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Pediatrics > Theories > Flashcards

Theories Flashcards

1
Q

Schiller thought play was

A

the essence of life and beauty

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2
Q

Surplus energy theory

A

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

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3
Q

Recreation/Relaxation Theory

A

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)

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4
Q

downside of surplus energy theory and recreation theory

A

it does not explain the content or choices of play

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5
Q

Pre-exercise Theory

A

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

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6
Q

Recapitulation Theory

A

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

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7
Q

Stage Specific-

A

Separate Stage, with different behaviors occurring at each stage and the process must occur first before skill is learned as a whole.

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8
Q

Ecological Theory-

A

Dynamic systems theory, where children are made up of subsystems and the child changes as it interacts in the environment

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9
Q

Acquisitional Learning Theories-

A

Development occurs through maturation, and with pre-established foundational learning, further learning can occur

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10
Q

Why Frames of references

A

Assist in looking at the perspective one is providing therapy from

Developmental
Neurological
Biomechanical
Educational
Sensory

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11
Q

What is play

A

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.

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12
Q

What is needed to play - An attitude or mode of experience that involves:

A

Intrinsic motivation

Emphasis on process rather than product

Free choice
Internal rather than external control
Spontaneity

Active engagement
Daydreaming

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13
Q

What are the functions of play

A

Healthy mind and body- physical, emotional, cognitive, social
Cultivate social relationships
Learn about ourselves
Learn about the world around us

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14
Q

Play as occupation

A

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

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15
Q

What is the form of play

A

described through categories of activities in which children engage. includes charactereics requirements and products.

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16
Q

What is the function of play

A

hte way in which it serves the person and incfluences health and well being

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17
Q

meaning of play

A

the quality of the experience a person’s state of mind and the value the play experience has for the individual

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18
Q

Social stages of play

A

Unoccupied play
Solitary play
Onlooker play
Parallel play
Associative play
Social Play

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19
Q

The urge to play with others, is often driven by the desire to

A

be accepted to belong

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20
Q

Patterns of play

A
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21
Q

What is attunement play

A

the child’s first play object is the adult. no motor skills, where you start to get play. active enagement with someone else.

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22
Q

What is object play

A

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:

  1. Sensorimotor/explorative play (body play & movement)
  2. Organizing object play
  3. Functional object play
  4. Pretend object play
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23
Q

Sensorimotor/explorative play
(body play & movement)

A

Explorative play is dominant during the first six to eight months of age

It expands to joyful movement as we get older!

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24
Q

Organizing object play

A

This type of play occurs from six to 12 months of age

Imitation
repetition
cause and effect
greater motor skills
learning through imitation

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25
Q

Funtional Object play 10-18 months

A

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

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26
Q

Pretend object play

A

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).

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27
Q

Distinction between
functional play
and
symbolic play

A

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.

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28
Q

Imaginative (Symbolic) Play

A

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

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29
Q

Storytelling

A

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.

30
Q

Transformative-Integrative and Creative play

A

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

31
Q

Vision in newborns

A

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

32
Q

vision and being able to reach for objects begins at

A

3 months

33
Q

eye movement and eye body control happens at

A

8 months.

34
Q

Vision 3-8 Months

A

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

35
Q

Vision 9-12 months

A

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.

36
Q

Vision After One Year

A

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

37
Q

Vision and OT

A

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?

38
Q

Communication and Language

A

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.

39
Q

Communication

A

Communication is:
core of a person’s ability to function
may be taught in nonverbal as well as verbal forms

40
Q

Communication and Language Development

A

Expressive language involves output

Receptive language involves input

41
Q

Spontaneous language learning is easier when it is

A

Whole

Sensible

Interesting

Relevant

Part of a real event

And, has a purpose for the learner

42
Q

Communication and Language Development.

Considerations for Language in Development:

A

Hearing
Respiratory Control
Interactions
Gestures
Play

43
Q

Normal Language Development

A

Smiling
Cooing
Vocalizing
Babbling
Gesturing
Jargon
First words
Word Combinations
Increasing the length of utterance

44
Q

Normal Language Development 0-6 months

A

Cooing and babbling;
Continual awareness of sound (turns to sound, stops crying when spoken to);
Uses eye gaze to indicate interest

45
Q

Normal Language Development 7-12 months

A
  • First true words appear (they are often people, or nouns)
  • Same syllable is repeated (mama, dada)
  • Child demonstrates increased understanding of daily routines.
46
Q

Normal Language Development 12 months

A
  • 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)
47
Q

Normal Language Development 18 months

A

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;

48
Q

Normal Language Development 24 months (2 years)

A
  • 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
49
Q

Normal Language Development 30 months (2 1/2 years)

A
  • 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
49
Q
A
50
Q

Normal Language Development - 3 years

A

Child will often talk during play, or when alone
Child can tell a basic story or idea
Child can use 3-4 word sentences

51
Q

normal language development 4 years old

A
  • 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.”
52
Q

normal language development 5 years old

A
  • Child defines objects by their function
  • Child uses 5-6 word sentences
  • Child understands many opposites
53
Q

normal language development 6-7 years old

A
  • 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”
54
Q

sensorimotor stage

A

Infant through toddler

Acquire knowledge through sensory experiences and manipulating objects

55
Q

Cognitive stage
Preoperational Stage

A

Between ages 2-6; Language use develops
Logic is not available to them yet

56
Q

Cognitive
Concrete Operational Stage

A

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

57
Q

Cognitive
Formal Operational Stage

A

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

58
Q

Social skills
From birth to age 3 months- Baby

A

Looks at faces
Listens to voices Listens to baby
Quiets when picked up
the majority of the time)
Cries, smiles and coos

59
Q

social skills
Parent or Caregiver

A

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

60
Q

Social skills
3-6 months

A

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)

61
Q

When can a baby start self-sothing

A

3-6 months

62
Q

social skills 6-9 months

A

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

63
Q

social skills - baby
9-12

A

Able to be happy, mad and sad
Shows feelings by smiling, crying, pointing
Has a special relationship with parents and caregivers
Imitates others

64
Q

parent or caregiver
9-12

A

Names feelings like happy, mad, sad
Encourages baby to explore
Talks, sings songs and says rhymes to baby

65
Q

social skills - infant / toddler

A

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

66
Q

social skills 18-24 months

A

Walking - a lot more movement
Laughs out loud
Loving toward others
Plays beside other children
Protests and says “No!”
Enjoys books, stories and songs

67
Q

social skills of parents for 18-24 month old

A

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

68
Q

social skills 30-36 months

A

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

69
Q

social skills of parent and caregiver 30-36 months.

A

Encourages toddler to play independently

Listens and responds to toddler’s feelings

Disciplines positively and consistently

Tells stories, reads and encourages pretend play

Pediatrics (14 decks)

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