Theories Flashcards
Schiller thought play was
the essence of life and beauty
Surplus energy theory
Prominent behavior of the young due to the surplus of energy.
Only in higher species due to the efficient survival strategies, resulting in surplus energy
Recreation/Relaxation Theory
The purpose of play is that is replenishes spent energy
Fatigue builds up in response to spending energy in new and unfamiliar tasks
Play restores energy (Lazarus)
Play is an opportunity for relaxation (Patrick)
downside of surplus energy theory and recreation theory
it does not explain the content or choices of play
Pre-exercise Theory
Play as an instinctive behavior
This is the way in which children were able to go from immaturity to refined instinctive behaviors of adults
Organisms on a higher evolutionary scale would need a longer period of time to practice these skills due to a longer period of immaturity.
An adaptive skill and purpose in the evolutionary process
Recapitulation Theory
Hall (1908)
Carry-over of evolutionary past
Skills are no longer important
Children’s play follows a process of developmental stages of the human race in an evolutionary sequence
No new abilities emerge due to the reconstruction of play from the evolutionary past
Stage Specific-
Separate Stage, with different behaviors occurring at each stage and the process must occur first before skill is learned as a whole.
Ecological Theory-
Dynamic systems theory, where children are made up of subsystems and the child changes as it interacts in the environment
Acquisitional Learning Theories-
Development occurs through maturation, and with pre-established foundational learning, further learning can occur
Why Frames of references
Assist in looking at the perspective one is providing therapy from
Developmental
Neurological
Biomechanical
Educational
Sensory
What is play
Any spontaneous or organized activity that provides enjoyment, entertainment, amusement or diversion.
A science and an art
Joy, pleasure, freedom
Yet there is no universal definition.
What is needed to play - An attitude or mode of experience that involves:
Intrinsic motivation
Emphasis on process rather than product
Free choice
Internal rather than external control
Spontaneity
Active engagement
Daydreaming
What are the functions of play
Healthy mind and body- physical, emotional, cognitive, social
Cultivate social relationships
Learn about ourselves
Learn about the world around us
Play as occupation
Consideration for:
Skills required for participation
Individual who participate
What encompasses participation
Rules or norms for the occupation
Setting
History of the occupation
Function and meaning
What is the form of play
described through categories of activities in which children engage. includes charactereics requirements and products.
What is the function of play
hte way in which it serves the person and incfluences health and well being
meaning of play
the quality of the experience a person’s state of mind and the value the play experience has for the individual
Social stages of play
Unoccupied play
Solitary play
Onlooker play
Parallel play
Associative play
Social Play
The urge to play with others, is often driven by the desire to
be accepted to belong
Patterns of play
What is attunement play
the child’s first play object is the adult. no motor skills, where you start to get play. active enagement with someone else.
What is object play
When toys and objects are introduced the object’s properties affect the child’s play activities: in early years, play with objects can be separated into 4 categories:
- Sensorimotor/explorative play (body play & movement)
- Organizing object play
- Functional object play
- Pretend object play
Sensorimotor/explorative play
(body play & movement)
Explorative play is dominant during the first six to eight months of age
It expands to joyful movement as we get older!
Organizing object play
This type of play occurs from six to 12 months of age
Imitation
repetition
cause and effect
greater motor skills
learning through imitation
Funtional Object play 10-18 months
Dominates from the age of nine to eighteen months
Play items at this age are used intentionally, according to their function.
sharing behavior and joint attention - mulptiples people playing with the same thing.
kids will start to feed a baby. walk a dog, things that resemble stuff that adults do.
dump and fill
Pretend object play
The child usually makes use of pretend play from the age of about eighteen months.
To be classified as pretend you should see one of these elements
The child may pretend that a block is a car (object replacement),
That teddy bear is alive (projection of pretended qualities) or
There is a lion underneath the bed (pretended existence).
Distinction between
functional play
and
symbolic play
Functional play is play with objects, including miniature versions of real objects, in ways appropriate to the conventional functions of the objects.
Symbolic play is said to have occurred if a child
Uses an object as if it was another object or person,
Attributes properties to an object or a person which it does not have,
Refers to an absent object, person or substance as if it was present.
Imaginative (Symbolic) Play
2-3 years old
The ability of the young child to create their own sense of their mind, and that of others, takes place through pretend play
Symbolic play:
dramatic play
constructive play
playing games with rules
Storytelling
Storytelling, the way most kids love to learn is in play identified as the unit of human intelligibility.
From a parent’s telling how it was when they were young
All involve us in a never ending fun-giving experience.
Transformative-Integrative and Creative play
Fantasy Play- to transcend the reality of our ordinary lives, and in the process create new ideas, and shape and re-shape them.
Given enriched circumstances, and access to novelty, our play drive takes us into these realms spontaneously.
Using playfulness to innovate and create
Vision in newborns
Stares at surroundings when awake
Stares at bright lights or objects
Blinks at flashes (such as a camera flash)
Eyes and head move together
Looking at, tracking, and reaching for objects seen begins by three months
vision and being able to reach for objects begins at
3 months
eye movement and eye body control happens at
8 months.
Vision 3-8 Months
Control of eye movement and eye-body control improve
Eyes follow more distant and moving objects such as people
Both eyes work in a coordinated manner (no longer turn in or out when tracking)
maintain visual attention
Vision 9-12 months
Can judge distances fairly well and throw things with precision
Looks for things/toys dropped/thrown
Sweeps gaze around the room, looks at a talking person and responds to smiles
be able to direct attention to new stimuli.
vision is part of the motivation to learn how to crawl and ambulate.
Vision After One Year
By 2 years old
Interest in looking at pictures
Eye hand coordination and depth perception should be well developed
Will brighten and or smile when seeing favorite people, objects
Vision and OT
Child can have
Cortical visual impairment (CVI)
Ocular visual impairment
OTs work with children with visual impairments to enable them to use remaining vision for function
How will vision impairment impact development?
Communication and Language
Communication is not our role to address, however, it is important to know basic information, understand the role communication plays in function, interaction and play.
often taught in non-verbal and non-verbal forms.
Communication
Communication is:
core of a person’s ability to function
may be taught in nonverbal as well as verbal forms
Communication and Language Development
Expressive language involves output
Receptive language involves input
Spontaneous language learning is easier when it is
Whole
Sensible
Interesting
Relevant
Part of a real event
And, has a purpose for the learner
Communication and Language Development.
Considerations for Language in Development:
Hearing
Respiratory Control
Interactions
Gestures
Play
Normal Language Development
Smiling
Cooing
Vocalizing
Babbling
Gesturing
Jargon
First words
Word Combinations
Increasing the length of utterance
Normal Language Development 0-6 months
Cooing and babbling;
Continual awareness of sound (turns to sound, stops crying when spoken to);
Uses eye gaze to indicate interest
Normal Language Development 7-12 months
- First true words appear (they are often people, or nouns)
- Same syllable is repeated (mama, dada)
- Child demonstrates increased understanding of daily routines.
Normal Language Development 12 months
- Child says 3-5 words
- Child recognizes his/her name
- Understands simple instructions
- Initiates familiar words, gestures, and sounds
- Child understands common objects and actions (e.g., cookie, eat, juice)
Normal Language Development 18 months
Child uses about 10-20 words at age 18 months including names;
Recognition of pictures of familiar persons, objects’
Early 2-word combinations of words emerge;
Child will point, gesture, follow simple commands, imitate simple actions, hum or sing;
Normal Language Development 24 months (2 years)
- Child understands simple questions and commands
- Identifies familiar actions/activities in pictures (i.e. “sleeping, eating”);
- Follows directions to put objects “on, off, in”;
- Child will refer to self by name
- Labels pictures
Normal Language Development 30 months (2 1/2 years)
- Child is able to give their first name
- Child uses past tense, plurals, and combines nouns and verbs
- Begin to identify objects from a group by their function and parts (i.e. “which one has wheels?”, “which one can we eat?”)
- Early concepts such as “big, little” are identified
Normal Language Development - 3 years
Child will often talk during play, or when alone
Child can tell a basic story or idea
Child can use 3-4 word sentences
normal language development 4 years old
- Child will follow 2-3 step commands
- Child talks in 4-5 word sentences
- Understands and verbalizes spatial concepts more readily such as “on, under, next to.”
normal language development 5 years old
- Child defines objects by their function
- Child uses 5-6 word sentences
- Child understands many opposites
normal language development 6-7 years old
- Child is developing phonological (sound/letter) awareness skills, and sound/word segmentation skills
- Understands time/space concepts such as “before/after I first/second/last”
sensorimotor stage
Infant through toddler
Acquire knowledge through sensory experiences and manipulating objects
Cognitive stage
Preoperational Stage
Between ages 2-6; Language use develops
Logic is not available to them yet
Cognitive
Concrete Operational Stage
Years 7-11
Children gain a better understanding of mental operations
Logical thinking develops
May understand information and use it, but have difficulty with abstract concepts
Cognitive
Formal Operational Stage
12+ years- we develop the ability to think abstractly and about abstract concepts.
Logical thought, deductive reasoning and systematic planning begin to develop here as well.
still developing
Social skills
From birth to age 3 months- Baby
Looks at faces
Listens to voices Listens to baby
Quiets when picked up
the majority of the time)
Cries, smiles and coos
social skills
Parent or Caregiver
Looks lovingly at baby
Talks and sings to baby
Picks up and soothes crying baby
Offers a warm smile
Touches baby gently
Holds and cuddles baby
Reads with baby
Social skills
3-6 months
Gives warm smiles and laughs
Cries when upset, and seeks comfort
Can be comforted(the majority of the time)
Shows excitement by waving arms and legs
Likes to look at and be near special person(s)
When can a baby start self-sothing
3-6 months
social skills 6-9 months
Responds to own name
Enjoys a daily routine and transitions from situation to situation with relative ease and needs
May get upset when separated from familiar person(s)
May comfort self by sucking thumb or holding special toy or blanket
social skills - baby
9-12
Able to be happy, mad and sad
Shows feelings by smiling, crying, pointing
Has a special relationship with parents and caregivers
Imitates others
parent or caregiver
9-12
Names feelings like happy, mad, sad
Encourages baby to explore
Talks, sings songs and says rhymes to baby
social skills - infant / toddler
Safe and secure in loving relationships
Curious about people
Explores with enthusiasm
Bold and confident
Says “mama,” “dada,” and up to eight additional words
Responds to changes in daily routine
social skills 18-24 months
Walking - a lot more movement
Laughs out loud
Loving toward others
Plays beside other children
Protests and says “No!”
Enjoys books, stories and songs
social skills of parents for 18-24 month old
Shares in toddler’s laughter
Sets limits that are firm, fair and consistent
Responds evenly and - Be consistent, respectfully to toddler
Reads, talks, listens, plays and sings with toddler
social skills 30-36 months
Able to play independently
Easily separates from primary caregivers in familiar places
Begins to share with others
Shows feelings for others
Enjoys books and games
social skills of parent and caregiver 30-36 months.
Encourages toddler to play independently
Listens and responds to toddler’s feelings
Disciplines positively and consistently
Tells stories, reads and encourages pretend play
