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emotional and social subcategory: communication of reactions, feelings, or intentions to others through multiple means; includes disposition and mood
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emotional and social subcategory: typical affective response to different situations; includes 2 elements of temperament approach/withdrawal to new stimuli and adaptability to change
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OCTH 715 final
| Question | Answer |
|---|---|
| emotional and social subcategory: communication of reactions, feelings, or intentions to others through multiple means; includes disposition and mood | emotional expression |
| emotional and social subcategory: typical affective response to different situations; includes 2 elements of temperament approach/withdrawal to new stimuli and adaptability to change | emotional style / adaptability |
| emotional and social subcategory: ability to regulate states of arousal (crying, sleeping) and control reactions to internal and external stimuli; includes self-calming and inhibition of impulsivity | regulation of emotions and arousal states |
| emotional and social subcategory: control impulses, monitor actions and interactions, respond within parameters of culturally-acceptable behavior | behavioral regulation |
| emotional and social subcategory: understanding of self as a separate person capable of having an effect on their environment, includes desire to accomplish goals | sense of self |
| emotional and social subcategory: expression of inner feelings through actions of play | emotional themes in play |
| emotional and social subcategory: attend to social aspects of play (read cues, communicate, avoid conflict, and get along with others) within all play interactions | social interactions |
| done through caregiver coaching; self-regulation, behavioral regulation, affect, and behavior; attachment behaviors; positive - child more likely to explore and make new connections; negative - survival characteristics, not optimal for education | infant mental health |
| skill of healthy relationship: imitate calming strategies from caregiver to others | give care |
| skill of healthy relationship: proximity seeking, being comforted by others | receive care |
| skill of healthy relationship: contact maintaining, asking for compromises | negotiate needs |
| skill of healthy relationship: return to play, autonomy in relationships, secure base is foundation | be autonomous |
| an evolved behavioral system that functions to promote protection and safety of attached person; activated by internal and external stressors or threats | attachment |
| type of attachment: healthy cognitive, social, and behavioral outcomes; serve and return interactions create neuroconnections and build emotional and cognitive skills; learn to trust that safe people meet your needs | secure attachment |
| type of attachment: caregiver does not consistently respond to emotional needs of child, child turns attention towards toys/objects, cortisol and heart rate increases, caregivers meet physical needs but not emotional, infants seem desirable or independent | anxious - avoidant attachment |
| type of attachment: caregiver meets child's needs inconsistently, confusing, child occupied with whether caregiver is available, can lead to anxiety/uncertainty in social situations | anxious - ambivalent attachment |
| type of attachment: caregiver is frightening to infant, infant does not have strategy for approaching caregiver, can lead to clinical behaviors in childhood/adolescence | disorganized attachment |
| absence of what is greatest loss in an environment of early deprivation | maternal touch |
| children with what category of attachment are more likely to struggle with sensory modulation and those with pre-existing sensory disorder may have a difficult time developing a secure attachment with their caregiver | insecure attachment |
| for most people the attachment style they have at this age is carried throughout life | 12 months |
| type of adult attachment: have ability to give care, receive care, negotiate needs, be autonomous; comes from secure infant attachment | secure adult attachment |
| type of adult attachment: emotionally closed off, may not remember childhood/relationships, not inclined toward physical affection, may idealize childhood/relationships, things more reliable than people, comes from avoidant infant attachment | dismissive adult attachment |
| type of adult attachment: may have anger/resentment towards parents and/or closely tied to parents, may be intrusive with caregiving or in relationships, comes form ambivalent infant attachment | entangled adult attachment |
| type of adult attachment: mental "checking out"/dissociation, unable to be present in moment with child, not limited to childhood trauma, comes from disorganized infant attachment | unresolved loss or trauma |
| touch, eye contact, voice quality, behavioral matching, playful interaction, sharing power, choices, compromises | strategies to promote connection |
| vision development: early-black/white/gray vision, can see 8 to 10 in. away; middle-vision directs movement, start to make eye contact, brief midline fixation; late-tracks with eyes and head, jerky inconsistent midline convergence of eyes | 0 to 3 months |
| vision development: early-visual fixing longer, binocular fixation, downward gave in supine; middle-track object w/out head (5), shifts gaze btw hand and object; late-focus at varying distances, depth perception devs, eye movement dissociated from head | 4 to 6 months |
| vision development: vision is fully developed, recognizes parent/caregiver across a room, watches hands holding or dropping objects, more active movement and crawling affords opportunities to build hand-eye coord., depth perception well-dev | 7 to 9 months |
| vision development: depth and spatial perception present, vision guides actions, recognizes self and caregivers in mirror, form discrimination, object permanence, interest in picture books, more detail recognition | 10 to 12 months |
| as we grow soft palate and epiglottis no longer touch, increased space in oral cavity, aspiration risk increases, pharynx elongates, chubby cheeks absorbed | anatomy changes in oral cavity |
| stage of swallow: preparation and transfer stage, involves oral-motor movements that prep bolus for swallowing and propel it to pharynx, involves extracting liquid from nipple, under voluntary neural control | oral phase |
| stage of swallow: begins with initiation of swallow; ends with opening of upper esophageal sphincter; movement of bolus into esophagus; reflexive triggered by transfer of bolus; simultaneous airway closure and breathing stops | pharyngeal phase |
| stage of swallow: begins as bolus moves through upper esophageal sphincter and into esophagus, ends as bolus moves through lower esophageal sphincter and into stomach; longest phase; under involuntary neural control | esophageal phase |
| oral motor and feeding: early-true suck, suck-swallow reflex (integrated 2-5 months), automatic phasic bite-release pattern, strong gag reflex, non-nutritive suck | 0 to 3 months |
| 2-3 months; tongue moves forward and back stroking nipple; lips closed but not well sealed; increase in negative pressure in oral cavity | sucking pattern |
| type of sucking pattern: tongue, jaw, cheeks, and lips work together as 1 unit; tongue pushes nipple against hard palate to expel milk using positive pressure; neonate to 2 months | true suck |
| type of sucking pattern: jaw moves up/down and forward/backward in large rhythmical movements; tongue moves forward/backward stroking or licking nipple to draw liquid to mouth; 2 to 3 months | suckling |
| type of sucking pattern: excursion of up/down jaw movements is smaller and more controlled; 3 to 5 months | sucking |
| type of sucking pattern: enhances alertness, self-soothe, self-regulate; 2x rate of typical pattern; may enhance oral feeding in preterm infants; sucking bursts; vertical jaw movement are fast and short | nonnutritive sucking |
| speech and language: early-cry for help, sounds begin as different cries, recogs. voices of mom/dad; middle-people vs. objects, initiate exchange using behavior that attracts desired behavior, cooing or laughing sounds | 0 to 3 months |
| speech and language: late-increasing variety of sounds, movement affects volume, rhythmic sound play, discriminates angry vs. friendly voices, vocal chuckling/laughing, peek-a-boo response begins, vocalizations indicating pleasure | 0 to 3 months |
| 0 to 3 months; more noises in this position because airway is clear, muscle development, visual stimulation, comfort and security; noises from back of throat | supine |
| oral motor: early-sucking pattern voluntary, voluntary bite, early munch pattern; middle-suck pattern fully transitioned, cannot "bite", no tongue lateralization; late-increased lip closure, suckle with open cup, opens mouth for spoon, food loss | 4 to 6 months |
| feeding: feeds on demand (6-8 oz), breastmilk or formula provides all nutrients, intro purees and cereals, salty discrimination (4 mo), by 6 months self-regulation of intake ability near adults | 4 to 6 months |
| oral motor: early-drooling conts, gag is like adult protective gag, non-rotary chewing; late-cleans food off spoon with upper lip, tongue lateralization, diagonal jaw movements, independent with bottle feeding, may use straw, finger feeding improving | 7 to 9 months |
| feeding: holds own bottle, sippy cups, not able to drink from open cups, diagonal jaw movement becoming more skilled (9 mo), improving spoon feeding (palmar grasp), increasing variety of tastes and textures, increasing nutrition sources, food acceptance | 7 to 9 months |
| how often should parents introduce a new food | 8 to 9 days |
| oral motor: jaw, tongue, lip movements dissociated; rotary movement for chewing; more mature cup use; oral overflow continues | 10 to 12 months |
| feeding: accepts mashed, coarsely-chopped table foods, softer meats; notices sensory changes in food, changing textures helps them accept more; using cups more; controlled, sustained bite; presence of teeth; finger feeds well (pincer); uses spoon well | 10 to 12 months |
| bite pattern: repetitive up-and-down movement; 5 to 6 months | phasic bite - and - release |
| bite pattern: up/down jaw and tongue movement; 6 months | munching |
| bite pattern: chewing on both sides of mouth; 12 months | rotary chewing |
| cognitive dev.: middle-smiles, more facial expressions, increasing awareness of environment, association of person and action; late-tactile awareness, scratches at surface, beginnings of memory | 0 to 3 months |
| cognitive dev.: early-notices rituals and game-playing behavior, increasing expression, imitation; middle-recognition of familiar objects, short-term memory, may resent strangers; late-level of persistence, responds to changes in volume | 4 to 6 months |
| caregiver teaching quality, responsiveness, exploration, and encouragement impacts what | cognitive development |
| cognitive dev.: early-understands "no", activates toy with string, 1 step command with gesture; middle-response to name and sounds, facial expressions, can alter objects | 7 to 8 months |
| cognitive dev.: fears heights (depth perception dev.), small commands, looks for objects (persistent), experiments with and manipulates objects, goal-directed actions, sense of humor, object names, imitates behaviors of others, sustains interest in play | 9 to 10 months |
| cognitive dev.: associates words with objects, awareness of some consequences, categorizing, combines actions for functions, imitation, memory up to 3 mo. prior, sense of self, problem-solving | 11 to 12 months |
| speech and language: early-babbling, vocalizes pleasure, responds and looks for noises; middle-attempts inflection imitation, responds to name, differentiation of cries; late-longer sequences of babbling, increased consonants, teething allows new sounds | 4 to 6 months |
| speech and language: interest in object sounds, sound production more indep. of movement, nasal/oral sound differentiation, gestures, waves goodbye, 2-syllable utterances, object name recognition | 7 to 8 months |
| speech and language: says mama and dada and maybe a couple other words, imitates sounds, points to request something, begins to link words with gestures | 9 to 10 months |
| speech and language: body language reflects emotions, says 2-8 words, speaks with jargon, answers to name, responds to simple requests, verbal utterances to get wanted attention, ids common objects when named, understands up to 50 words | 11 to 12 months |
| pulls of hat and socks: 6-7 months, holds arms out for dressing: 9-10 months, may untie shoes: 11-12 months, holds foot out for donning shoes: 11-12 months | dressing |
| Piaget stage: 0-2 years; coordination of senses with motor response, sensory curiosity about the world; language used for demands and cataloguing; object permanence developed | sensorimotor stage |
| preferred form of ambulation | upright ambulation |
| average age of independent ambulation | 14 months |
| short steps, quick speed, high cadence, wide BOs, increased hip/knee flexion, no arm swing; steps become longer, more narrow BOS with support; difficulty stopping and turning | early walking |
| walking and running: walks 8 feet with 1 hand held, walks 5 steps independently, begins to walk sideways with support | 12 months |
| walking and running: walks 10 feet with narrow BOS and heel-toe gait | 14 months |
| walking and running: stoops to pick up toy, stand, take 4-5 steps without LOB | 15 to 18 months |
| walking and running: walks backward 5 steps, may pull toy, walks 10 feet with fast walking steps using heel-toe gait | 17 to 18 months |
| walking and running: running begins | 19 months |
| body control: maintain balance when standing unsupported, stoops from standing to retrieve toy and return to standing with support | 12 to 14 months |
| body control: stoops from standing to retrieve toy and return to standing without support, maintains balance while kneeling or turning head, maintain squatting while securing toy | 15 to 18 months |
| body control: stoops, return to stand in a single smooth motion, stands on 1 foot holding adult's hand | 19 to 24 months |
| ball skills: corrals playground ball with arms/hands when rolled to him/her | 12 months |
| ball skills: rolls playground ball 3 feet forward using hand/arm contact, flings tennis ball using extension at shoulder/elbow | 13 months |
| ball skills: imitates kick by stepping onto ball or kicking into ball, throws tennis ball by extending arm at shoulder/elbow while maintaining balance | 15 to 16 months |
| fine motor: purposeful pronation (dumping a bottle), pick up wrist supported on surface, imitates stirring spoon in cup | 12 months |
| fine motor: places pegs in pegboard, places 1 shape in foamboard, places 7 cubes in a cup, imitates tapping spoon | 13 months |
| fine motor: scribbles more than 1 inch long, places pellet in bottle without wrist support | 14 months |
| fine motor: stacks 2-3 one inch blocks, true supination (turning door handles) | 15 to 16 months |
| fine motor: inserts 2 shapes on 3-peice shape board | 17 to 18 months |
| fine motor object manipulation: thumb opposition, finger-to-palm translation when picking up pieces of food and holding in hand | 13 to 18 months |
| grasp pattern: appears at 1 year, full pronation and no supination | radial cross palmar grasp |
| grasp pattern: appears 12-18 months, full fist mode to grip | palmar supinate grasp |
| fine motor: blocks in a cup, beads in a cup, stacking blocks, pincer grasp | 18 months |
| oral motor skills: rotary jaw movements for chewing increase, may stabilize cup by biting it, increased movement in upper and lower lips | 12 to 18 months |
| feeding skills: dips spoon in food, brings spoonful to mouth but spills by inverting spoon before it goes to the mouth | 12 to 14 months |
| feeding skills: scoop food with spoon and bring to mouth, may spill depending on food, radially deviates wrist to direct spoon to mouth, greater shoulder and wrist stability increases precision | 15 to 18 months |
| feeding skills: tips cup using finger action, returns cup to table without spilling | 18 to 21 months |
| feeding skills: open cup drinking with 2 hands begin at this age | 18 months |
| speech and language: recognizes up to 100 words | 13 months |
| speech and language: says ~50 words; includes consonants t, d, w, n, and h; uses speech to name, refuse, call, greet, protest, and express feelings | 18 months |
| speech and language: responds to requested info, uses voice with gestures to obtain wants, uses salutations, reacts to and attempts to imitate facial expression | 13 to 18 months |
| no back-and-froth sharing of sounds by 9 m., no babbling by 12 m., no back-and-forth gestures by 12 m., does not turn to person calling name by 12 m., no words by 16 m., no pointing at something of interest by 16 m., no simple pretend play by 18 m. | red flags for language development |
| no 2-word meaningful phrases by 24 m.; any loss of speech, babbling, or social skills at any age | red flags for language development |
| cognitive: imitates facial expressions and gestures, associates picture to object, uses objects conventionally, groups and sorts objects in play, obeys simple directions in context, problem-solving occurs through trial and error | 12 to 18 months |
| culture & self-care: early skills meaningful & valued, influence on routine, parts of task learned before attempting, learning process correlated to age, sequence varies btw culture & experience, impact of culture noticeable w/ standardized assessments | 12 to 18 months |
| dressing skills: undressing without fastener manipulation, dependent up on clothing worn (loose fitting and without fasteners preferred) | 12 to 18 months |
| interest in dressing skills begins during what year | 1 year |
| independence with simple clothing such as tshirts, socks, shoes, pants by what year | 3 years |
| most rapid learning period with dressing/undressing skills | 1.5 to 2.5 years |
| locomotion skills: able to run, flat-footed, 10 feet | 19 to 20 months |
| locomotion skills: walks sideways 10 feet leading with the same foot | 21 to 22 months |
| locomotion skills: jumps up 2 inches with feet together, jumps forward 4 inches and feet may or may not be together, jumps down 1 step and may have 1 lead foot, walks up 4 steps without support | 23 to 24 months |
| ball skills: throws tennis ball overhand 3 feet while standing | 19 to 20 months |
| ball skills: throws tennis ball underhand 3 feet while standing, kicks playground ball 3 feet forward | 23 to 24 months |
| ball skills: catches by presenting UEs in front, palms up or facing each other, attempts to secure ball by bending arms towards chest (trapping) | 25 to 26 months |
| this type of throw comes first because it helps with release, helps practice hand-eye coordination, and requires less balance and coordination | overhand |
| fine motor: precision of grasp and release improving, fingertips for precision and palm for power, palmar supinate grasp, differentiation of grasp patterns by task, successfully grades pressure | 18 to 24 months |
| feeding skills: holds small cup with 1 hand, uses straw, eats with a fork with limited success, independent success with spoon and little to no spillage, lifts open cup with 2 hands and tips to drink, may no longer need highchair or restrained seating | 18 to 24 months |
| speech and language: points to body parts, respond to actions words, follows 2-3 simple commands, words more than gestures, communicates about objects and events, uses 2-3 word sentences, uses possessives, says "no", imitates sounds | 18 to 24 months |
| speech and language: vocab spurt, can say 200 words by end of this time | 19 to 24 months |
| any sport or organized activity that provides enjoyment, entertainment, amusement, or diversion | play |
| internal locus of control, intrinsic motivation, suspension of reality | playfulness criteria |
| child freely chooses activity, child guides play, own ideas for actions, objects don't direct actions of player, child experiences pleasure/enjoyment, player is actively engaged in activity | characteristics of play |
| taxonomy of play: play as developmental sequence of 3 stages-practice games, symbolic games, games with rules | Piaget |
| taxonomy of play: play in terms of categories of behavior-play with language, play with motion and interaction, play with objects | Garvey |
| taxonomy of play: play as categorized by social interaction; onlooker, solitary independent play, parallel play, associative play, cooperative play | Parten |
| pros: criteria to guide observations, narrow down categories, lend themselves to developmental observations; cons: rely on observable behaviors | taxonomies |
| play classification: 0 to 2 years | sensorimotor / exploratory play |
| play classification: using items for purpose, 1 to 2 years | functional / relational play |
| play classification: 0 to 6 years | physical play |
| play classification: simple (2 to 4 years) or complex (4 to 7 years); building and putting things together | constructive play |
| play classification: pretend play, 2 to 4 years | symbolic play |
| play classification: ex. daydreaming, playing house; 4 to 7 years | dramatic / fantasy play |
| play classification: with rules (7 to 12 years), recreational (12 to 16 years) | game play |
| type of social play: not actively playing, observing, random movements | unoccupied play |
| type of social play: by themselves, activity they enjoy | solitary play |
| type of social play: 1st social type, watching others or talk about play, not actively engaged | onlooker play |
| type of social play: play similarly, nearby, not engaging with others | parallel play |
| type of social play: no formal game/rules, communicate about activity | associative play |
| type of social play: working together, more organized for purpose, dramatizing | cooperative play |
| safe environment, freedom of choice, social, cultural, availability of objects/materials, non-intrusive adults | context of play |
| benefits: develop problem-solving skills, abstract reasoning, social communication, and anxiety management; promotes sensorimmotor skills, physical fitness, and sets child up for a healthy lifestyle; cope with stress; develop friendships | play |
| play occupations: attunement play (social exchange that establishes a connection) and exploratory play; performance skills: regulatory/sensory organization, FM/manipulation, GM/mobility, cognitive, social | birth to 6 months |
| play occupations: exploratory play, functional play, social play; performance skills: regulatory/sensory organization, FM/manipulation, GM/mobility, cognitive, social | 6 to 12 months |
| play occupations: relational and functional play, GM play, social play; performance skills: regulatory/sensory organization, FM/manipulation, GM/mobility, cognitive, social | 12 to 18 months |
| play occupations: functional play, GM play, pretend or symbolic play, social play; performance skills: regulatory/sensory organization, FM/manipulation, GM/mobility, cognitive, social | 18 to 24 months |
| play occupations: symbolic play, constructive play, GM play, social play; performance skills: regulatory/sensory organization, FM/manipulation, GM/mobility, cognitive, social | 24 to 36 months |
| play occupations: complex imaginary play (ex. hide-and-seek), constructive play, rough-and-tumble play, social play; performance skills: FM/manipulation, GM/mobility, cognitive, social | 3 to 4 years |
| play occupations: games with rules, constructive play, social play, dramatic play; performance skills: FM/manipulation, GM/mobility, cognitive, social | 4 to 5 years |
| play occupations: games with rules, dramatic play, sports, social play; performance skills: FM/manipulation, GM/mobility, cognitive, social | 5 to 6 years |
| play occupations: games with rules, crafts and hobbies, organized sports, social play; performance skills: FM/manipulation, GM/mobility, cognitive, social | 6 to 10 years |
| observation of child within range of activities; used to obtain a play age or profile of play behavior; comparison of behaviors and skills to a development scale (0 to 6 years); analyzes play in 4 dimensions over yearly increments | Knox Preschool Play Scale |
| dimension of Knox Preschool Play Scale: how children learn to manage their bodies and space around them through experimentation and exploration | space management |
| dimension of Knox Preschool Play Scale: how and why children handle materials | material management |
| dimension of Knox Preschool Play Scale: how children learn to understand social world and express and control feelings | imitation |
| dimension of Knox Preschool Play Scale: amount and type of interaction with others including independence and cooperation | participation |
| administration: observe for 2 30-minute sessions indoors and outdoors, observe play free from adult intervention and direction | Knox Preschool Play Scale |
| infant becomes a toddler when they are able to walk, typically in what age range | 12 to 18 months |
| body structures and functions: body structures still maturing, physical growth remains rapid, neuroplasticity at its highest, increase in number of nerve endings and myelination, gains muscle bulk as well as coordination and strength | preschool |
| brain is at 90% of adult size at what age | 6 years |
| rotational movements along body axis in order to maintain balance | equilibrium reactions |
| ability to keep body balanced and aligned, static or dynamic | postural stability |
| by how old does a child have good calibration and adjust to familiar things | 5 years |
| judgement of force, speed, and directional control needed when attempting a task | calibration |
| gross motor skills: improved gait pattern, ascends stairs unsupported, kicks playground ball, descends stairs unsupported, catches 10 inch ball, runs with short and quick steps | 2 to 3 years |
| gross motor skills: balance on 1 foot for 2 to 5 seconds, rides tricycle, hops 2 to 5 times, ascends/descends stairs alternating feet, more refined movement and stability improves with running | 3 to 4 years |
| gross motor skills: adult gait pattern, catches tennis ball, forward weight-shift to throw, steers and maneuvers tricycle | 4 to 5 years |
| gross motor skills: balance on 1 foot for several seconds, walks on curb without falling, skips, mature run, hit target with ball | 5 to 6 years |
| fine motor: coord use of eyes, hands, & mouth mm; refinement of grasp patterns based on object characteristics; volitional; failure to play with objects & engage in haptic exploration leads to inadequate development of hand mm and poorly defined arches | preschoolers |
| fine motor: unbutton large buttons on clothing, manipulate small beads and pegs, scribbles spontaneously, turns regular pages 1 at a time, pour contents out of container | 2 to 3 years |
| fine motor: holds fingers to tell age, roll clay into worms/snakes, dresses with help, holds and drinks open cup with 1 hand, manages small buttons, draws 2 to 4 parts of person | 3 to 4 years |
| fine motor: screw and unscrew nuts and bolts, touch each finger to tip of thumb, hand preference established | 4 to 5 years |
| fine motor: static tripod grasp, uses forearm and wrist motion; snips with scissors, uses full finger flexion and extension | 3 years |
| fine motor: in-hand manipulation | 4 years |
| fine motor: mature dynamic tripod grasp, uses finger motion; accurate drawing of person; cuts out simple shapes | 5 years |
| controlled volitional motor act that responds in a dynamic way to sensory perceptions | perceptual motor skill |
| brain's ability to automatically combine sensory info from a variety of sense to permit accurate categorization of perceptual info | sensory integration |
| a person's sense of their own physical appearance and abilities, develops through sensory and social learning | body image |
| body image: recognizes self in mirror | 1 year |
| body image: strong sense of body in terms of appearance and strength | 5 years |
| senses contribute to learning and development of important skills; global and specific mental functions; sensory integrative dysfunction (children with significant difficulties processing specific sensory modalities) | sensory integration theory |
| visual skills: visual pursuits (tracking) and visual saccades (scanning); hand-eye coordination; visual perception (mental function involved in discriminating shape, size, color, and other oculi stimuli, 80% of learning at this age) | preschool |
| active memory of touch, texture, shape, temp, and weight | haptic perception |
| protective or avoidance responses to what should be nonthreatening touch info | tactile defensiveness |
| self-care skills: ADLs, IADLs emerge but require adult supervision, varies with culture and experience (learn skills highly valued by parents first) | preschool |
| development of language most important functional achievement of this age; task behavior and behavior recognition; school requires independent work habits, maintain consistent and effective pace throughout task | preschool |
| play: early is reality-based; primary tool for learning roles; contributes to nervous system organization; types-solitary, onlooker, parallel, associative, cooperative, constructive, fantasy, physical | preschool |
| normal developmental progression is highly uneven, can occur with highly-gifted children or kids with good cognitive skills but severe motor impairments | asynchronous development |
| philosophical underpinnings, developmental stages, child-centered, hands-on and active learning, play exploration, organismic | Montessori-Based Preschool |
| ages ~6 to puberty (~12); gains self-care skills, domestic life, interpersonal interactions, civic life; social and cultural learning blossom | middle childhood |
| body functions and structures: build and relationship of height to weight norms predictive of adult body proportions; physical differences associated with gender become apparent | middle childhood |
| girls have more metabolic brain activity associated with emotional expression, boys are associated with physical expression | middle childhood |
| girls demonstrate greater maturity in areas of audiospatial and visuospatial working memory | middle childhood |
| fine motor: speed, accuracy, coordination, manipulation, drawing, learning print and cursive, instruments improve; increased agility | middle childhood |
| sensory: visual and auditory perception continue to refine, increasing perceptual awareness, interrelationship between perceptual development and calibration of movement, near vs. far senses, motion hypothesis | middle childhood |
| limited sight can interfere with daily activities; 20/70 or worse; unable to correct with traditional methods; visual acuity is 1 aspect; more common with elderly | low vision |
| examples and when they mature: size constancy -> age 11, figure ground -> age 8, depth -> age 12, movement -> age 10 | visual perceptual functions |
| requires stereognosis, kinesthesia, proprioception | kinesthetic perception |
| internalized sense of space body occupies, understanding near and far, foundation for understanding spaces external to individual | body schema |
| metacognition involving mental manipulation of remembered sensory experiences, provides foundation for visual analysis of info, knowing where things are without seeing | cognitive maps |
| understanding passage of time; relates to planning, sequencing, and altering of movements | temporal awareness |
| developed by age 5 to 7; mixed more common than previously believed; genetic factors play most important part in determining; requires mastery of postural control, hand-eye coordination, complementary bimanual function, perceptual concepts | hand dominance |
| tasks that are difficult to master alone, can be learned with guidance and assistance, Vygotsky | zone of proximal development |
| one of the most influential social institutions, early it proceeds on negative feedback, many barriers to function for children who are different and they are likely to need additional help, more complex if child has impairment | school |
| self-management: hierarchy of self-management skills taught, expectations increase with academic level, less impulsivity and noticing own faults without cues from others | middle childhood |
| significant influence on development of context-appropriate self-concept and on developing socially-acceptable behavior | social referencing |
| decode social cues, interpret social cues, search for response, select optimal response, and take action | social knowledge |
| communication: engage in constructive convo, variety of relevant questions, extended convos, initiating and maintaining convos, grasp double meanings, tailor to audience, increased vocab | middle childhood |
| daily routine: IADLs emerge such as vacuuming, shoveling, assisting with activities; begin to abstract and generalize ideas, consider new features, and how they might affect performance of a desired task | middle childhood |
| play: games with rule, goal > peer interaction, 7-8 years = winning > rules, 9-10 years = rules > winning | middle childhood |
| interacting in social setting appropriately, popularity associated with this | social competence |
| having something that makes others want to hangout with that person (ex. trampoline or pool) | social capital |
| principles: 1. cephalo-caudal, 2. proximal to distal, 3. stability is related to proximal to distal and allows for more free movement, 4. dissociation, 5. survival -> adaptation | motor skill development |
| inadequate development of what and poorly defined arches are due to failure to play with objects and engage in haptic exploration, whether due to cognition, sensorimotor, impairment, or environmental deprivation | hand muscles |
| MSK structures that enable flattening and cupping of palm; allows accommodations of hand to objects of various shapes; enables a strong, functional grasp; control of these are prerequisite to all in-hand manipulation skills | palmar arches |
| arch of hand: distal carpal bones give structure, seen while using spherical grasp, stable point allowing pivot for interplay of wrist and middle finger bones | proximal transverse arch |
| arch of hand: arch deepens with motion, seen with ventral grasp, runs along MCP joints, allows had to take shape of objects, 2nd and 3rd MCP joints for stable portion of arch, 4th and 5th MCP joints form mobile portion | distal transverse arch |
| arch of hand: crease of wrist to tip of middle finger | longitudinal palmar arch |
| crease of hand: starts at radial side of hand along with longitudinal thenar crease | proximal palmar crease |
| crease of hand: starts at ulnar side of hand, finishes between middle and index fingers, individuals with Down Syndrome only have this one | distal palmar crease |
| crease of hand: most constant and easily differentiated is thenar crease, due to wide mobility of carpometacarpal joint of thumb | opposition crease |
| power grasp: wrapping hand around a can | cylindrical |
| power grasp: holding a ball | spherical |
| power grasp: hooking grocery bags | hook grip / oblique palmar |
| power grasp: holding bottom of jar | opposed palmar grasp |
| grasps used for large heavy objects | power grasps |
| types-L, R, mixed/inconsistent, or consistent L and R; proficient by age 4; established between 4 to 7 years; midline presentation is important | handedness |
| primitive grasp: 1 to 1.5 years; pencil held in fisted hand with tip projecting radially; forearm pronated, thumb towards paper; full arm movement controls utensil | radial cross palmar grasp |
| primitive grasp: 1 to 1.5 years; pencil held in fisted hand with tip projecting ulnarly; forearm in mid-position or slightly supinated; full arm movement; hand not supported on table | palmar supinate grasp |
| primitive grasp: 2 to 3 years; arm not supported on table; full arm movement used; pencil held in palmar grasp with index finger extended along pencil toward tip | digital pronate grasp |
| primitive grasp: 2 to 3 years; utensil held with fingers, eraser end towards palm; forearm pronated and positioned in air, some wrist movement; slightly flexed wrist; full arm movements with some assistance from wrist | brush grasp |
| primitive grasp: 2 to 3 years; pencil held in radial palmar grasp with index finger extended along pencil toward tip; arm not supported on table; full arm movement | grasp with extended fingers |
| transitional grasp: associated with poorly-established lateral preference/hand dominance; may affect fatigue associated with extensive writing; associated with poor proprioceptive/kinesthetic awareness | cross thumb grasp |
| transitional grasp: 3.5 to 4 years; index finger opposed thumb on pencil shaft and writing utensils resting in open web space; hand, fingers, wrist, and utensil move as 1 unit | static tripod grasp |
| mature grasp: pencil stabilized against radial side of dist 3rd digit, index pad on shaft of utensil, thumb add & braced along lat border of index finger, wrist slightly ext, 4th & 5th digits flexed to stabilize MCP arch of 3rd finger; digit & wrist mvmt | lateral tripod grasp |
| mature grasp: pencil stabilized against radial side of 4th digit with index and 3rd finger pads on shaft, thumb opposed, utensil rests in web space; index, middle, and ring fingers, little thumb mvmt; middle finger increases stability | dynamic quadruped grasp |
| mature grasp: index finger opposes thumb on pencil shaft and utensil rests in web space; fingers, hand, wrist adjusted giving more refined control; 4 to 6 years; less fatigue; increased speed and fluidity | dynamic tripod |
| inefficient grasp: thumb pad on tip of index finger | thumb wrap grasp |
| inefficient grasp: rests on 4th finger; thumb knuckle, 2nd, and 3rd fingers on pencil | transpalmar grasp |
| inefficient grasp: thumb is tucked into 2nd finger | thumb tuck grasp |
| inefficient grasp: utensil protrudes through 3rd and 4th fingers | interdigital brace grasp |
| inefficient grasp: palm tipped upward | supinate grip |
| inefficient grasp: utensil held with finger tips | index grip |
| what are the 3 efficient grasps | quadruped grasp, tripod grasp, adapted tripod |
| imitates vert stroke -> imitates horiz stroke -> copies horiz and vert line -> copies circle -> 3 yrs-> copies cross -> copies R to L diagonal and imitates square -> copies square -> copies L to R diagonal -> copies X -> copies triangle -> copies diamond | imitation and copying stages |
| creative drawing: scribbling with no represented intent, experimentation and exploration more important than product | 2 to 3 years |
| creative drawing: child begins to interpret drawing after its produced | 3 to 4 years |
| creative drawing: nature of drawing is announced prior to initiating | 4 to 5 years |
| creative drawing: includes all characteristics of objects as perceived by child | 6 to 7 years |
| creative drawing: visual perspective, depth perception, attention to detail | 8 years |
| must show signs of small m. development, in-hand manipulation, hand-eye coordination, ability to hold utensils or writing tools, capacity to form basic strokes smoothly, letter perception, orientation to printed language | handwriting readiness |
| adjustment of object in hand after grasp; 3 components-shift, translation, rotation (simple or complex) | in - hand manipulation |
| type of in-hand manipulation: 2 types-finger to palm (fingers move from extended position to flexed ) and palm to fingers (involves isolated control of thumb, fingers move from flexed position to extension, more difficult) | translation |
| type of in-hand manipulation: movement of object in a linear direction on finger surface; mainly thumb; fingers move slightly at MCP and IP joints; thumbs remain opposed and adducted; used in buttoning, fastening snaps, lacking shoes | shift |
| type of in-hand manipulation: rotate objects 90 degrees or less; rolled in fingertips; fingers act as a unit, thumb opposed; unscrewing/screwing bottle lid, reorient puzzle pieces, pick up small pegs | simple rotation |
| type of in-hand manipulation: rotate objects 180 to 360 degrees; independent fingers and thumb; fingers move independent of each other; fingers and thumb alternate in producing movement; rotate peg or coin over | complex rotation |
| in-hand manipulation: palm to finger translation of coin/flat object, uses shift to separate magazine pages or cards, roll piece of clay into ball, pick up marker or crayon w/ rotation, button/unbutton 1 large button in 20 secs, shift on marker or crayon | 3 to 5 years |
| in-hand manipulation: rotates pencil to use eraser and back | 6 years |
| in-hand manipulation: rotation of 10 small pegs; slower than adults, uses adult pattern between pad of thumb and radial fingers, at younger ages kids use external surface and/or rotation of arm/forearm (gravity) | 6 years 11 months |
| scissor skills: using both hands to manipulate | before age 2 |
| scissor skills: interest, holds and manipulates scissors appropriately, opens and closes scissors in a controlled manner, short random snips, may require assistance to cut through paper | before age 3 |
| scissor skills: manipulates scissors in a forward motion, cuts roughly across paper, cuts paper in half, coordinates lateral direction of scissors | 3 to 3.5 years |
| scissor skills: child cuts in straight line, cuts geometric shapes, learn to turn and manipulate paper and scissors to stay on lines | 3.5 to 5 years |
| scissor skills: cuts non-paper materials, arm fully adducted, wrist in mostly neutral position with thumb up, cuts simple figure shapes, cuts complex figures | after age 5 |
| by what age are kids mostly independent with self-care routines | 12 years |
| social and cultural influences, sex differences, maturation, personal factors, motor factors | factors of gaining self - care skills |
| finger foods: picks up finger foods and eat them | 6 months to 1 year |
| finger foods: feeds self cracker, whole hand grasp | 6 to 7 months |
| finger foods: feeds self finger foods, pincer grasp | 10 months |
| finger foods: takes bite-sized pieces from plate, delicate grasp, appropriate force | 1 year |
| drinking from a cup: holds and drinks from bottle/cup with lid | 6 months to 1 year |
| drinking from a cup: tips bottle to drink | 10 months |
| drinking from a cup: holds cup alone | 1 year |
| drinking from a cup: holds cup and tilts by finger action | 15 months |
| drinking from a cup: lifts open cup securely with 2 hands | 18 to 24 months |
| drinking from a cup: lifts open cup to drink, some tipping | 1.5 to 2 years |
| drinking from a cup: holds cup well, lifts, drinks, replaces | 21 months |
| drinking from a cup: open cup held by handle, drinks securely, 1 hand | 3 years |
| drinking from a cup: lifts open cup to drink with 1 hand | 3 to 3.5 years |
| utensils: grasps spoon in fist | 10 to 11 months |
| utensils: fisted grasp, inverts spoon, dips spoon in food, lifts to mouth | 12 to 15 months |
| utensils: fills spool and radially deviates with spilling | 15 to 18 months |
| utensils: uses spoon well with minimal spilling, inserts spoon into mouth without turning, spears and shovels food using a fork | 2 to 2.5 years |
| utensils: fills by pushing point or rotating spoon | 3 years |
| utensils: holds spoon with fingers | 4 years |
| utensils: fork held in fingers | 4.5 years |
| utensils: spreads with knife, cuts soft food | 5 to 5.5 years |
| utensils: deft and graceful in use of utensils | 8 years |
| products and technology; attitudes, beliefs, culture/social background; habits and patterns; health conditions | factors impacting feeding |
| child completes final step first, builds skill backward, completes more of task | backward chaining |
| most rapid learning period of dressing skills | 1.5 to 2.5 years |
| undressing: pulls of socks and shoes, cooperates, pushes arm/legs through sleeves and pants, removes hat and mittens | 1 years |
| undressing: removes unfastened coat, assists in pulling on socks, puts on front button coat or shirt, pulls down pants | 2 years |
| undressing: puts on pullover shirt, puts on shoes without fasteners, unties and removes shoes, removes pants, zips/unzips, fastens large buttons, puts on mittens, pulls on pants | 3 years |
| undressing: fastens shoes, pulls socks on correct feet | 4 years |
| undressing: ties shoes | 5 to 6 years |
| difficulty of dressing: put 2nd arm in sleeve hole of shirt | 1 year |
| difficulty of dressing: put 1 leg in hole of pants rather than 2, loosens laces/Velcro and open shoe for foot | 2.5 years |
| difficulty of dressing: put pullover over head (not yet arms) | 3 to 3.5 years |
| difficulty of dressing: pull sock up on foot fully (over heel and leg) | 4 years |
| buttoning: buttons 1 large front button | 2.5 years |
| buttoning: unbuttons most side and front buttons, buttons series of 3 large buttons | 3 years |
| buttoning: buttons/unbuttons most buttons | 4 to 4.5 years |
| buttoning: buttons back buttons | 6 years 3 months |
| tying shoes: unties bow | 1.5 years |
| tying shoes: pull laces tights | 2.5 to 3 years |
| tying shoes: tries to lace, does it incorrectly | 3 years |
| tying shoes: laces shoes | 4 to 5 years |
| tying shoes: ties overhand knot | 5 years 3 months |
| tying shoes: ties bow on shoes | 6 to 6.5 years |
| zippers: zips/unzips, lock tab | 2 to 2.5 years |
| zippers: opens front-separating zipper | 3.5 years |
| zippers: zips front-separating zipper, opens back zipper | 4 years |
| zippers: closes back zipper, unhooks/separates zipper | 5.5 to 6 years |
| snaps: unsnaps front snaps | 1 year |
| snaps: unsnaps back snaps; snaps most snaps, front/side | 3 to 4 years |
| snaps: snaps back snaps | 6 years |
| hygiene and grooming: wipes nose on request | 2 to 2.5 years |
| hygiene and grooming: manages clothes for toileting; manages toilet seat, toilet paper, flushes; washes body well | 3 to 3.5 years |
| hygiene and grooming: washes body well; preps toothbrush, wets and applies paste; washes and dries face without supervision | 4 years |
| hygiene and grooming: wipes self thoroughly | 5.5 to 6 years |
| hygiene and grooming: blows and wipes nose independently | 6 to 6.5 years |
| toileting: indicates discomfort when wet/solid, regular bowel movements, sits on toilet when placed and supervised | 1 year |
| toileting: urinates regularly, shows interest in toilet training, stays dry 2+ hours, flushes toilet independently | 2 years |
| toileting: uses toilet regularly with occasional daytime accidents, rarely has bowel accidents, communicates need to use bathroom, may need reminders and help getting on toilet, wakes up dry at night, washes hands independently, wipes urine independently | 2 to 3 years |
| toileting: goes to bathroom independently, seats self on toilet, may need help wiping after bowel movement, may need help with fasteners or difficult clothing | 3 years |
| toileting: independent in toilet training; tearing toilet paper, flushing, washing hands, managing clothes, wipes effectively | 4 to 5 years |
| early-10 to 14 years beginning at puberty, middle-15 to 17 years corresponding to high school, late-18 to 21 years | adolescence |
| roles: necessary and inherent (sibling, son, daughter) or actively chosen (athlete), often related to career aspirations | adolescence |
| most physical growth occurs during what part of adolescence | two thirds |
| physical dev.: hands/feet -> arms/legs; peak velocity of growth (13.5 for males, 11.5 for females); pubertal growth (6 to 11 inches in males, 9 to 11 inches in females); male body fat decreases and females increases | adolescence |
| motor performance: increased precision with body movements; gains stop at 15 for females and early 20s for males; improved balance as COG moves down | adolescence |
| system that does planning and modulation of movement pathways | striatal system |
| leading cause of death among adolescents, nearly half of all deaths | unintentional injury |
| discounting potential long-range impacts of decisions, focusing on immediate rewards; social problems; reflects poor impulse control and poor executive reasoning | temporal discounting |
| puberty changes what regarding sleep | circadian rhythm |
| mental function: concepts/word meanings; facts, general knowledge about world; gives meaning to words and sentences through experiences; apply knowledge learned from things in past to learn new concepts | semantic memory |
| mental function: skills developing through adolescence and into adulthood, allows increased complexity to reasoning | metacognition |
| mental function: making a considered decision or coming to a sensible conclusion | judgement |
| cognitive dev.: devs logical thinking, characterized by symbolic thought and hypothetical-deductive reasoning, enables them to achieve independence | adolescence |
| 2nd leading cause of death for 10 to 14 year olds | suicide |
| meal prep: sorts, puts away clean silverware, prepare simple snacks, set/clear kitchen table, dry dishes and put away | 5 years |
| meal prep: empty dishwasher, peel potatoes or carrots, mix ingredients | 6 to 7 years |
| meal prep: load dishwasher, put groceries away, wipe table, scramble eggs | 8 to 9 years |
| meal prep: bake cookies, prep simple meal, clean countertops | 10 to 11 years |
| household maintenance: put away toys, clean bedroom, use hand-held vacuum, food/water for pets | 5 years |
| household maintenance: dust, mop, vacuum small area; gather trash | 6 to 7 years |
| household maintenance: fold/hang clean clothes or towels, dust furniture, put away groceries, sweep, walk dog, take out garbage or recycling | 8 to 9 years |
| household maintenance: walk dog, clean bathroom, vacuum, clean kitchen, bring in mail, organize materials for school or afterschool events | 10 to 11 years |
| meal prep: plans and preps simple hot and cold meals, puts dishes in dishwasher or puts away | early adolescence |
| household maintenance: cleans own space and shared spaces, may babysit siblings or others, help with laundry | early adolescence |
| meal prep: plans and prepares simple hot and cold meals, puts dishes in dishwasher/puts away, safely operates appliances | older adolscence |
| household maintenance: looks into housing choices, attendant service and supporting living options, does basic home repairs | older adolescence |
| meal prep: hep set table, clear plate, throw away scraps, wipe off table, gather ingredients, mixing/stirring | preschool |
| household maintenance: clean up toys, sorting laundry, water plants | preschool |
| help to regulate behavior, high-level cognitive functions to meet challenges and accomplish goals, allows us to organize our behavior over time and override immediate demands in favor of longer-term goals | executive skills |
| capacity to think before you act; capacity to delay or inhibit responding based on ability to eval multiple factors; kids with difficulty are impulsive | response inhibition |
| ability to hold info in mind while performing complex tasks; incorporates ability to draw on past learning or experience to apply situation at hand or to project into the future | working memory |
| ability to manage emotions in order to achieve goals, complete tasks, or control and direct behavior | emotional control |
| ability to revise plans in face of obstacles, setbacks, new info, or mistakes; relates to an adaptability to changing conditions or unexpected outcomes | flexibility |
| capacity to maintain attention to a situation or task in spite of distractibility, fatigue, or boredom | sustained attention |
| ability to begin a task without undue procrastination in a timely fashion | task initiation |
| ability to create a roadmap to reach a goal or to complete a task; involves being able to make decisions about what's important to focus on and what's not important | planning |
| ability to design and maintain systems for keeping track of information or materials | organization |
| capacity to est. how much time one has, how to allocate, and how to stay within time limits and deadlines | time management |
| capacity to have a goal, follow through to completion of goal and not be put off by or distracted by competing interests | goal - directed persistence |
| ability to stand back and take a bird's-eye view of oneself in a situation; also an ability to observe how you problem-solve and includes self-monitoring and self-evaluating skills | metacognition |
| first executive skills occur at what age | 6 months |
| executive skills: runs simple errands, tidies bedroom or playroom with assistance, perform simple chores and self-help tasks with reminders, inhibit behaviors (don't bite or push) | preschool |
| executive skills: run simple errands, tidy bedroom or playroom, perform simple chores and self-help tasks but may need reminders, bring things to/from school, complete assignments, inhibit behaviors (follow safety rules, raise hand) | kindergarten through grade 2 |
| executive skills: run errands, indep. with cleaning/tidying, perform chores taking 15-30 minutes, complete assignments (60 mins max), plan simply school projects, keep track of daily schedule, inhibit behaviors (no temper tantrums, good manners) | grades 3 through 5 |
| executive skills: help with chores (60-90 mins), babysit for pay, organization for school, follow school schedule, plan and carry out projects, after-school activities, inhibits rule-breaking in absence of authority | grades 6 through 8 |
| executive skills: manage schoolwork, establish goals, select appropriate classes for goals, good time management, inhibit reckless and dangerous behaviors (shoplifting, vandalism) | grades 9 through 12 |
| lack of commitment and little exploration | identity diffusion |
| exploration without commitment, uncertainty while searching for true self | identity moratorium |
| commitment without exploring alternatives, may not be authentic | identity foreclosure |
| ideal outcome, clear sense of self | identity achievement |
Created by:
emma.scarmon-coyotes
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