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OT 826 Enabling Occupation in Children > Self Study > Flashcards

Self Study Flashcards

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

Bilateral Hand Use and Dominance

Birth to 6 months

A

Pre-reaching: infant will reach for or swat at a dangling object in visual field with either hand but is rarely successful before 4 months
• By 5 months infant makes contact with object

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2
Q

Bilateral Hand Use and Dominance

7 to 12 months

A
  • At 7 months, able to reach for objects with one hand or both hand simultaneously; no preference for handedness
  • At 8 months, begins coordinated movement and uses both hand cooperatively when reaching
  • At 9 months, transfers objects from one hand to another and can hold object in each hand
  • At 12 month, will bring hands together in front of chest; will play with fingers or toys in this position
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3
Q

Bilateral Hand Use and Dominance

18 months

A

• Stabilizes with one hand, manipulated object with the other (e.g. holds drum with one hand while other hits with stick)

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4
Q

Bilateral Hand Use and Dominance

24 months

A

• Begins to display pattern for hand preference
• Uses both hands to manipulate objects
• Increased differentiation of function when both hands are used together
• Hand assuming the dominant role performs the finer manipulations, and
the other hand assists by stabilizing, positioning, or moving the object that is being manipulated/ worked on

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5
Q

Bilateral Hand Use and Dominance

3 years old

A

• By 30 months, developing ability to do bilateral activities such as cutting with scissors and stabilizing paper for colouring

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6
Q

Bilateral Hand Use and Dominance

4 years old

A

The functions of each hand are becoming more separate and coordination becomes for refined

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7
Q

Bilateral Hand Use and Dominance

5 years old

A

• For most children, hand dominance is established
• Dominant hand is used more consistently for the finer manipulative
skills and develops very refined coordination
• Non-dominant hand develops skills in manipulating, stabilizing, and
positioning objects

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8
Q

Bilateral Hand Use and Dominance

6 years old

A

• For most children, hand dominance is established
• Dominant hand is used more consistently for the finer manipulative
skills and develops very refined coordination
• Non-dominant hand develops skills in manipulating, stabilizing, and
positioning objects

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9
Q

Bilateral Hand Use and Dominance

7 year old

A

• Stabilizing paper with one hand while writing/ drawing with the other
• Using scissors with one hand and turning the paper with the other
• Using one hand to zip up clothes while the other hand is holding
• Screw on lids of jars
• Opening and closing plastic food containers
• Folding paper into paper airplanes
• Putting together and pulling apart building blocks
• Making simple sandwiches
• Stirring ingredients in a bowl while holding onto the bowl with one hand
• Playing a card game including shuffling, dealing and holding the fanned
out cards with one hand
• Beading a bracelet by threading beads onto a string

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10
Q

Dressing Development

birth to 6 months

A
  • May begin to assist by holding out arms and feet

* May begin to assist by pushing sleeves and legs through pants

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11
Q

Dressing Development

7 to 12 month old

A
  • Assists with dressing by holding out arms and feet

* Pushes arms through sleeves and legs through pants

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12
Q

Dressing Development

18 months old

A
  • Will begin to assist with dressing by taking off hat, socks, shorts/pants
  • Holds arms and legs out for dressing, pushes arms and legs through sleeves and pants
  • Hold foot out for shoe
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13
Q

Dressing Development

24 months old

A
  • Removes clothes (without buttons), diaper
  • Removes shoes with laces untied
  • Pulls pants down with assistance
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14
Q

Dressing Development
The 3 year old
up to 30 months

A
  • Put on simple clothing such as hats or pants with elastic waist
  • Pulls pants down with assistance
  • Put on front button shirt/coat
  • Unbuttons large buttons
  • Finds armholes in shirt and helps push down
  • Removes unfastened coat/jacket
  • Helps with pulling socks on
  • Removes shoes if laces untied
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15
Q

Dressing Development
The 3 year old
up to 36 months

A

• Puts on shoes (maybe wrong feet, no laces)
• Puts on t-shirt with minimal assistance, takes off
with assistance
• Puts on socks
• Pulls down and puts on pants without assistance
• Zips/unzips once on track
• Buttons/unbuttons large front buttons

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16
Q

Dressing Development

The 4 year old

A
  • Buttons front-opening clothing
  • Removes t-shirt independently
  • Puts on socks correctly
  • Knows front and back of clothing
  • Puts on shoes with little assistance
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17
Q

Dressing Development

The 5 year old

A

Dresses without assistance
• Places shoes on correct feet and laces shoes with adult coaching
• Zips coat, does buttons
• Ties and unties knots

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18
Q

Dressing Development

The 6 year old

A
  • Ties shoes

* Dresses/undresses without help • Zips/unzips

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19
Q

Physical development

1 Month

A

• Birth weight may drop but will be regained quickly
• Hand, arm, leg and rooting movements are all reflex
motions
• Head flops if not supported
• Focuses eyes at 18-45 cm
• Stares at high contrast patterns and objects but does
not reach
• Recognizes primary caregiver’s voice
• Startles at noise

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20
Q

Physical development

2 month

A
  • Muscles relax and less twitching

* Lifts head about 45 degrees when in prone

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21
Q

Physical Development

3 months

A
  • Stretches out arms and legs
  • Rolls over from back to side
  • Responds to detailed, high contrast objects
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22
Q

Physical Development

4 months

A
  • Rolls from front to side
  • Lifts head about 90 degrees
  • Sits with arms propped
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23
Q

Physical Development

5 months

A
  • Rolls over from front to back

* Grabs toes and feet

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24
Q

Physical Development

6 months

A 
• Holds head steady
• Sits with back straight when supported
• Rolls in both direction
• Weight will be doubled from birth weight by gaining
120-240 grams per week
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25
Q

Physical Development

7 to 12 months

A
  • Weight gain usually slows to 15 grams per day
  • Birth weight usually triples between 9 - 12 months of age
  • Head circumference and height have increased
  • Develop basic visual skills of size, shape and colour
  • Teeth begin to erupt
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26
Q

Physical Development

18 months

A
  • Continues at a steady pace, however, as the child becomes more active, they gradually become leaner because they lose fat around the face and abdomen
  • Upper and lower first molars erupt from 12 to 18 months
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27
Q

Physical Development

24 months

A

• Gains height and weight at approximately the same pace as the previous year

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28
Q

Physical Development

3 year old

A
  • Shows signs of readiness for toilet training (e.g., diapers stay dry for 1 1⁄2 to 2 hours)
  • Improved bowel and bladder control
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29
Q

Physical development

7-9 years

A
  • Most girls experience preadolescent growth spurt at this time
  • Brain development is characterized by growth of specific structures, especially frontal lobes
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30
Q

Physical development

9-11 years

A
  • Most boys experience preadolescent growth spurt at this time
  • Most girls begin puberty around 11-12 years: increased levels of estrogen; grow taller; hips widen; breasts become rounder and larger; hair growth on legs, under arms and around genitalia
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31
Q

Physical development

12 + years

A
  • Most girls around age of 12 or 13 years begin menstruating
  • Most boys begin puberty around 12 to 14 years: increased levels of testosterone; grow taller, heavier, and stronger; voices deepen; shoulder broaden; hair growth under arms, on face and around genitalia
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32
Q

Fine Motor Development

Birth to 6 Months

A
  • Grasping reflex (up to 4 months): item held for few second when placed in palm
  • Open hand position (approximately 3 months): will begin to keep the hands in an open position
  • Ulnar palmar grasp (4-5 months): will pick up an object using palm and along the outside border of the hand
  • Palmar grasp (5-6 months): object is secured in the center of the palm in the palmar grasp; there is lack of thumb use; infant does not have ability to use more precise movements; object is in the center of the palm
  • Will begin to reach for and grasp objects
  • Engages hands in midline
  • Follows objects with eyes left, right, up, and down
  • Begins purposeful visually directed reaching
  • Transfers objects from one hand to the other
  • Can pick up cube (or similar medium sized object)
  • By 6 months, will hold an object and bang, shake, drop or throw it
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33
Q

Fine Motor Development

7 to 12 Months

A
  • Radial palmar grasp (6-7 months): Object is secured at the radial side of the palm. Ulnar fingers flexed for stability and the thumb is beginning to oppose and actively press the object into the palm.
  • Raking Grasp (7-8 months): Flexion of radial finger to bring the objects into the palm.
  • Radial digital grasp (8-9 months): Full opposition of the thumb to help secure the object, and the flexion of the ulnar fingers for stability
  • Inferior pincer grasp (8-9 months): Involves the adduction of the thumb to secure the object against the extended index finger
  • Pincer grasp (10-12 months): Full opposition of the pad of the thumb and bad of the index finger to secure the object while using this grasp.
  • Able to transfer objects from one hand to the other
  • Able to pick up small items using tips of thumb and first finger
  • Able to feed self with assistance
  • Able to take things out of containers (e.g. blocks)
  • Able to clap hands or bang toys together at midline
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34
Q

Fine Motor Development

18 months

A

• Points with index finger
• Superior pincer grasp (12-18 months): pick up and release a small
objects (e.g. piece of cereal) by using the tip of first finger and thumb
while holding wrist off of the surface
• Able to hold eating and writing tools (e.g. spoon or marker) using
thumb, fingers and palm
• Starts using spoon by bringing it to mouth
• Imitates clapping/waving
• Able to scribble with a crayon
• Able to stack three or more blocks
• Able to hold a regular cup or glass and drink from it without spilling

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35
Q

Gross Motor Development
Birth to 6 months
Reflexes

A
  • Asymmetrical tonic neck reflex: infant in supine, head turned towards one side, one arm and one leg is extended in the direction in which the head is facing; typically disappears by 4-6 months
  • Rooting reflex: infant will turn head towards breast or bottle when corner of mouth is stroked in search of something to suck (disappears by 3 months)
  • Suck/swallow reflex: starts to suck reflexively if finger/nipple touches mouth, gradually replaced by voluntary sucking
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36
Q

Gross Motor Development
Birth to 6 months
Supine

A

• By 6 months, head and leg lift for foot play

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37
Q

Gross Motor Development
Birth to 6 months
Pull to sit

A

• At birth, no head control (head falls back) when lifted
• At 3 months, good head control with some head bobbing
• At 5 months, head lifts in anticipation of being picked up
by caregiver

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38
Q

Gross Motor Development
Birth to 6 months
Sitting

A

• Newborn has a curved back when in sitting
• At 1 month, in supported sitting, head is held up for
several seconds
• At 2 months, in supported sitting, holds head up but can
bob back and forth
• At 3 months, in supported sitting, holds head steady for
several seconds with lumbar curve in back
• At 5 months, infant is able to respond with sideways tilt,
no arm support

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39
Q

Gross Motor Development
Birth to 6 months
Prone

A

• Newborn has legs tucked under
• At 2 months, lift chin, extends legs
• At 4 months, lifts head and upper chest while supporting
weight on forearms
• At 6 months, bears weight with hands and extended
arms, chest/upper abdomen lifting off surface

40
Q

Gross Motor Development
Birth to 6 months
Standing

A
  • Newborns automatically step when held in standing position
  • At 4 months, feet off the ground when held in standing position
  • At 6 months, bears some weight when held in standing position
41
Q

Gross Motor Development

7 to 12 months

A
  • Able to get up from a prone to a sitting position without help
  • Able to pull up to a stand using furniture for assistance
  • Able to walk while holding onto adult hand or furniture
  • Able to crawl or “bum” shuffle easily
  • Able to crawl on hands and knees supporting trunk while on hands and knees
  • Stand for short periods of time without support
  • May take 2-3 steps without support
  • Begin to climb stair, steps or furniture
42
Q

Gross Motor Development

18 months

A
  • Able to walk alone
  • Able to walk up steps holding someone’s hand
  • Able to squat to pick up toy without falling
  • Able to push or pull toys or objects while walking
43
Q

Gross Motor Development

24 months

A 
• Walks alone, unsupported
• Can walk while pulling toy behind them
• Can carry a large toy while walking
• Kick a ball
• Climb onto and off furniture
• Walk up and down stairs while holding onto railing or adult hand for
support
44
Q

Gross Motor Development

3 years old

A
  • Able to walk up the stairs/ steps using the handrail
  • Able to stand on one foot briefly
  • Able to throw a ball forward at least one meter
  • Able to run and kick a ball
  • Able to pedal a tricycle
  • Able to bend over easily without falling
  • Will jump on both feet, walks on tip toes
45
Q

Gross Motor Development

4 years old

A
  • Able to hop forward 15 cm and stand on one foot up to 5 seconds
  • Able to go up and down stairs without support
  • Able to kick a ball forward
  • Able to throw a ball overhead at a target
  • Able to catch a bounced ball most of the time
46
Q

Gross Motor Development

5 years old

A
  • Stands on one foot for 10 seconds or longer
  • Hops forward 30 cm
  • Able to walk with both feet on a straight line
  • Able to start, stop and change direction smoothly when running
  • Can throw and catch a ball successfully
47
Q

Gross Motor Development

6 years old

A

• Able to skip across a room
• Able to walk on a beam without falling
• Can catch and throw a medium-sized ball from 1.5 metres away
• Able to hop on one foot for 3 metres
• Can manage playground equipment independently such as pumping
legs on a swing
• Develop enough muscle coordination to climb, swim, and skate

48
Q

Language Development

Birth to 6 months

A
  • Listens attentively to certain sounds and caregivers’ voices by 1 month
  • Cries deliberately for attention by 1 month
  • By 2 months, makes some sounds other than crying such as cooing
  • By 3 months, cooing one syllable
  • By 4 months, makes first consonant counts
  • By 6 months, makes sounds similar to native language
49
Q

Language Development

7 to 12 months

A

• By 9 months, may respond appropriately to parents’ specific words
• Looks at the person saying their name
• Understands simple requests and questions (e.g. “No”, “Don’t touch”,
“Find your shoes”, “Where is your toy?”)
• Uses simple gestures (e.g. shaking head for “no”, waving “bye bye”)
• Consistently uses 3 or more words (e.g. “dada” or “mama” even if not pronouncing accurately)
• Babbles to toys or people
• Shows interest in picture books
• Takes turns making sounds for adults

50
Q

Language Development

18 months

A

• By 15 months, shows expressive vocabulary of 4-10 words
• By 18 months, has vocabulary of 10-20 or more words or sounds
even though the words do not have to be clear
• Points to at least three different body parts when asked (e.g. “where
is your nose?”)
• Uses common expressions (e.g. “all gone” or “uh-oh”)
• Follows directions when given without gestures (e.g. “throw me the
ball”, “bring me your shoes”)

51
Q

Language Development

24 months

A
  • Has expressive vocabulary of up to 25 words and be able to use 2-word phrases
  • Uses more gestures to communicate
  • Begins to use manners (e.g. please, thank you)
52
Q

Language Development

3 years old

A
  • Recognizes and identifies almost all common objects and pictures
  • Understand most sentences
  • Understand physical relationships (“on”, “in”, “under”)
  • Uses four- and five word sentences
  • Can say name, age and sex
  • Uses pronouns (I, you, me, we, they) and some plurals (cars, dogs, cats)
  • Stranger can understand most spoken words
53
Q

Language Development

4 years old

A
  • Uses most word endings such as running and jumped
  • Speaks in sentences in five to six sentences in length
  • Speaks clearly enough for strangers to understand stories
  • Able to say rhymes or sing children’s songs
  • Asks questions (e.g. “how?” and “why?”)
  • Correctly uses words such as: two, hat, mud, fun, off, hug, cookie
54
Q

Language Development

5 years old

A
  • Recalls parts of stories
  • Speaks clearly using adult-like sentences most of the time
  • Uses future tense
  • Tells long stories
  • Can tell own name, sex, age and address
  • Can correctly say words such as: house, zoo, chop, push, pull, ball
  • Will have a 2000 word vocabulary by age 5
55
Q

Language Development

6 years old

A
  • Vocabulary approximately 2,000 words
  • Create sentences with five or more words
  • Expresses ideas, asks questions, and engages in discussions
  • Talks in sentences and is completely understandable
  • Recognizes letters and the sounds for each letter
  • Articulates all sounds in words (exception maybe th and v )
  • Recognizes some familiar written words (e.g. own name)
56
Q

Language Development

7-8 years

A
  • Uses longer, complex sentences
  • Understands comparative words such as “later than…”
  • Can keep conversations going by giving explanations
57
Q

Language Development

9-11 years

A

• Gains proficiency in reading and writing
• Understands and uses punctuation/grammar
accurately
• Prefers to read silently

58
Q

Language Development

12-14 years

A

• Essentially communicates similar to adults
• Increase in mature language through high school;
however, many teens begin to use inappropriate
language
• Comprehends abstract language such as idioms,
figurative speech and metaphors
• Uses figurative explanations consistently
• Forms complex syntactic word structure

59
Q

Cognitive Development

Birth to 6 months

A
  • At 2 months, demonstrates coordinated eye movements
  • By 3 months, knows that hands and feet are an extension of themselves
  • By 4 months, repeats enjoyable acts
  • By 5 months, recognizes and responds to own name
  • By 6 months, studies interesting objects carefully
60
Q

Cognitive Development

7 to 12 months

A
  • Object permanence is developed by 9-10 months
  • Imitates gestures
  • Begins to use objects correctly (e.g. drinking from cup, brushing hair)
  • Looks at correct pictures when object or person is named
61
Q

Cognitive Development

18 months

A
  • Able to remove shoes by self
  • Able to identify pictures in a book (e.g. “show me the dog”)
  • Uses familiar gestures (e.g. waving, pushing away)
62
Q

Cognitive Development

24 months

A

• Can sort shapes and colours
• Imitates actions of others
• Able to point to and name objects
• Refers to themselves by own name
• Begins to help others and learns through helping
• Learns about concepts such as weight and size when interested with
objects in their environment

63
Q

Cognitive Development

3 years old

A
  • Understand two step directions (e.g., “Pick up your shoes and put the in the closet”)
  • Listens to music or stories for 5 to 10 minutes with caregiver
  • Sorts objects by shape and colour
  • Understand concept of “two”
  • Makes mechanical toys work
  • Understand time sequences
  • Knows how to match shapes and colours, and how to count and manipulate objects
  • Begins to contemplate consequences of actions
64
Q

Cognitive Development

4 years old

A
  • Able to correctly name five colours
  • Understands the concept of counting and may know a few numbers
  • Approaches problems from their own point of view
  • Begins to have a sense of time (e.g. yesterday/today/tomorrow)
  • Follows three step commands
  • Recalls parts of a story
  • Engages in fantasy/make-believe play
  • Understands concepts such as “same” and “different”
  • Understands concept such as “around”, “in front of”, “next to”, etc.
65
Q

Cognitive Development

5 years old

A

• Can count by rote to 20
• Able to name four shapes
• Able to correctly name at least five colours
• Increase understanding of concepts of time
• Knows about things used every day in the home (e.g. money, food,
appliances, clothes)
• Understands concept such as “around”, “in front of”, “next to”, etc.

66
Q

Cognitive Development

6 years old

A

• Understand right and left on own body
• Able to pay attention and follow simple instructions in group setting
• Can count up to 10 objects at one time
• Begins to argue and reason using “why” and “because”
• Can categorize objects
• Understands time concepts such as yesterday, today and tomorrow
• Able to sit, follow instructions and independently do simple tasks
such as expected in a classroom setting
• Understands that other people have separate perspectives than them

67
Q

Cognitive development

7-8 years

A

• Child understands that there is a difference between behaviours and intentions

68
Q

Cognitive development

9-11 years

A
  • Child considers the viewpoints of others more carefully and accurately
  • Child generally enjoys school
  • Enjoys memorizing information/facts
  • Short attention span
  • Beings to participate in worldly discussions
  • Reading interests vary greatly from child to child
  • Main interests involve possessions
69
Q

Cognitive development

12-14 years

A

• Have complex thoughts
• Develops stronger sense of right and wrong; maintain
morals
• Move from concrete to abstract thinking; reasoning

70
Q

Cognitive development

15 + years

A
  • Form, maintain, and define work habits
  • Have concern for future schooling/career plans
  • Develop refined sense of right and wrong
  • Full development of abstract thinking
71
Q

Social Development

Birth to 6 months

A
  • By 6 months, has a social smile
  • Anticipates food on sight
  • Is gazing at parents holding attention
72
Q

Social Development

7 to 12 months

A

• Develops attachments to a few familiar people
• Shows preference for regular caregiver over all others
• May be shy or anxious with strangers
• Will be upset when caregiver leaves (e.g. separation anxiety)
• Starts games with adults such as hiding (e.g. “peek-a-boo”) or
clapping (e.g. “pat-a-cake”)
• Initials play with others

73
Q

Social Development

18 months

A
  • Shows affection toward people, pets or toys
  • Looks when spoke to or when playing together
  • Points to show something
74
Q

Social Development

24 months

A
  • Performs parallel play
  • Engages in imaginary play
  • May enjoy performing for an audience
75
Q

Social Development

3 years old

A
  • Imitates adults and playmates
  • Spontaneously shows affection for familiar playmates
  • Plays make-believe games with actions and words
  • Shares some of the time
  • Shows affection with words and actions
  • Plays alongside others comfortably
  • Cooperates with caregiver’s request half of the time
  • Greets friends and familiar adults when reminded
76
Q

Social Development

4 years old

A
  • Shows interest in new experiences
  • Takes turns and shares with other children in small group activities
  • Increasingly inventive in fantasy/make-believe play
  • More independent
  • Seeks adult approval (e.g. “watch me!”)
77
Q

Social Development

5 years old

A
  • Plays well in groups and more likely to agree to rules of play
  • Likes to sing, dance and act
  • Shares willingly with others
  • Shows more independence
  • Separates more easily from primary caregiver
  • Responds verbally to “hi” and “how are you”
78
Q

Social Development

6 years old

A
  • Plays cooperatively with 2-3 children for 20 minutes
  • Willing to play cooperatively, take turns, and share
  • Apologies for actions
  • Listens while others are speaking
  • Shows an understanding of right and wrong
  • Able to explain rules of a game or activity to others
  • Needs choices child wants more independence
  • Often as a “best friend”
79
Q

Social Development

7 years old

A

• Cooperates and plays with peers; understands the concept of teamwork
• Will mimic and copy adults
• Enjoys solo play, but friends become more important
• Seek more separation/independence from adults and
caregivers
• Demonstrates body shyness/modesty
• Prefers to play with children of the same sex

80
Q

Social Development

8-9 years old

A

• Enjoys competition
• Engages in play with the opposite sex some of the time
• Enjoys participating in clubs and groups; takes up
hobbies and displays more interest
• Experiences incidences of peer pressure and makes
decisions based on these influences
• Sensitive to criticism
• Sense of humour matures
• Can be impatient

81
Q

Social Development

10-12 years old

A

• Friends become incredibly important
• Likely to have designated social group and a “best
friend”
• Increased interest in romantic relationships

82
Q

Social Development

13-14 years old

A
  • Engages in “gossip” activities
  • Has concerns about self-identity
  • May have frequent changes in friend groups
  • Has need for achievement and recognition
83
Q

Social Development

15 + years old

A

• Has heightened interest in romantic relationships
• Conflicts with parents may start to decrease in
frequency and intensity, however, less time spent with
parents and ample time is spent with parents
• Females may be more comfortable with body changes;
males, developing slower, may be highly concerns with
body image and puberty
• May experiment with drugs and alcohol
• Heightened interest in peer cultures; music, trends,
parties etc.

84
Q

Emotional Development

Birth to 6 months

A
  • Reacts to discomfort and pain
  • Shows affection by looking and smiling
  • Laughs when tickled
85
Q

Emotional Development

7 to 12 months

A

• Seeks comfort such as reaching up when feeling upset
• Uses facial expressions, actions and sounds to make needs known or
to protest
• Shows a variety of emotions such as affection, anger, joy or fear

86
Q

Emotional Development

18 months

A
  • Taking risks when a trusted adult is present or had provided reassurance
  • Hugs and kisses primary caregiver(s) and very familiar people and pets
  • Enjoys attention
  • Begins to show jealously when attention is given to others
  • Show frustration easily
  • Begins to display a sense of ownership over toys and people
87
Q

Emotional Development

24 months

A
  • Shows possessiveness
  • Begins to show empathy, pride and embarrassment
  • Reveals a sense of trust
88
Q

Emotional Development

3 years old

A 
• Expresses affection openly
• Expresses a wide range of emotions
• Has temper tantrum- excessive crying and screaming when requests are
not met, despite irrationality
• Separates easily from parents
• Objects to major changes in routine
• May have need for a security object
89
Q

Emotional Development

4 years old

A
  • Unfamiliar images may be “monsters”
  • Views self as a whole person involving body, mind and feelings
  • Begins showing empathy (e.g. comforts others who are upset)
  • Often cannot distinguish between fantasy and reality
90
Q

Emotional Development

5 years old

A
  • Sometimes demanding sometimes eagerly cooperative
  • Begin to articulate feelings
  • Still be prone to meltdowns
  • Can be critical of self and others
91
Q

Emotional Development

6 years old

A
  • Increased desire to be liked and accepted by peers
  • Understand own feelings
  • Understand consequences of their actions
  • Able to use words to describe own feelings
  • Shows empathy and offers help to others when in distress
  • Stronger sense of right and wrong
  • Begins to become more aware of the future
92
Q

Emotional Development

7-8 years old

A

• Body consciousness increases

93
Q

Emotional Development

9-11 years old

A
  • Body consciousness increase further as puberty approaches

* Body image is more important

94
Q

Emotional Development

12-14 years old

A

• Concerns about hair and clothes
• Transitions between periods of low and high self-
esteem/confidence
• Experiences mood swings
• Shows less affection to parents and initiate/exaggerate
arguments with parents
• May experience anxiety regarding schoolwork

95
Q

Emotional Development

15 + years old

A

• May experience periods of sadness and depression

OT 826 Enabling Occupation in Children (7 decks)

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