g&d exam 3

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Terms in this set (112)
pedals a tricycle2.5-3stands on one foot for up to 5 seconds3-3.5balances on a balance beam3-3.5walks up and down the steps well, alternating feet3-3.5jumps with both feet3-3.5able to hop forward three or more times3.5-4rhythmically marches to music3.5-4moves forward and backward with agility3.5-4broad jumps forward up to 24 inces3.5-4Can stand on one foot for up to 10 seconds4 to 4 and half yearsAble to climb up a ladder to the slide and slide down4-4.5able to hop on one foot five times4-4.5beginning to learn to pump the swing4.5-5Running is controlled; can start, stop, and turn while remaining balanced4.5-5gallops and skips4.5-5 yearsWhich gross motor developmental milestone comes first walks on tiptoes, stands on toes, or balances on balance beam?stand on toesDemonstrates a functional grasp and wrist control with using a spoon, some spillage2-2.5able to unbutton large buttons on clothing2-2.5Able to turn the pages of a book one at a time2-2.5begins to create things with clay and modeling clay2-2.5Able to manipulate small beads and pegs2.5-3Able to hold an object with one hand while using the other hand to perform an action2.5-3Scribbles spontaneously2.5-3turns over container to pour out contents2.5-3able to hold up fingers to tell age3-3.5Able to use enough force to roll modeling clay into worms or snakes3-3.5Holds crayon or marker with the thumb, index, and middle fingers3-3.5Dresses him or herself with help3-3.5successfully manages small buttons3.5-4holds a drinking glass in one hand3.5-4draws a person with two to four body parts3.5-4able to use a one button computer mouse3.5-4Able to screw and unscrew nuts and bolts4-4.5Able to touch each finger to the tip of the thumb4-4.5uses table utensils skillfully4:45Able to manipulate squeeze bottles4.5-5hand preference is established4.5-5Laces (but cannot tie) shoes4.5-5Able to dial a telephone4.5-5red flags for language development- No back-and-forth sharing of sounds, smiles, or other facial expressions by 9 months or thereafter - No babbling by 12 months - No back-and-forth gestures, such as pointing, showing, reaching, or waving by 12 months - Does not turn to the person speaking when his/her name is called by 12 months - No words by 16 months - Does not use pointing or other "showing" gestures to draw attention to something of interest by 16 months - No simple pretend play, like feeding a doll or stuffed animal, and attracting your attention by looking up at you by 18 months - No two-word meaningful phrases (without imitating or repeating) by 24 months - Any loss of speech or babbling or social skills at any agevisual scanning (saccadic eye movements)Involves short, rapid changes of fixation from one point in the visual field to another. used when searching for something in readingVisual Pursuits (Visual Tracking)slow, smooth movements, typically used as the gaze follows a moving object.what is the purpose of static visual acuity?refers to the ability to discern details when both the person and the target are static. is useful for reaching and grasping objects, a skill used in preschool play activitieswhat is the purpose of visual discriminationthe ability to distinguish specific features of an object like size, shape, and color.spherical gripcylindrical griphook grip"chuck" or tripod positionlateral prehensionpincer grasplongitudinal palmar archtraverses length of digitsdistal transverse archFound at the level of the MCP jointsproximal transverse archFormed by distal row of carpal bonesholds out arms and legs, pulls off shoes and socks, and pushes arms through sleeves and legs through pants. Age ?1 yearremoves unfastened coat, pulls down pants, finds armhole's in t-shirt, and puts on front buttoning coat/shirt2 yearsPuts on T-shirt and shoes (may be on wrong foot), puts on socks, manages basic fasteners (zips and unzips, manages large buttons, snaps, buckles), unties and removes shoes, and removes pull-down garment.3 yearsManages separating zipper, puts on shoes and socks correctly, dresses completely with few errors, and consistently finds front and back of garments.4 yearspalmar graspincomplete tripodtripod postureattunement playsocial exchange that establishes a connection, such as between newborn and mother.Physical (body) playincludes active rough-and-tumble activity and fine motor practice. exercise activities related to children's developing whole-body and hand-eye coordinationPlay with objects (object play)includes those activities that incorporate objects. Also called constructive play.Pretense/sociodramatic play (social play)includes all forms of pretend play including dressing up and role-playingSymbolic (imaginative) playemerges late in preschool years; supports child's ability to express ideas, feelings and experiencesgames with rulesthe final form of play, emerge in a simple form in the preschool years and refine throughout life. This is also the form of play involved in sports and organized group activities.unoccupied playThe earliest, least mature class of play in which children are not actively playing; they may be observing, or even standing in one spot or performing random movements. both attunement and physical (body) play can be this playsolitary playtypically emerges around 2 years of age when children are focused on an activity that they enjoy without including others in play activity. can include all forms of play except social playonlooker playfirst truly social type of play. occurs when individuals engage in forms of social interaction such as conversation about play, without actually joining in the activity. example of this would be a child talking to a group of children about their construction of a sand castle, without actually joining the activity.parallel playchildren play separately from others but close to them and mimicking their actions.associative playchildren enjoy the company of other children but have little organization to their activity. following one another in lines, borrowing, and demonstrating toys -when the child is interested in the people playing but not in the activity they are doingcoorperative playchildren are interested both in people they are playing with, and in the activity they are doinghemispheric specializationThis is also called lateralization; refers to the fact that the left and right hemispheres of the brain have some specific functions that exist only in those hemispheres.finger dexterityability to make precisely coordinated movements of the fingers of one or both hands to use or manipulate very small objects. is required for handwriting, keyboarding, texting, and for using small game controllers.Asynchronous DevelopmentWhen one dimension develops faster than the others Ex: gifted children, the gap between the children's intellectual capability and their age appropriate social and physical skills can lead to frustration describes a situation in which the normal developmental progression is highly uneven. more likely to feel helpless, and to experience distress and anxiety in response to everyday experienceslearned helplessnessA condition that occurs after a period of negative consequences where the person begins to believe they have no control.takes bath or shower with parental reminder may require supervision in early yearsMiddle childhoodable to eat all types and textures of food using familiar utensilsmiddle schoolsindependent in initiating and performing bathing or showeringpreadolescenceable to effectively brush hairmiddle schoolable to effectively wash brush and style hairpre adolescencecan fix a simple cold meal such as a bowl of cereal or a sandwichmiddle childoodvaries with practice but potentially able to prepare complete mealpre adolescenceable to dress and undress independently; may require assistance with fasteners and in putting shoes on the right feet in the early years; needs parental guidance choosing correct clothing for environment context.middle childhoodleisurefree time spent away from school work and chores that involves self direction and self discoveryplayself directed enjoyable and intrinsically motivated activity in which individuals engageSleep Hygiene Strategiesgo to bed at the same time each night and rise at the same time each morning remove all tvs and other gadgets from the bedroom make sure the bedroom is quiet dark and relaxing environment avoid candy and caffeine few hours before bed physical activity such as walking and strength trains may help promote sleep but not within a few hours of bed time avoid pulling an all nighter to study do not sleep more then two to three hours past a usual wake time expose yourself to bright light upon waking in the morning limit napping a short nap is okay but limit to 30 to 45 minutesaesthetic qualitiesthe extent to which a condition affects a child's appearancecause of stigmawhether the condition is congenital or acquiredperildangers of being affiliated with a stigmatized childpossible parental response: choosing concealing clothingconcealabilitypossible parental response: denial of a negative trajectory, postponing or failing to seek interventioncourse if the conditionpossible parental response: limiting the infants contact with people outside the family, including limiting the families participation in valued community activitesstrainpossible parental response: choosing to emphasize a positive superficial feature, such as long pretty hair, sometimes to the point that it restricts therapeutic interventions such as positioningaesthetic qualitiespossible parental response: blaming one another for the condition, whether it might be parental behaviors like smoking during pregnancy or blaming others like the medical team if the infants injury occurred after birth.cause of stigmaparent may choose to isolate the family, or just the child in questioning, limiting their exposure to the communityperillimiting the infants contact with people outside the familyconcealabilityfailure to use ordinary discipline, offering the child no limits on behavior because of the conditioncourse of the conditionchoosing concealing clothing for unsightly medical appliances such as colostomy bags or tracheostomy tubesstrainchoosing cosmetic interventions rather then functional interventionsaesthetic qualitiesparents may fail to seek appropriate care and developmental services for the childperilexcessive focus on normality, including resisting the use of assistive devices such as wheelchairs or splintsconcealability