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PHYT 6222: Lifespan Development > Test 1: 18m-5 years > Flashcards

Test 1: 18m-5 years Flashcards

1
Q

Gross motor: Walking and stairs

A

~18 mo: Walks down stairs while holding on
 18-20 mo: Falling while walking more rare now, runs with eyes on ground
 24-30 mo: Walks up stairs “step to” without support
 25-26 mo: Walks backward 10 feet
 27-28 mo: Walks 3 steps on taped line
 30-36 mo: Walks up stairs step over step
 36-42 mo: Walks downs stairs step over step, true bilateral flight phase
running
 41-42 mo: Runs with reciprocal arm swing, on balls of feet, forward trunk
lean.

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2
Q

Initial Walking

A

3-6 months

  • Unpredictable loss of balance
  • Rigid, halting stepping
  • Short step length
  • High hand guard/outstretched arms
  • Flat foot contact
  • Wide base of support

-Toes turned out/external rotation

  • Brief single limb stance (32% of gait cycle)
  • Knee flexion in stance
  • 17 falls/hour
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3
Q

Immature Walking

A

Approximately 2 years of age

  • Occasionally loses balance
  • Gradual smoothing of pattern
  • Increased step length
  • Reciprocal arm swing
  • Heel strike
  • Base of support within lateral dimension of the trunk
  • Minimal toeing out
  • Vertical lift
  • Longer single limb stance (34% of gait cycle)
  • Greater knee flexion after foot strike
  • Seldom falls
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4
Q

Mature Walking

A

7 years of age; approximates adult gait

  • Rarely loses balance without perturbation
  • Relaxed, elongated gait
  • Increased step length
  • Reciprocal arm swing
  • Heel strike
  • Narrow base of support
  • Minimal vertical lift
  • 38% of gait cycle is single limb stance
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5
Q

Gross motor milestones: Jumping and other gross motor

A

2 years: Jumps down from step
 2.5+ years: Hops on one foot briefly, begins to ride and pedal a tricycle, begins to kick balls
 3 years: Clears floor with both feet when jumping (~2 inches)
 3-5 years: jumps over objects, hops on one foot consistently, kicking continually refined, improved balance and more accurate, progresses from riding a tricycle to riding a bicycle
 3-4 years: Gallops, leading with one foot
 5 years: Hops in straight line
 5-6 years: Skips, maintains balance

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6
Q

Fine motor milestones

A

18-24 mo: Scribbles spontaneously
 24-36 mo: Digital pronated grasp, imitates vertical then horizontal stroke
 3 years: copies a circle, then able to copy a diamond with rounded edges
 4 years: cuts straight line with scissors, can copy a cross pattern progressing to copying a square, static tripod pencil grasp, may progress to finger grip by 5, able to button small buttons.
 5 years: dynamic tripod grasp, can copy a square

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7
Q

Social emotional milestones

A

18-24 mo: Separation distress/stranger danger improving, begins to show empathy towards other’s distress, uses words to protest/show disatisfaction

24-36 mo: Responds to cues in a socially acceptable way. Begins to respond verbally to other’s distress, may pretend to perform common caregiver actions, includes others in pretend play/plans

3 years: Uses physical more than verbal aggression, aggressive behavior can escalate quickly if successful, shows interest in why/how things work, generating alternatives in a
conflict is difficult

4 years: watches 2-4 hours of tv/day

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8
Q

Cognitive and language milestones

A

18-24 mo: 50-200+ word vocab, object permanence demonstrated by “finding” hidden objects, uses toys/dolls in pretend play

24-36 mo: substitutes objects in pretend play (stick is a sword, etc), matches objects, rapid increase in language ability, uses two part sentences

3 years: Counts to 5, can tell simple story, fantasy vs reality is difficult

4 years: Can line up equal rows, gives age accurately, matches 4 names and
colors, can count to 15, understands spatial words like “beside” and “between”

5 years: Understands temporal relationship (past, present, future), organizes by “class”

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9
Q

Neuromaturational Theory

A

Foundation of other theories

  • development follows a set, invariant sequence
  • development is tightly tied to CNS development
  • Motor development is cephalocaudal and proximal to distal
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10
Q

Psychoanalytical/Psychosocial Theory

A
  • There are biologically determined drives and unconscious conflicts
  • The core of these conflicts is sexual
  • Initial drives are for survival; when basic needs are met, we seek self-actualization
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11
Q

Ecological/Contextual Theory

A
  • Environment has a very strong influence on child development
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12
Q

Dynamic systems theory

A

All systems are interacting together at all times

Movement is based on internal and external factors

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13
Q

How does play progress?

A

Play expands from basic, solo, sensory driven to a much more interactive and social experience

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14
Q

Practice Play

A

0-2 years old, characterized by repetitive activities

 Unoccupied play: plays with objects, no apparent purpose, banging rattles, mouthing
 Onlooker play: Child watches someone else play
 Solitary play: Ignores others, but plays with purpose

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15
Q

Symbolic play

A

3-5 years

  • Parallel play: independent play, but shows awareness and interest in others. Same activity next to each other, but not together
  • Associative/interactive play: Children initiate contact with each other, play house,
    superheroes, other make believe games. Sharing, taking turns, make believe and fantasy are a big part of this stage
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16
Q

Rule play

A

5+ years

Cooperative play: Simple organized games, all participating, shared toys ex: tag, catch

Competitive play: More complex games to regulation team sports, self competition ex team sports, golf

17
Q

What happens when vestibular sensitivity improves?

A

Improves from 2.5 years of age into puberty.

 The child becomes less visually and proprioceptively dependent and will depend more on their vestibular system for kinesthetic awareness.

18
Q

Learning Flexibility

A

Experience dependent ie active exploration

adapting ongoing movement to novel changes in local conditions

Allows problem solving in the moment

“learning set”

slow (20 weeks)

19
Q

Learning Specificity

A

Depends on age and # of exposures

Simple association learning

Fast (1 day)

Learn to do one thing well

20
Q

How far do novice walkers walk?

A

Novice Walkers: 12- to 19 month-olds averaged 2368 steps, travels 701 m—the
length of 7.7 American football fields and fell 17 times/hour

21
Q

Does motor control transfer across postures?

A

No

learning how to sit is different than learning how to crawl is different
from learning how to walk

22
Q

Gentile’s 2

A

dimension taxonomy is often used the main premise being that motor skills range from simple to complex. The 2 dimensions are Environmental context (open or closed) and the Function of actions.

23
Q

Stationary Environment, or Closed environment

A

Things are stationary and fixed (putting on a shirt or walking down an empty hallway)

24
Q

Moving environment or environment in motion, Open environment

A

Things and people are moving
- timing component

25
Q

Intertrial Variability absent

A

requires the least amount of attention, it is very predictable, and motor memory is in the
reproductive mode allowing the performer to simply reproduce the motion (after the
initial learning phase is completed)

-Doing something the same 100 times

26
Q

Intertrial Variability present

A
  • doing the same task different 100 times
27
Q

Stability

A
  • no movement
  • COM remains over BOS
28
Q

Transport

A
  • moving from one place to another
29
Q

Manipulation Absent

A

Activity performed without a second task involving manipulation by the extremities. The task involves control of body orientation and not manipulation of an object

Ex: Standing with empty hands, walking with empty hands

30
Q

Manipulation Present

A

Two tasks are being performed simultaneously, postural stability is maintained as the
extremities are doing something

Demand dual attention, the need to do 2 things at once (more difficult)

Ex: drink while standing or walking, LE dressing while seated or standing

31
Q
A
32
Q

Types of play at 0-6 months

A

Exploratory
Social

33
Q

Types of play at 6-12 months

A

Exploratory
Functional
Social

34
Q

Types of play at 12-18 months

A

Relational and Functional
Gross motor
Social

35
Q

Types of play at 19-24 months

A

Functional
Gross motor pretend or symbolic
Social

36
Q

Types of play at 2-3 years (preschoolers)

A

Symbolic
Constructive
Gross motor
Social

37
Q

Types of play at 3-4 years

A

Complex imaginary
Constructive
Rough and tumble
Social

38
Q

Types of play at 4-5 years

A

Games with rules
Constructive
Social/dramatic

39
Q

Types of play at 5-6 years (kindergarteners)

A

Games with rules
Dramatic
Sports
Social play

PHYT 6222: Lifespan Development (5 decks)

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