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Lifespan midterm

Terms in this set (96)

12-15 months
finger to palm translation _____-_____ months
(pick up cheerios)
2-2.5 years
palm to finger and simple rotation ______-_______ years
2.5-3 years

without help 4 years
complex rotation _______-______ years (emerging)

without help _____ years
3-3.5 years
shift (but not consistent) _____-______years
preschool
in hand manipulation skills improve during ______________ age
6
______ years of age- can use a variety of in hand manipulation skills with stabilization
6-7 years
______-______ years- can use a combo of in hand manipulation skills (first palm-to finger, then complex rotation)
12
in hand manipulation skills are defined through age _____- and then similar to those of adults
objects
in hand manipulation skills are influenced by ________ that are used
radial cross palmar grasp

1 year
what grasp?
what age?
palmar supinate grasp

1-1.5 years
what grasp?
what age?
digital pronate grasp (radial palmar)

2-3 years
what grasp?
what age?
brush grasp (emerging thumb opp)
what grasp?
grasp with extended fingers
(thumb opp needed for later grasp)
what grasp?
radial cross palmar grasp (1 year)
palmar supinate grasp (1-1.5 years)
digital pronate grasp (2-3 years)
brush grasp
grasp with extended fingers
what is the order of development of primitive handwriting grasps? (5)
static quadruped
what grasp?

hand moves as unit (reducing writing speed and refinement)
cross thumb grasp
what grasp?

thumb in add not opp, no web space
static tripod grasp
what grasp?

wrist and hand moves as a unit age 3-4 years
static quadrupod
cross thumb grasp
static tripod grasp
what is the order of development of transitional handwriting grasps
lateral tripod grasp
what grasp?

closed web space, as thumb add
25% of kids use this
dynamic quadruped grasp
what grasp?

position identical to static version- but intrinsic muscles are used to move pencil (considered to be efficient grasp)
dynamic tripod grasp
what grasp?

(pen grip, writing grip)

seen at 4 years of age but continues to mature... identical to static version but now intrinsic muscles move pencil
lateral tripod grasp
dynamic quadrupod grasp
dynamic tripod grasp
what is the order of development of mature handwriting grasps? (3)
interdigital tripod grasp
what grasp?

pencil rests in 2nd web space between index and middle finger, used as alternative grasp with kids with motor problems
index grip
what grasp?
a. Situated: in certain contexts and experiences
i. Involves actions, facts, rules embedded in social and environmental contexts

b. Motor: through moving

c. Social: through observing

d. Social Emotional Learning:
i. Self-awareness
ii. Self-management
iii. Social awareness
iv. Relationship skills
v. Responsible decision making
what are the types of learning?
a. Stages of learning:
i. Cognitive
ii. Associative
iii. autonomous
what are the stages of learning?
gross motor infancy
Righting: brining body parts into alignment

Postural equilibrium: reestablishing center of mass over the base of support when pushed

Postural control: ability to maintain the body in a position by keeping the center of gravity over base of support (static dynamic)

Balance: body maintains equilibrium at rest or when moving

Movement moves from reflexive reactions (sensory stimuli) to voluntary controlled movements .

what age group?
infant
Engrossment- interest of dad in newborn (absorption, preoccupation

-Entrainment- rudimentary behavior exchange between infant and mother.

Birhythmicity- establishing normal rhythms of life with new baby. (knowing when baby is hungry, popping, off, etc.)

Reciprocity- back and forth exchange

Embodied cognition: active movement and physical doing influences cognition and is linked to social, motor and language development

what age group?
cognition infant
At birth - all brain cells there

synapses develop -overproduction

Pruning -preserving most used neuronal paths

Myelination- faster connection

Influenced by experience- enriched environment.

This is time (first 3 years) for optimal plasticity

A sensitive period is a hypothesized period in childhood in which the child is able to acquire certain skills or knowledge very easily. A critical period is a period of time in which a specific event or stimulus must be encountered for normal development to occur

what age group?
play infant
Object play: mostly single object use, combining objects begins to emerge by end of first year, uses objects in sensorimotor way

Motor play: reflexive or random actions become more likely to be repeated as the infant gets older and has more motor control, early motor play includes manipulating, banging and throwing

Pretend play: emerges at 1 year

Social play: visual attention and focus develops, leading to joint attention, social referencing emerges, infant is initially more interested in objects than peers, interest in peers increases

what age group?
occupations infant
Co-occupations: bathing, feeding, sleeping, crying/consoling, play

what age group?
birth- 3 months gross motor
Reflexive reactions, Emerging anti-gravity

what age?
birth - 3 months fine motor
Gradual opening of hands, hand to mouth

what age?
social emotional birth-3 months
Cries to communicate, visual smile

what age?
infant
Oral: sucking pattern
Sensory: kangaroo care

what age group?
17 hours 50% REM


3-4 hours
43% REM
Newborns sleep ______ hours on average a day- ____% REM

2-3 months: sleep ____-_____ hours consistently then awaken for feeding
______% REM
71% of infants sleep through the night
4-6 months gross motor
Primitive reflex integration, righting reactions, rolls, hands to mouth, sitting up at 6 months, protective extension forward

what age?
4-6 months fine motor
Midline play, reaches, rakes

what age?
4-6 months language
Babbling begins

what age?
4-6 months social emotional
Laughs, chuckles, early play, social exchanges

what age?
4-6 months
Object permanence begins

what age?
7-9 months gross motor
Crawling, protective extension sideways, pushes to hands and knees, more mobile exploring

what age?
7-9 months fine motor
Radial palmar grasp, voluntary release, index finger points

what age?
7-9 months
Oral: eats well with spoon, early solids

what age?
10-12 months gross motor
Variety of sitting positions, falls for fun, pulls up to stand, cruises

what age?
10-12 months fine motor
Development of pincer, increase exploration of toys

what age?
10-12 months language
First words

what age?
10-12 months
Oral: finger feeds

what age?
Toddler (1-3) gross motor
Independent walking, moving through space, developing balance, improved posture

Run, climb, ball play

what age group?
Toddler (1-3) fine motor
Hand preference seen (dominance seen in school age), increased precision in skills, variety of grasps to manage objects, finger coordination, bilateral skills


*radial cross palmar grasp 1 year

*Palmar supinate grasp (palmar grasp) 1-1.5 years

*digital pronate grasp (radial palmar) 2-3 years

Plays successfully with toys and can manipulate

Refined use of spoon for scooping and bringing food to mouth

what age group?
Toddler (1-3) cognition
Perceptual development, putting sensations together with actions, putting sequences together, objects together
-categorizing


Body awareness in space

Know that objects have purposes

Use of tools, combination of strategies, imitation

*Lateralization = hemispheres specialize in function

what age group?
Toddler (1-3) language
Increase word count (3000 words by 3), 3 word sentences, non-verbal communication, attention, social engagement, communicative intent

Imitative speech

2-3 word sentences

Name objects

Increase in vocabulary control

Once language is developed child can think before doing

Cognition and language are dependent on each other

*increase in left hemisphere activity

Language allows child to generalize a picture of something with the "real" thing


what age group?
Toddler (1-3) social emotional
Independence

Social play

Social relatedness

what age group?
Toddler (1-3) play
Object play: increasingly combines objects and uses objects appropriately, trial and error, invention occurs

Motor play: exploration of greater distances and learning to walk, run, climb, jump

Pretend play: beginning simple pretense (wave bye bye, talk on pretend phone), most pretense about self, imitative
Social play: social referencing increases, increased interest in peers occurs, toddlers have friends and friendship is generated by imitation, onlooker play at age 1 becomes parallel then associative by 3

what age group?
Toddler (1-3) occupations
Play
Self-care (independent in basics)
Social participation

Becomes more independent

what age group?
Toddler (1-3)
Progression from vertical to rotary chew

what age group?
13
toddlers (1-3) sleep avg. of _____ hours a day
12
dressing _____ months:
cooperation with dressing (hands up and foot out, removal of clothing, socks and shoes)
24
dressing ______ months:
removes coat and sweater (begins to put on socks, puts arm in holes of shirt, unbutton large buttons)
36
dressing ______ months:
put on tshirt, shoes and socks (unzip sand removes pants)
12-18 months
play _____-_______ months:

relational and function
gross motor play
social play
18-24
play _____-_______ months:

functional
gross motor play
pretend symbolic play
social play
24-36
play _____-_______ months:

constructive play
gross motor play
symbolic play
social play
gross motor 2-2.5 years
_________ motor _____-______ years:

-walks up stairs using reciprocal movements independently, although may still need help with going downstairs
-able to walk backwards
-stands on toes
-stands on one foot for a few seconds
gross motor 2.5-3 years
_________ motor _____-______ years:

-walks on a line with one foot infront of the other
-walks on tiptoes
-stays on one foot for 2-3 hops
-pedals a tricycle
gross motor 3-3.5 years
_________ motor _____-______ years:

-stands on one foot for up to 5 seconds
-balances on a balance beam
-walks up and down the steps well, alternating feet
-jumps with both feet
fine motor 2-2.5 years
_________ motor _____-______ years:

-demonstrates a functional grasp and wrist control with using a spoon, some spillage
-able to unbutton large buttons on clothing
-able to turn pages of a book one at a time
-begins to create things with clay and modeling clay
fine motor 2.5-3 years
_________ motor _____-______ years:

-able to manipulate small beads and pegs
-able to hold an object with one hand while using the other hand to perform an action
-scribbles spontaneously
-turns over container to pour out contents
fine motor 3-3.5 years
_________ motor _____-______ years:

-able to hold up fingers to tell age
-able to use enough force to roll modeling clay into worms or snakes
-holds crayon or marker with thumb, index, and middle fingers
-dresses self with help
preschool age motor
Writing letters, using object construction, hand preference

*static tripod grasp: wrist and hand moves as a unit age 3-4 years

reciprocal movements

what age group?
preschool age (3-5) cognitive
Spatial relations, sorting

what age group?
preschool age (3-5) language
Clearly understands, argues, tells stories, future tense, name and address

-private speech

what age group?
preschool age (3-5) social emotional
Prefer group/others, take turns and help others, collaborate with problem solving, attentive to needs and comforts, bossy/critical at times, egocentric

what age group?
preschool age (3-5) occupations
Education
-Social Participation
-Play
-Self Care
-IADL
-functional mobility

what age group?
9-12

8-11
sleeps ______ to ______ hours a night + 0-2.5 hr nap (for 3-4 year old)

_____ to _____ hours a night + 0-2.5 hour nap for 5 year old
age 3 motor
good balance, jump, climb, alternate feet when climbing stairs, catch and throw balls overhand, simple drawings- can copy drawings like circle or cross, can threat beads or build blocks, reciprocal arm swing, efficient

what age?
age 3 cognition
identify, sort, understand concept of number 2, solve problems, imitate adult tasks in play

what age?
age 3 language
complete sentences 3-5 words, can use pronouns, some plurals, can say name, age, and sex, mostly understood, can ask and respond to questions, asking why questions, express thoughts and feelings, can understand sentences with two or more ideas

what age?
age 3 social emotional
can contain- less tantrums, comfort other child crying, express emotion openly, separate easily from parents, interested in playing with other children

what age?
age 4 motor
needs play and exercise, go up and downstairs alone, run- controlled- start, stop and turn, hop on one foot, kick ball forwad, throw overhand, draw recognizable symbol objects, print some letters, build tall tower

what age?
4
*dynamic tripod grasp (pen grip, writing grip)- seen at ______ years but continues to mature
age 4 cognition
thinking and learning skills in full bloom, can hold attention 10-15 min, remember things, pretend and vivid imagination, understand big, little, tall, short, can correctly name some colors, understands concept of counting (5 objects), can follow 3 instructions given at the same time, curious,

what age?
age 4 language
conversation, complete sentences, asks endless questions, very dramatic and imaginative conversations, words to get point across, some bad words, can be bossy

what age?
age 4 social emotional
self-confidence, separate easily from parents, play together with other children, share and take turns, anger expressed verbally, can feel jealousy

what age?
age 5 gross motor
make drawings or paintings with detail like mouth, eyes, fingers, feet, ears, copy shapes ands write letters without copying, use scissors, building toys require them being fit together, preference for right or left hand, alternate feet going downstairs, can run, hop, and skip, enjoy playground with swings, slides, and climbing structures

what age?
age 5 fine motor
Hand preference

Reciprocal movements

what age?
age 5 cognition
easily identify objects by shape and color, match and sort objects, animals vs. cars, count up to 10 or more, use concepts such as smaller, bigger, biggest, sort by size, under, over, on top, recognize some letter and numbers

what age?
age 5 language
speaking clearly enough to be easily understood, use because, can reason and argue, longer sentences and stories, use future tense, can say name and address, sometimes use swear words for attention

what age?
age 5 social emotional
​​play well with others and prefer that, sensitive to needs and feelings of others, comfort crying child, can be bossy, can take turns and share but might not want to, can be critical of other children, like to be center of attention

what age?
school age gross motor
Praxis- motor planning (ideation, planning, executing)

-reaction time
-coincidence anticipation timing

what age group?
school age fine motor
Hand dominance seen

-finger dexterity

-need both hands for bimanual use for writing

what age group?
school age cognition
Working memory- ability to maintain things in your brain

Metamemory- doing things to remember (Akellah and the Bee- jumping rope during spelling bee)

Figure ground: where's waldo, differentiate foreground from background
Size constancy- fi we have a triangle and move it somewhere else it is still a triangle
Depth perception

Important in academics: have to differentiate letters, capital from small letters, numbers, puzzles

-cognitive monitoring (simon says, twister, dancing)
-self-regulation
-cognitive maps
-temporal awareness
-body schema (how body moves and where it can fit)
-spatial awareness (near and far)


what age group?
school age social emotional
​​•Social Referencing- how you compare yourself to each other
•Uniforms ($20 vs $200 outfits)
•Social Knowledge
•Social Capital
•Has something that everyone likes (someone's mom owns Baskin Robins, brings friends after school)
•Social competence


-learn morality and right and wrong

-Kohlberg stages of moral development

-Peer interactions - learn rules of social behavior
Often same sex peers, later on have best friends

-bullying


what age group?
school age play
Play: teams, cooperative, dramatic, motor

-gender differences
-culturally dependent

Object play:
-constructs elaborate creations with a variety of materials. Leisure crafts may begin

Motor play:
-engages in rough and tumble play and games with rules

Pretend Play:
-simple pretend play declines. Engages in complex fantasy games and may begin to play specific games with pretend elements such as dungeons and dragons

Social play:
-seeks companions for play and processes more complex play activities with others


what age group?
school age occupations
-play
-student
-self care
-IADL
-chores around the house

what age group
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