Typical Development Pre-K Flashcards
What is shift?
the ability to move an object in a linear manner with the fingertips, (repositioning pencil in the fingers to position for writing or fanning playing cards in the hand)
What is in hand manipulation?
ability to hold and move an object within one hand
What is palm to finger translation?
moving an object from the palm or the palm to the fingertips (moving coins from the palm to the fingertips to place in vending machine)
What is finger to palm translation?
moving objects from the fingertips to the palm (picking up pennies and then holding them in hand)
What is simple rotation?
turning an object around in the pads of the fingers and thumb (spinning a top)
What is complex rotation?
turning an object from end to end (flipping a pencil from writing end to eraser)
What is separation of the sides of the hand?
tucking the ulnar fingers into the palm while the radial side fingers manipulate something
At what age do in hand manipulation skills develop?
They each develop slightly differently but all are emerging during the pre-school years and should be consistently used by age 4 or 5 the latest
When should children be able to button and unbutton?
there is a range but most should by age 3 - especially if the buttonhole is vertically oriented and the button is large (1”), but they will get faster by age 4 and can do smaller buttons by 4 -5
When do children typically snip with scissors?
Snipping at the edge of paper (one snip) usually by 2.5 - 3 years
When can children draw a circle?
Usually in the 3rd year of life
When can children draw a line (horizontal or vertical)?
Usually in the 3rd year of life
When can children draw a cross or plus sign?
Usually in the 4th year of life
When can children draw diagonal lines (like X or a triangle)?
Usually in the 5th year of life
How many body parts does a pre-school age child typically draw?
3 year old usually 1-3 parts, 4 year old usually 4-7 parts, 5 year old- usually can draw 8-11
What does the palmar supinate grasp look like? (make it with your hand)
Pencil or crayon held in palm with fisted flexed grasp with all fingers
What is the difference between a static and dynamic tripod grasp?
The way the pencil is held is the same BUT, the motion comes from the fingers with a dynamic grasp and from the shoulder, elbow, or wrist with a static grasp
What age should a child have a static tripod grasp?
3-4 years
What age should a child have a dynamic tripod grasp?
By 5
What is a thumb wrap?
When a child holds a pencil with the thumb across the utensil and wrapped over the index finger
What is an open web space?
The open area between the thumb and index finger when you make an OK sign or tip to tip pinch
What are the 3 arches of the hand?
Transverse, longitudinal and oblique
When does a child use the digital pronate grasp?
2-3 years
When can a child cut across paper?
3 ish
When can a child copy simple letters like H T I L ?
Usually between 4-5
When can a child cut on a line with some accuracy?
3.5-4
When can children copy letters like K V W X?
Diagonal lines come usually after age 5
What is the difference between proprioception and tactile input?
Tactile is touch from skin/hair receptors. Proprioception comes from body position and movement (receptors in the joints and muscles primarily)
Infant play up until 6 months is typically
Exploratory, Sensorimotor, and Social
Which receptors sense rotary movement?
Semi-circular canals
What are the utricle and saccule?
together are the otolith organs- the vestibular receptors for linear motion and acceleration
An infant playing independently with a rattle will begin to develop
transfer of objects hand to hand
Object permanence develops about what age?
6 - 8 mo
Imitating simple movements such as banging two blocks together occurs about what age?
6 - 8 mo
Symbolic and constructive play (using common objects, toys, and play sequences) is common of what age child?
Toddlers
What areas for play are typical in a preschool classroom?
Kitchen, dress up corner, block area and a sensory table or area
Solitary
Infants/Toddlers/ young children (3 months – 2 ½ years) entertain themselves without social interaction - may not notice other children
Unoccupied
Infants (0-3 mo)- relatively still and play appears scattered- looks like babies exploring without organization- allows practice manipulating / mastering self-control /learning about the world
Parten’s play levels include what types and ages?
Unoccupied Solitary Onlooker Parallel
Associative and Cooperative
Onlooker
(2 ½ years – 3 ½ years) watch other children playing, but do not join in
Parallel
(3 ½ years – 4 years) play next to each other, but not interacting ( two children may play with Legos on the carpet next to each other)
The differences between Associative and Cooperative play is ?
Associative (4 – 4 ½ years) - In associative play children begin to be interested in the other children playing. they engage with other children or adults during an activity - in cooperative play (4 ½ years and up)- there is a shared goal in the play
Description of Pre-Symbolic Play
Pretend play based on every day, familiar activities. First child performs one
pretend action (usually on an adult or a doll)- usually with realistic props, then next sequences two
actions (e.g., the doll receives two actions, such as: feeding with a bottle and
a spoon) or two people receive one action (e.g., child feeds the doll with a
spoon and then her mommy
Age of Pre-Symbolic Play
14-22 mo
Description of Symbolic Play
Pretend based on familiar activities but begins to interact with
the toy (e.g., talks to it). emotions start to be included, there is some verbal
planning /sequencing of several actions with a theme (making breakfast)
Age of Symbolic Play
Begins around age 2-3 and becomes advanced by 4 yo
Symbolic play/ Pretending by 3- 3.5
Pretend based on less familiar events - perhaps those a child has seen or heard but not experienced. Child gives toys a voice. Talks about play, short sequences of pretend -no longer needs realistic props- can use a banana as a phone or a stick as a wand
Symbolic play/ Pretending by 4
Starting to role play and use language to “set up” the scene or game
Symbolic play/ Pretending by 5
Take on multiple roles, uses language with non-verbal communication in highly imaginative scenes
Early self pretend
12-18 mo- pretend sleeping, pretend to drink from toy cup- all pretend is on self
Age of Exploratory and sensorimotor play
0-24 mo
Age of Functional play
9-24 mo (15-21 predominates)
Age of Constructive play
begins 24 but predominates from 36mo +
Age of Symbolic play as a whole (early basic to later complex)
21-72 months at its height
Age of Rough and tumble
predominates 5-6 years
Age of Games with rules
predominates 7- 11 years according to Piaget, but can start simple board games with rules in pre- k and this can extend into adulthood
Peek a poo is a good game for what age child
Infant, especially beginning around 4 mo and infants may be able to play it themselves by 9-12 mo
A really good toy for a 6 mo old might be
Fisher Price Ring stacker
Rattles are great for what age infant
3-6 months in particular
A push toy that rolls or a pull toy like the Fisher Price toy phone would be best for what age infant/toddler?
Around one year, once they start walking
Appropriate young toddler toys include
Nesting shapes, shape sorters, pop up cause and effect toys
Appropriate toys for a 2 -3 yo might include
very simple puzzles (3 shapes), dolls and realistic pretend toys, ride on toys, musical instruments, snap together construction toys
Functional play means….
an object is manipulated and used appropriately (rolling a toy car, or dialing a play phone with a dial)
Scribbling and staying on the page begins
about 18 mo
Imitates circular scribbling
about 2 yo
Three important elements of playfulness (according to Bundy) include
intrinsic motivation, internal control and freedom to suspend reality
intrinsic motivation means
the process is more important than the product and players do the activity because they want to
internal control means
players are largely in control of their actions and the outcome
freedom to suspend reality means
the player decides how close to actual reality the play will be
When evaluating play in OT, the therapist must examine
who the child plays with, what the child plays, what the child prefers to play (these may not be the same thing), where the child plays, when the child has time to play, what the child has available to play with, why the child plays (what is motivating for this child) and how the child plays (playfulness)
