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USAHS Peds 1 > Unit 1/ Ch 3: Foundations > Flashcards

Unit 1/ Ch 3: Foundations Flashcards

1
Q

Neuromaturation (developmental theories & concepts)

A
  • Movement progresses from primitive reflexes to voluntary, controlled movement
  • The sequence and rate of motor development are consistent across children
  • Low-level skills are prerequisites for higher level skills
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2
Q

Development/Environment (developmental theories & concepts)

A
  • Development as an interplay and intrinsic factors
  • Piaget stressed development occurs through interplay between environment and child’s abilities
  • The infant is an active learner (culture/technology/society)
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3
Q

The Influence of Social Interaction (developmental theories & concepts)

A
  • Children learn when scaffolding support is provided by caregivers
  • Infant’s skills promoted by modeling, assisting and reinforcement
  • Infants have unique developmental trajectories.
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4
Q

Dynamic Systems Theory (developmental theories & concepts)

A
  • A child’s actions are the results of subsystem interaction
  • A child’s subsystem’s self organize to achieve a goal.
  • Functional goals motivate a childs actions
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5
Q

Perceptual Action Reciprocity (developmental theories & concepts)

A
  • Perception of the environment informs action

- Manipulation is guided by visual, tactile and kinesthetic input.

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6
Q

Functional Performance: Flexible Synergies (developmental theories & concepts)

A
  • A child first explores different movement paths

- A child’s functional synergies are highly adaptable

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7
Q

Performance Skills (developmental theories & concepts)

A

Children learn new skills in 3 stages

  1. Exploratory Activity
  2. Perceptual Learning
  3. Skill Achievement
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8
Q

Motivation/Self Efficacy (developmental theories & concepts)

A
  • Children are inherently self-organized and goal-directed

- Children develop positive self efficacy when they succeed at new tasks

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9
Q

Temperament and emotional

development (developmental theories & concepts)

A
  • Children develop optimally when there is a congruence between the child and the environment.
  • A resilient child has protective factor: Prosocial Factors Intelligence
  • Positive child outcomes rely on internal & contextual factors.
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10
Q

Temperament Includes: (developmental theories & concepts)

A
  1. Activity level
  2. Approach or withdrawal
  3. Distractibility
  4. Intensity of response
  5. Attention span an
    persistence
  6. Quality of mood
  7. Rhythmicity
  8. Threshold of Response
  9. Adaptability
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11
Q

Community Influence

A
  • Research needs of local community.

* Take cultural differences into consideration

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12
Q

Social Participation

A

How does direct/indirect Participation impact a child’s development of occupations?

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13
Q

Vicarious Learning

A

Occurs learning directly or indirectly through observation.

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14
Q

Learning occurs through…

A

Participation

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15
Q

Scaffolding & Reinforcement

A
  • Scaffolding
  • Guidance
  • Cuing
  • Reinforcement
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16
Q

Contexts for development

A

People develop as participants in cultural communities. Their development can be understood only in light of the cultural practices and circumstances of their communities.

17
Q

Social Contexts:

A
  • Are children only interacting with adults?

- Do they have the opportunity to play with children in their peer group?

18
Q

Physical Contexts:

A

Can the child access the play activity?

19
Q

Children’s Occupations, Performance Skills & Context:

A

Infants: Birth-2 years
Preschoolers: 2-3, 3-4, 4-5 years
Kindergartner: 5-6 years
Middle Childhood: 6-10 years

20
Q

Play Occupations: Infants to 6-12 Months

A
  • Exploratory play
  • Functional play
  • Social play
21
Q

Performance Skills: Infants to 6-12 Months

A
  • Regulatory/sensory manipulation
  • Fine motor/manipulation
  • Gross motor/mobility
  • Cognitive
  • Social
22
Q

Play Occupations: Toddlers 12-18 Months

A
  • Relational and functional Play
  • Gross motor play
  • Social play
23
Q

Performance Skills: Toddlers 12-18 Months

A
  • Regulatory/sensory manipulation
  • Fine motor/manipulation
  • Gross motor/mobility
  • Cognitive
  • Social
24
Q

Play Occupations: Toddlers 18-24 Months

A
  • Functional play
  • Gross motor play
  • Pretend or symbolic play
  • Social play
25
Q

Performance Skills: Toddlers 18-24 Months

A
  • Regulatory/sensory manipulation
  • Fine motor/manipulation
  • Gross motor/mobility
  • Cognitive
  • Social
26
Q

Play Occupations: Preschoolers 24-36 Months

A
  • Relational and functional play
  • Gross motor play
  • Pretend or symbolic play
  • Social play
27
Q

Performance Skills: Preschoolers 24-36 Months

A
  • Regulatory/sensory manipulation
  • Fine motor/manipulation
  • Gross motor/mobility
  • Cognitive
  • Social
28
Q

Play Occupations: Preschoolers 3-4 Years

A
  • Complex imaginary play
  • Constructive play
  • Rough-and-tumble play
  • Social play
29
Q

Performance Skills: Preschoolers 3-4 Years

A
  • Fine motor/manipulation
  • Gross motor/mobility
  • Cognitive
  • Social
30
Q

Play Occupations: Preschoolers 4-5 Years

A
  • Games with rules
  • Constructive play
  • Social play; dramatic play
31
Q

Performance Skills: Preschoolers 4-5 Years

A
  • Fine motor/manipulation
  • Gross motor/mobility
  • Cognitive
  • Social
32
Q

Kindergarten 5-6 Years: Play Occupations

A
  • Games with rules
  • Dramatic play
  • Sports
  • Social play
33
Q

Kindergarten 5-6 Years: Performance Skills

A
  • Fine motor/manipulation
  • Gross motor/mobility
  • Cognitive
  • Social
34
Q

Play Occupations: Middle Childhood 6-10 Years

A
  • Games with rules
  • Crafts and hobbies
  • Organized sports
  • Social play
35
Q

Performance Skills: Middle Childhood 6-10 Years

A
  • Fine Motor/manipulation
  • Gross motor/mobility
  • Cognitive
  • Social
36
Q

Summary:

A
  • Each child has a unique developmental trajectory although the developmental sequence is similar across children.
  • Sensory, motor, cognitive, and social skills enable the child to engage in play occupations.
  • Performance is highly influenced by cultural social and physical contexts.
  • Play provides a means for understanding the child’s development.
  • Play is an essential aspect of being a child and is an important outcome for an OT intervention.

USAHS Peds 1 (4 decks)

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