessments
2.) Curriculum-based assessments (look @ locomotion, orientation, object control, & play skills)
3.) Formal & informal testing
4.) Instruments (Smart Start Preschool Movement Curriculum Designed for children of all abilities & I CAN Primary Skills K-3 {LOOP plus social skills)
Lecture 6:
Why would you use checklists, rubrics, & portfolios to assess students?
They are individualized for each ability & created for those with disabilities as they’re individualized
- assists the design of accessible instructional environments
- tracks progress across multiple years instead of changing assessments based on age groups
Lecture 6:
What are the Physical Activity Guidelines for Pre-schoolers (age 3-4)?
- atleast 180mins/day in various PA’s (atleast 60 of energetic play)
- 10 to 13 hours sleep
- no more than an hour restrained at a time
- under an hour of sedentary screen time
- storytelling or reading when sedentary
Lecture 6:
What are the Physical Activity Guidelines for school aged children (5 to 17 yrs)?
- at least 60mins mod to vig PA per day (3x/week)
- several hours a day of light PA
- no more than 2hrs a day of recreational screen time
- limiting extended sitting times
Lecture 6:
What is the recomended amount of sleep for school aged kids?
- ages 5-13?
- ages 14-17?
9 to 11 hours for ages 5-13 & 8 to 10 hours for ages 14-17
Lecture 6:
What are 3 primary objectives of Early Childhood programs?
1.) children experiencing motor delays should receive same opportunities as peers just modified
2.) environments should be individualized to assessment information
3.) focus is on fundamental movement skills
Lecture 6:
What are some developmental difference between pre-school & primary aged children to consider?
Preschoolers enjoy experimenting with speed, change of direction & enjoy exploring new spaces
- as older, activities become boring & would have more fun with more engaging new things (eg; going under parachute)
- consider developmental differences of children the same age too
Lecture 6:
What is the best way to communicate in early childhood programming?
- verbal & non-verbal communication (movement sets a great place to work on concepts)
- collaborate with all team members on communication goals
- consider strategies that prompt speech/communication during activity
Lecture 6:
What are some alternative systems of communication for non-verbal students?
- sign language
- picture systems (put in place by OT/speech pathologists)
- visual schedules (pictures to describe activity)
- voice output systems
- act out social stories & songs to build connection b/w words & actions
Lecture 6:
When discussing child directed learning, what is the exploration style?
Teacher selects instructional materials & designated area to be explored
- eg; students choose piece of equipment & find ways to interact with it
Lecture 6:
When discussing child directed learning, what is the Guided Discovery style?
Children presented with variety of methods to perform a task & asked to choose the method that’s most efficient/works best for them
*teacher has end goal in mind
Lecture 6:
What are the movement environments & principles of design for Preschool-Aged children?
1.) Child-directed learning
2.) Opportunity for choice
3.) Self-initiated exploration
4.) Mix of novel & familiar equipment
5.) Opportunity to view peer models
Lecture 6:
What are the movement environments & principles of design for Primary-Aged children?
1.) Variety of learning styles
2.) Variety of equipment
3.) Flexible rules for tasks
4.) Variety of classroom designs
5.) Opportunity for peer observation
