Unit 1/ Ch 3: Foundations Flashcards
Neuromaturation (developmental theories & concepts)
- 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
Development/Environment (developmental theories & concepts)
- 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)
The Influence of Social Interaction (developmental theories & concepts)
- Children learn when scaffolding support is provided by caregivers
- Infant’s skills promoted by modeling, assisting and reinforcement
- Infants have unique developmental trajectories.
Dynamic Systems Theory (developmental theories & concepts)
- 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
Perceptual Action Reciprocity (developmental theories & concepts)
- Perception of the environment informs action
- Manipulation is guided by visual, tactile and kinesthetic input.
Functional Performance: Flexible Synergies (developmental theories & concepts)
- A child first explores different movement paths
- A child’s functional synergies are highly adaptable
Performance Skills (developmental theories & concepts)
Children learn new skills in 3 stages
- Exploratory Activity
- Perceptual Learning
- Skill Achievement
Motivation/Self Efficacy (developmental theories & concepts)
- Children are inherently self-organized and goal-directed
- Children develop positive self efficacy when they succeed at new tasks
Temperament and emotional
development (developmental theories & concepts)
- 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.
Temperament Includes: (developmental theories & concepts)
- Activity level
- Approach or withdrawal
- Distractibility
- Intensity of response
- Attention span an
persistence - Quality of mood
- Rhythmicity
- Threshold of Response
- Adaptability
Community Influence
- Research needs of local community.
* Take cultural differences into consideration
Social Participation
How does direct/indirect Participation impact a child’s development of occupations?
Vicarious Learning
Occurs learning directly or indirectly through observation.
Learning occurs through…
Participation
Scaffolding & Reinforcement
- Scaffolding
- Guidance
- Cuing
- Reinforcement
Contexts for development
People develop as participants in cultural communities. Their development can be understood only in light of the cultural practices and circumstances of their communities.
Social Contexts:
- Are children only interacting with adults?
- Do they have the opportunity to play with children in their peer group?
Physical Contexts:
Can the child access the play activity?
Children’s Occupations, Performance Skills & Context:
Infants: Birth-2 years
Preschoolers: 2-3, 3-4, 4-5 years
Kindergartner: 5-6 years
Middle Childhood: 6-10 years
Play Occupations: Infants to 6-12 Months
- Exploratory play
- Functional play
- Social play
Performance Skills: Infants to 6-12 Months
- Regulatory/sensory manipulation
- Fine motor/manipulation
- Gross motor/mobility
- Cognitive
- Social
Play Occupations: Toddlers 12-18 Months
- Relational and functional Play
- Gross motor play
- Social play
Performance Skills: Toddlers 12-18 Months
- Regulatory/sensory manipulation
- Fine motor/manipulation
- Gross motor/mobility
- Cognitive
- Social
Play Occupations: Toddlers 18-24 Months
- Functional play
- Gross motor play
- Pretend or symbolic play
- Social play
Performance Skills: Toddlers 18-24 Months
- Regulatory/sensory manipulation
- Fine motor/manipulation
- Gross motor/mobility
- Cognitive
- Social
Play Occupations: Preschoolers 24-36 Months
- Relational and functional play
- Gross motor play
- Pretend or symbolic play
- Social play
Performance Skills: Preschoolers 24-36 Months
- Regulatory/sensory manipulation
- Fine motor/manipulation
- Gross motor/mobility
- Cognitive
- Social
Play Occupations: Preschoolers 3-4 Years
- Complex imaginary play
- Constructive play
- Rough-and-tumble play
- Social play
Performance Skills: Preschoolers 3-4 Years
- Fine motor/manipulation
- Gross motor/mobility
- Cognitive
- Social
Play Occupations: Preschoolers 4-5 Years
- Games with rules
- Constructive play
- Social play; dramatic play
Performance Skills: Preschoolers 4-5 Years
- Fine motor/manipulation
- Gross motor/mobility
- Cognitive
- Social
Kindergarten 5-6 Years: Play Occupations
- Games with rules
- Dramatic play
- Sports
- Social play
Kindergarten 5-6 Years: Performance Skills
- Fine motor/manipulation
- Gross motor/mobility
- Cognitive
- Social
Play Occupations: Middle Childhood 6-10 Years
- Games with rules
- Crafts and hobbies
- Organized sports
- Social play
Performance Skills: Middle Childhood 6-10 Years
- Fine Motor/manipulation
- Gross motor/mobility
- Cognitive
- Social
Summary:
- 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.
