Performance Skills Flashcards
Neuromaturational Theory-
Skills develop in a linear progression which is consistent across children. Skills emerge according to the maturation of the CNS
What are the 3 main priciples of neuromaturational theory?
Movement follows a progression
Sequence and rate of motor development
Low level skills are prerequisites
What are the issues with Neuromaturational Theory
It says we have to do A before B. Some kids walk without crawling. it’s not always linear and we can skip steps.
Dynamic Systems Theory
“Performance or action patterns that emerge from the interaction and cooperation of many systems, both internal and external to the child”.
Movement is not just about the act of moving.
What else comes into play with dynamic systems theory?
Takes into account the learning (the brain) but also the influence of the body and environmental variables.
Motor behavior
Internal and External variables.
Environmental constraints and Task constraints
What are the internal variables in dynamic systems theory
fatigue, focus, how the baby feels
What are the external factors in dynamic systems theory?
parents support and encouragement
Social-Emotional Development
The modulation of emotional reactions
related to temperment
self-regulation comes from socialization with primary caregivers
Temperament
stable traits that influence how an individual processes and reacts to the environment.
What are the 9 areas of temperament
activity level
don’t need to memorize
Occupational Perspective of Health (OPH)
framework for guiding development there are four parts
Doing
Being
Becoming
Belonging
Being
adoptions of roles
Allow the child to discover “who am I?”
Becoming
development and transformation into an occupational being. Participating in new experiences, opportunities and challenges. includes self-selected occupations. Now they have a say in what their life looks like.
Belonging
Active engagement in occupations. participating in social, cultural and educational inclusion.
Bio-ecological Model of Development
Looks at the layers of occupational development
Layer 1 - individual child
Layer 2 - caregivers
Layer3 - family context
Layer 4 - community
Layer 5 - geopolitical contexts
What does layer 5 include
occupational justice, legislation, how does that impact the child and their family and their education.
Attachment
A bond that developes between the infant and the caregiver over the first year.
Co-occupations
The performance of occupation “in a mutually responsive, interconnected manner that requires aspects of shared physicality, shared emotionality and shared intentionality” (Davel-Pickens & Pizur-Barnekow, 2009, as cited in O’Brien & Kuhaneck, 2020)
A new born baby can’t do occupations alone what term was developed around this notion
co-occupations
What developmental idea was challenged during covid
Attachments and coocupations
performance skills 0-3 months. Gross/Fine Motor
Newborn- reflex driven
1-2 months movements become more rhythmical
Supine- asymetrical position. limbs aren’t working together
Prone- cheeck to the side.
Sitting- rounded posture with support
How many months until babies respond to visual stimuli
2 months
performance skills 0-3
Sensory
Calms when picked up
sense of touch
most movement is reflexive
vision becomes increasingly better by the third month
Performance skills
communication/social
0-3 months
can make some sounds
will pay attention to faces
will localize to some sounds
What toys would you use with a newborn
rattle, high contrast toys, rings, play mat, mirrors
look up nekole amber on youtube
Performance Skills
3-6 Months
Gross motor
Primitive reflexes diminish- postural control and postural reactions become present.
Supine-Symmetrical position and bilateral activity.
Prone- Lifting head and chest. Becomes functional position.
Sitting- Requiring less support.
performance skills
3-6 months
fine motor
Voluntary grasp
Transfer of objects
No voluntary release
When can kids bring hands to midline?
3 months
Sitting between 3-6 months
needs less support. could be independent sitter at 6 months
Why does transfer of objects helps involuntary release
because when transferring items from one hand to another it mimics the feeling of voluntary release and helps that develop
Performance Skills
Sensory
3-6 months
Hands to midline during play.
Beginning to move in ways that require planning- “motor planning”
Likes being rocked, held, swung and moved about.
Can actually laugh, range of facial expressions.
sensory development plays a role in
cognition
Performance skills 6-9 months
Gross Motor
Improving anti-gravity motor control
Sitting- Increasing independence. Able to shift weight
Standing- Uses external support
After 6 months little time is spent in supine and prone.
Performance skills 6-9
fine motor
Grasping patterns begin to change
By 7-9 variety of grasps present
At 6 months voluntary release is not yet present
By 7-9 months the child is able to voluntarily release
radial palmar grasp
can finger feed if doctor approved.
Performance skills sensory
6-9 months
Variety of food textures
Knowledge of space and distance with locomotion throughout environment
Babbling
Cooperates with dressing
Performance Skills
9-12 Months
Gross Motor
Upright posture
Sitting-Dynamic and functional position. Uses variety of seated positions for play
Standing- Able to get into and out of standing more comfortably
Independent Standing and Walking
Performance Skills
9-12 Months
Fine Motor
Using fine motor skills for function.
Dump and fill…over and over again!
Grasping patterns continue to mature.
By 12 months may use spoon
Performance Skills
9-12 Months
Sensory
Able to coordinate both sides of their body
Improved motor planning
Integration of gravity, movement and muscle and joint sensations
act with intentions.
Performance skills
1-2 years old
Gross motor
will sit in a child sized chair
play in a variety of positions (sitting, standing, squatting)
walks well by 18 months- run, squat climb by 2
Will pull a toy when walking
Can play on playground, with supervision and support (climbing, slides, stairs)
Moves ride on toy
What toys would you use for 6-12 month old
picture books, pull toy, stacker toys, musical instrument, simple puzzles, crayons / chalk, blocks
Performance Skills
1-2 years old
fine motor
Holds a crayon, will scribble
Releases toys inside containers
Simple form board puzzles or shape sorters
Points with index finger isolation
Completes simple puzzle (4 or 5 pieces)
Builds tower
Draws simple lines (straight or circular)
Simple tool use, for example banging a hammer
Turns single pages of a book
Performance Skills
1-2 years old
sensory
Enjoys and tolerates messy activities
Will get into everything (parents may not love this, but OTs do!)
Enjoys roughhousing (swinging, piggy back rides)
Well organized gravity and movement integration as well as vision.
Enjoys messy activities, will use Play-Doh
Rough and tumble play
How does context impact development?
How will the context impact occupational therapy?
Cultural-
Physical-
Cultural - Who they play, how they play with the adults. if the culture doesn’t use spoons, the child won’t develop that skill. may family prefers to feed that child.
physically - environment. what you can explore, what you are allowed to do
Performance Skills
4-5 years
Gross Motor
Jumps down from a high step
Climbs on playground equipment, swings from arms (monkey bars)
Throws ball accurately to target
Skips for a long distance
Walks up and down stairs reciprocally
Performance Skills
4-5 years
Fine Motor
Draws using a dynamic tripod grasp.
Copies simple shapes and own name
Completes puzzles up to 10 pieces
Colors within lines
Draws stick figure
Strings small beads
Performance Skills
2-3 years old
Gross Motor
Rides tricycle
Catches a large ball against chest
Jumps from step
Begins to hop on one foot
Performance skills 2-3
Fine motor
Snips with scissors
Traces forms
Colors in large shapes
Draws a circle
Builds tower.
Performance skills Sensory 2-3
Enjoy interesting tactile surfaces
Plays with water and sand
Difficulty with transitions (for example, cleaning up)
Shouldn’t be putting stuff in mouth anymore
Performance skills 3y old cognitive
creates entire play scenario
interest in dress up
sorts shapes and colors
matches pictures
Performance Skills
3 year old
social
cooperative play
interest in peers
shy with strangers
can be possessive of loved ones
Performance Skills
3-4 years old
Gross Motor
Jumps, climbs, runs
Begins to skip and hop
Rides tricycle
Alternates feet walking upstairs
Performance Skills 3-4
Fine Motor
Tripod grasp on pencil or crayon
Colors within the lines
Copies simple shapes, begins to copy letters
Uses scissors, able to cut simple shapes
Performance SKills
3-4
Sensory
Brain is most receptive to sensations and most able to organize them
Active time- learning limits of gravity and own body.
Performance Skills by 4 years old
Cognitive
Uses imaginary objects in play
Uses dolls and actions figures to carry out roles
Sense of humor
Categorizes and sorts objects
Performance skills by 4
social skills
Group play replaces parallel play
Aware of social aspects of conversation
Interest in being a friend
Attempts challenging activities
Performance Skills by 5
Cognition
Understands rules to a game
Can remember the rules with few reminders
Goal-oriented, cooperative play with other two or three other kids
Abstract problem solving
Performance skills context
cultural and social
Most children begin to interact with peers at around 3 years old.
Cultural influences on social play behaviors
Who is a child’s social network?
