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Toddlerhood, Middle
| Question | Answer |
|---|---|
| Postural control | Ability to control bodys pos in space, remain erect even with changes in surface |
| Postural Stability | Ability to keep body balanced/aligned |
| Stability | point where bodys center mass is alinged over base of support |
| Dynamic postural stability | Complex interaction of musc, strength, perception, learning through practice. |
| Static postural stability | ability to maintain preferred positon when body is still |
| Perceptual motor | Controlled volition motor act that responds dynamically to sensory perceptions |
| Sensory integration | Brains ability to automatically combine sensory info from a variety of senses to permit accurate categorization of perceptual information |
| Visual scanning | Short, rapid changes of fixation from one point of visual field to another |
| Visual Pursuits | Slow smooth movement to follow moving objects |
| Visual discrimination | Ability to distinguish specific features of an object |
| In Hand manipulation-Translation | Linear mvmt of obj in the hand from the finger surface to the palm, or palm to fingers.18mths-7 |
| In Hand manipulation-shift | Occur at the finger and thumb pads, with an alteration of thumb and finger mvmt. 18mths-7y/o. Still refining |
| In hand manipulation-rotation | Movements at or near pads of fingers that move an object around one or more of its axes. 18mths-7 |
| Sterognosis | Identifying objects through proprioception, congnition, and the sense of touch |
| Haptic | Active memory to touch: texture, shape, temperature, weight |
| Graphomotor | COllection of conceptual and perceptual motor skills needed for drawing and writing |
| Eye-hand coordination | Skilled use of hand under visual guidance |
| Size Constancy | obj is same size even if distance varies |
| Figure Ground | Differentiating between foreground and background forms of objects |
| Depth Perception | Determing the relative distance between objects, figures, or landmarks ans the observer and changes in planes and surfaces |
| Spatial Awareness | Internalized sense of space body occupies |
| Temporal Awareness | Perception of time in relation to planning, sequencing, altering mvmt |
| Kinesthesic perception | Interpretation of infor regarding position of body parts to each other, position of body in space, and body mvmt |
| Static Visual acuity | Ability to discern details when both the person and target are static. |
| Negativism | Expression of autonomy that includes word "no"; physical resistance in the form of biting, kicking, tantrums |
| On looker play | 3-4 y/o.Child watches other children play |
| Cooperative play | 6-7y/o. social interaction within a group, group identity |
| Object fantasy play | 2-6 y/o. Objects continue to be used in play but may be used in novel ways. Ex) empty box is mouses home |
| Announced Play | 2-6 y/o. Child conceives of the game and announces it. May announce props and roles |
| Solitary play | 3-4 y/o.Play independently |
| Associated play | 2 Y/O. Enjoy company of other children, but no organization to it. Follow the leader, borrowing toys |
| Fantasy Play | Child playing dress up, using 2-6 y/o. props. Allows them to mentally exp w new sensations. Believed to support later academic importance. |
| Constructive play | 3-4 y/o. Making, building things. development of hand skills. |
| Asynchronous Development | Situation in which normal development progression is highly uneven. Emotions left behind, gifted children, cerebral palsy. |
| Distal transverse palmer arch | Between 1st and 2nd metacarpals |
| Proximal transverse palmer arch | Between metacarpals and carpals |
| Longitudinal palmer arch | Goes vertical up the hand |
| Precision grasps-tripod | Using 1st and 1nd fingers and thumb |
| Precison grasps-pincer | Fingertips press against each other |
| Precison grasps-lateral | Pad to side |
| Power grasps-cylindrical | Grabbing a tube |
| Power grasps-spherical | Holding a small ball |
| Power grasps-hook | hooking a bucket handle |
| Power grasps-lateral prehension | grabbing a piece of paper |
| IADL's Middle childhood | Help with household and chores, Use telephone, kitchen appliances, earn own money, Money management. |
| Social referencing | begine to read emotional reactions of others and use this to guide their own behavior. |
| Contexts: middle childhood | Middle childhood: social competance-smooth appropriate, sequential use of skills. Choose friends based off gender, social. Have secret hideouts, forts, play teacher/coach roles. not play w younger ages. Popularity-posative, making/keeping friends. |
| Contexts cont: middle childhood | Popularity-emotional understanding- skills dev and you're able to emphasize and rec facial expressions. Play is peer group activity-model interpersonal behavior. Inclusion- children dev more appropraitely |
| Contexts: toddlerhood | Play, social relationships - allow for exploration, imitation, and practice of functional skills. Helps with I self care, follow social conventions, follow directions, work in group settings |
| Rapport talk | typical of girls-language of conversation, and way of connecting and negotiating relationship |
| Report talk | typical of boys-gives info and directives (boasting/arguing) |
| Development of writing skills | Scribble 10-12mths, imitate 2, copies 3-vertical, horz, circle. Copies 4-5- oblique, square, some upper case. Copies 5-6 lower case, prints name, triangle |
| preacademic graphomotor skills | 1. tracing- trace letter. 2. imitate-eyes watch and remember mvmt. 3. copy- eyes alternate glances between own production |
| Development of g.m.-run and jump | 1. wide base of sup. arms up 2. closer base, raise legs higher, lim rom. 3. 2-3. arms down, walk sym, fast walk to running, jump, hop, throw. catch by trapping. 4. 4-5. alternate ft down stairs, transfer wt on ft to throw better, inc running speed. 5.skip |
| Development of jump | Start rigid w little bend, no trunk rot. Bend more and incorporate upper body with trunk rotation. Fully dev- jump without stopping first, full bend without arms having to go back. full trunk rot. |
| Dressing skills | 1 y-hold out arms and legs, pulls off shoes 2 y-removes unfastened coat, pulls down pants, finds arm holes 3y- puts on t, shoes, socks, manages basic zippers, unites and removes shoes, 4y- seperating zipper, shoes and socks correctly, dresses complete |
| Dev of self care skills | infants-hold bottle, finger feed 18mths-self feeding 2-4 ADL's-inefficiently, get frustrated, dressing skills IADl's-setting table, washing veg, folding washcloths PADL's |
Created by:
kclark5120
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