Occupational Role Analysis Test #2

Physical and Cognitive Development Preschool:

Physical growth: 4 points

-age 2

-average weight of child 25 to 30 pounds

-36 inches tall; half the height of the average adult

-significant differences in height and weight occur during this age group: boys tend to be taller and heavier than girls

Physical and Cognitive Development Preschool:

Changes in Body Shape and Structure:

decrease their what

pot-bellied appearance

Physical and Cognitive Development Preschool:

Changes in Body Shape and Structure:

the size relationship between the head and rest of the body …

becomes more adultlike

Physical and Cognitive Development Preschool:

Changes in Body Shape and Structure:

increased ….

increased muscle sizes, increased bone strength density

Physical and Cognitive Development Preschool:

Changes in Body Shape and Structure:

increased development of …

sense organs

Physical and Cognitive Development Preschool:

Changes in Body Shape and Structure:

eustachian tube grows …

eustachian tube grows to a more angular position (causing an increased frequency of ear infections)`

Physical and Cognitive Development Preschool (Chapter 7):

Nutrition:

preschoolers

requires less food due to a slower rate of growth

Physical and Cognitive Development Preschool (Chapter 7):

Nutrition:

being overweight or obese

does occur in this age group, but has declined since 2014

Physical and Cognitive Development Preschool (Chapter 7):

Nutrition:

Overweight percentile for children same height and weight

85th to 95th percentile

Physical and Cognitive Development Preschool (Chapter 7):

Nutrition:

obesity: BMI at or above this percentile for same age and sex

95th percentile

Physical and Cognitive Development Preschool (Chapter 7):

What should they be eating?

varied diet foods low in fat and high in nutritional content

-high iron content

-limit sodium

Physical and Cognitive Development Preschool (Chapter 7):

What should they be eating?

-how to develop a preference

give opportunities to develop own preference; expose to wide variety of foods

Physical and Cognitive Development Preschool (Chapter 7):

Nutrition:

“just right phenomenon”:

strong rituals and routines related to eating/meal time: normal in preschool children; abnormal past age 6

-need to eat at a certain time or they won’t eat past the window

Physical and Cognitive Development Preschool (Chapter 7):

Health and Illness:

Average amt of colds/minor respiratory issues per year

average preschooler has 7-10 colds/minor respiratory issues per year from ages 3-5.

Physical and Cognitive Development Preschool (Chapter 7):

Health and Illness:

what can illness teach preschoolers?

usually relatively minor; can help teach coping skills and empathy

Physical and Cognitive Development Preschool (Chapter 7):

Health and Illness:

what disorders has increased significantly

-depressive disorders have increased significantly

-also on the rise: anxiety disorders, phobias, behavioral disorders

-increased use of antidepressants and stimulants

Physical and Cognitive Development Preschool (Chapter 7):

Injuries during preschool:

fatal injuries

before the age of 10, accidents that lead to fatal injuries are twice as likely to occur versus dying from an illness

-linked to high levels of activity, normal curiosity, and decreased judgement

Physical and Cognitive Development Preschool (Chapter 7):

Injuries during preschool: boys are more likely to get injured then girls why?

more rowdy typically

Physical and Cognitive Development Preschool (Chapter 7):

Is there any cultural and affluence impact on injuries during preschool?

Yes

cultural: in US screentime

affluence: money: lots of money get injured, but covered up more; lower end is more injured

Physical and Cognitive Development Preschool (Chapter 7):

Injuries during preschool: types of injuries

falls, burns, fires, drowning, suffocation, biking, poison, gunshot wounds

Physical and Cognitive Development Preschool (Chapter 7):

Lead Poisoning:

-lower income children more susceptible-why?

houses are old so the paint is old

Physical and Cognitive Development Preschool (Chapter 7):

What does lead poisoning do to children?

lower IQ, lower intelligence, problems with auditory and verbal processing, hyperactivity

Physical and Cognitive Development Preschool (Chapter 7):

Brain Development:

grows faster than any part of the body due to rapid interconnections among cells

Physical and Cognitive Development Preschool (Chapter 7):

Brain Development:

what happens to myelin

it increases

Physical and Cognitive Development Preschool (Chapter 7):

Brain Development:

Lateralization begins

process by which certain cognitive functions are located more in one hemisphere of the brain than others

-one side will take on part of the brain, but sides are hard communicate

Physical and Cognitive Development Preschool (Chapter 7):

Brain Development:

lateralization is not absolute why is this a benefit

equal access to both sides of brain

-it is individual and culturally different

Physical and Cognitive Development Preschool (Chapter 7):

Motor Development:

by age 3:

jumping, hopping on one foot, skipping, running without falling

Physical and Cognitive Development Preschool (Chapter 7):

Motor Development:

4 to 5 years old

throw a ball with accuracy, ski, ride a bike, and walk reciprocally down a staircase

Physical and Cognitive Development Preschool (Chapter 7):

Motor Development:

changes are due to …

brain development and lots of practice

Physical and Cognitive Development Preschool (Chapter 7):

Motor Development:

Girls vs Boys

boys motor development is faster

girls are physically faster

boys better at jumping jacks

Physical and Cognitive Development Preschool (Chapter 7):

Toilet Training: A Hot Topic

-different perspectives

-age of achieving milestone decreasing

Physical and Cognitive Development Preschool (Chapter 7):

Toilet Training:

current guideline by American Academy of Peds

-begin only when child is ready (never before 18 months)

Physical and Cognitive Development Preschool (Chapter 7):

Toilet Training:

Signs of readiness

1. staying dry for 2 hours at a time during the day or waking up dry from naps

2. even after dat training has occurred, it can take months or years to achieve night training

Physical and Cognitive Development Preschool (Chapter 7):

Fine motor skills:

Age 3

draw a circle and square with a crayon, manage clothing fasteners, can do simple shape puzzles

Physical and Cognitive Development Preschool (Chapter 7):

Fine Motor Skills:

Age 4:

draw a person, fold paper into triangular designs

Physical and Cognitive Development Preschool (Chapter 7):

Fine Motor skills:

Age: 5

hold and manipulate a pencil

Physical and Cognitive Development Preschool (Chapter 7):

OT areas of practice 3-6 year olds

preschool

kindergarten

early intervention

outpatient services

PICUs

Physical and Cognitive Development Preschool (Chapter 7):

Cognitive Development:

Piaget: What stage development

preoperational (Age 2-7)

Physical and Cognitive Development Preschool (Chapter 7):

Cognitive Development:

What occurs during the preoperational stage? (4 points)

-symbolic thinking grows

-mental reasoning emerges

-use of concepts increases

-grow less dependent on sensorimotor activity to understand the world

Physical and Cognitive Development Preschool (Chapter 7):

Language development and thought:

incredible growth in the ….

sophistication of language

Physical and Cognitive Development Preschool (Chapter 7):

Language development and thought:

what did Piaget propose?

He proposed that language grew out of cognitive advances, this is controversial

Physical and Cognitive Development Preschool (Chapter 7):

Language development and thought:

limitation of the pre-operational period

centration

Physical and Cognitive Development Preschool (Chapter 7):

Intuitive/primitive thought

thinking that reflects preschoolers’ use of primitive reasoning and their avid acquisition of knowledge about the world

-driven by curiosity

Physical and Cognitive Development Preschool (Chapter 7):

intuitive/ primitive thought

what does it rely on and what is it characterized by?

-relies on incomplete, egocentric logic rather than operational, scienfitic thought

-ex. Why? Why? Why? Why Mommy?

-characterized by CENTRATION AND CONSERVATION

Physical and Cognitive Development Preschool (Chapter 7):

Centration

the process of concentrating on one limited aspect of stimulus and ignoring other aspects

-they focus on superficial elements of a stimulus (appearance)

example: A child sees two rows of the same number of coins. When one row is spread out to look longer, the child says it has more coins because they focus only on the length of the row, not the actual number.

Physical and Cognitive Development Preschool (Chapter 7):

Conservation:

the knowledge that quantity is unrelated to the arrangement and physical appearance of objects

-unable to understand that the transformation in appearance does not

-mastering conservation means they understand that the quantity doesn’t change despite the appearance being altered

-example: Two cups have the same amount of water. When one is poured into a taller glass, a child who does not understand conservation says the taller glass has more water because it looks higher.

Physical and Cognitive Development Preschool (Chapter 7):

egocentrism

thinking that does not take into account the viewpoint of others

-lack of awareness others may have a different physical perspective

example: A child covers their eyes during hide-and-seek and believes no one can see them, because they assume others see the world the same way they do.

Physical and Cognitive Development Preschool (Chapter 7):

information processing theory during preschool years

this theory asserts that preschoolers have a much better understanding of numbers than Piaget had thought

Physical and Cognitive Development Preschool (Chapter 7):

info processing theory:

3 points

-children develop “mental programs” to approach problems

-autobiographical memory increases slowly through preschool years (after 3)

-many of these memories dependent on how soon the memories are “retrieved” and how often; accuracy is questionable

Physical and Cognitive Development Preschool (Chapter 7):

Vygotsky’s view of development: taking culture into account

viewed cognitive development as a result of social interactions in which children learn from guided participation, working with more knowledgeable others to solve problems

Physical and Cognitive Development Preschool (Chapter 7):

Vygotsky’s view of development: taking culture into account

What does MKO mean and who could it be?

more knowledgeable other: anyone who knows more than you

Physical and Cognitive Development Preschool (Chapter 7):

Vygotsky’s view of development: taking culture into account

What did he propose?

That the focus of cognitive development should be on the child’s social and cultural world

Physical and Cognitive Development Preschool (Chapter 7):

ZPD: The Zone of Proximal Development

The zone is where a child can almost, but not completely independently complete a task, but can do the task with assistance of a MKO

Physical and Cognitive Development Preschool (Chapter 7):

Scaffolding

the support for learning and problem solving that encourages independence and growth

-instruct small steps, pause, ask questions, review, show and tell, visual aids

Physical and Cognitive Development Preschool (Chapter 7):

Language development

rapid development; word combinations reach into thousands

Physical and Cognitive Development Preschool (Chapter 7):

Language development

Grammar

grammar improves about 90% by late preschool

Physical and Cognitive Development Preschool (Chapter 7):

Language development

what type of speech take place

private and social

Physical and Cognitive Development Preschool (Chapter 7):

Language development

impacts of poverty:

more affluent parents speak more to their children; children raised in poverty have lower IQ scores at 5

Physical and Cognitive Development Preschool (Chapter 7):

Language development

What to encourage to parents?

to talk frequently and in a variety of languages to facilitate language development

Physical and Cognitive Development Preschool (Chapter 7):

Media Impact

how much screen time do they get and what problems too much screen time causes?

-up to an hour on screen time

-problems: socialization, overstimulating, behavioral problems, sedentary behavior, sleep

Physical and Cognitive Development Preschool (Chapter 7):

Media Impact

current research on how much they should get?

ages 0-18 mo:

preschoolers:

ages 0-18 mo: use only for video chats

preschoolers: 1 hour or less of high-quality programming per day

Physical and Cognitive Development Preschool (Chapter 7):

Media Impact

What is one of the best high-quality programming?

sesame street

Chapter 8: Social and Personality development in the preschool years:

Psychosocial development: Erikson

changes both in the understanding of themselves as members of a society and in comprehension of the meaning of others’ behavior

Chapter 8: Social and Personality development in the preschool years:

Psychosocial development: Erikson

What stage is largely dominated in the preschool years

initiative-versus-guilt stage

-during this stage, they are eager to do things on their own (initiative) and feel guilt if they fail

Chapter 8: Social and Personality development in the preschool years:

Self-concept

a person’s identity or set of beliefs about what one is life as an individual

ex. I am a good actress, I am a good basketball player

Chapter 8: Social and Personality development in the preschool years:

Self-concept: continue to expect what

to succeed in future despite their failures

Chapter 8: Social and Personality development in the preschool years:

Self-concept: collectivism

a philosophy that promotes notion of interdependence: depending on someone else

Chapter 8: Social and Personality development in the preschool years:

Self-concept: individualistic orientation

a philosophy that emphasizes personal identity and the uniqueness of the individual

Chapter 8: Social and Personality development in the preschool years:

Racial awareness

ethnic and racial identity develops slowly

Chapter 8: Social and Personality development in the preschool years:

Racial awareness: influenced by

the attitudes of those in their community

Chapter 8: Social and Personality development in the preschool years:

racial awareness: phenomenon called “race dissonance”

minority children indicate preferences for majority values or people

Chapter 8: Social and Personality development in the preschool years:

Gender awareness:

gender (sense of being male or female) is well established by the preschool years

Chapter 8: Social and Personality development in the preschool years:

Gender awareness: consistently self label by the age of …

2

Chapter 8: Social and Personality development in the preschool years:

Gender awareness: gender stereotypes show up when

in play the most during the preschool years

-same sex playmates are preferred

*gender stereotypes you had as a preschooler are likely to persist into your adult years

Chapter 8: Social and Personality development in the preschool years:

a preschooler’s expectations (their view of the roles from their world): male

-competence

-independence

-forcefulness

-competitiveness

Chapter 8: Social and Personality development in the preschool years:

a preschooler’s expectations (their view of the roles from their world): female

-warmth

-expressiveness

-nurturance

-submissiveness

Chapter 8: Social and Personality development in the preschool years:

biological perspectives on gender: hormones

hormones impact gender related behaviors

Chapter 8: Social and Personality development in the preschool years:

biological perspectives on gender: how do species continue to live on

survival of the species theory: traits to support ongoing survival

Chapter 8: Social and Personality development in the preschool years:

biological perspectives on gender: who is the corpus callosum larger in and why

corpus callosum larger in women than men because environmental experiences or stimulation may produce this change in size

Chapter 8: Social and Personality development in the preschool years:

Social learning theory:

asserts that children see learning gender related behaviors and expectations by observing others

-the media plays a role in reinforcing gender stereotypes

-ex. sit like a lady, run like a girl

Chapter 8: Social and Personality development in the preschool years:

Cognitive approaches: gender schema

a cognitive framework that organizes information relevant to gender

-children develop rules for what is appropriate for each gender

-the development of gender constancy occurs by the age 4-5.

Chapter 8: Social and Personality development in the preschool years:

Cognitive approaches: transgender children

-feel they are trapped in the body of the other gender

-can express this as young as 18-24 months

Chapter 8: Social and Personality development in the preschool years:

Play and social development: solitary play

independent play; persists into the later preschool years and beyond

Chapter 8: Social and Personality development in the preschool years:

Play and social development: functional play

happens at the beginning of the preschool years; simple and repetitive. They do this for the sake of being active

Chapter 8: Social and Personality development in the preschool years:

Play and social development: constructive play

by the age of 4, children manipulate objects to produce or build something. This type of play is the beginning of developing problem solving and fine motor skills for school readiness

Chapter 8: Social and Personality development in the preschool years:

Play and social development: parallel play

children plays with similar toys in a similar manner but don’t interact with one another (can be sitting right next to each other, or “parallel”.) This type of play is typical during the early preschool years

Chapter 8: Social and Personality development in the preschool years:

Play and social development: onlooker play

children watch others at play, but don’t participate themselves

Chapter 8: Social and Personality development in the preschool years:

Play and social development: associative play

two or more children interact with one another by sharing or borrowing toys or materials, although they don’t have the same end goal or are not working on the same thing (emerges towards the end of the preschool years)

Chapter 8: Social and Personality development in the preschool years:

Play and social development: cooperative play

children play with one another, take turns, play games, devise contests (emerges toward the end of preschool years)

Chapter 8: Social and Personality development in the preschool years:

Play and social development: make believe play

-pretend play

-becomes increasingly more unrealistic

-use of less concrete objectsChapter 8: Social and Personality development in the preschool years:

Play and social development:

Chapter 8: Social and Personality development in the preschool years:

Play and social development: what does play do

-promotes brain development

-increase in self-control/self regulation, and emotional intelligence traits

Chapter 8: Social and Personality development in the preschool years:

Preschoolers theory of the mind: begin to see the world

through others’ perspective; later end of preschool

Chapter 8: Social and Personality development in the preschool years:

preschoolers theory of the mind: can come up with explanations for

how others think and reasons why they behave the way they do

Chapter 8: Social and Personality development in the preschool years:

preschoolers theory of mind: better understand

the motives behind the behaviors

-might help more because of reward

*impaired in ASD

Chapter 8: Social and Personality development in the preschool years:

Parenting styles: what are the four different types of parenting styles

-authoritarian

-permissive

-authoritative'

-uninvolved

Chapter 8: Social and Personality development in the preschool years:

Parenting styles: Authoritarian

-controlling, punitive (punishment), rigid, cold, word is law, there will be no disagreeing

-children TEND to be withdrawn, girls are more dependent on parents, boys become hostile

Chapter 8: Social and Personality development in the preschool years:

Parenting styles: permissive

-give little, lax and inconsistent feedback and require very little of their children

-place no limits on children’s behavior

-children can be dependent and moody and low in social skills and self-control

Chapter 8: Social and Personality development in the preschool years:

Parenting styles: Authoritative

-firm, set clear and consistent limits

-loving and emotionally supportive

-provide reason

-communicate rationale

-encourage independence

Chapter 8: Social and Personality development in the preschool years:

Parenting styles: uninvolved

-indifferent or rejecting behavior

-emotionally detached

-feed, clothe, shelter

-extreme cases result in neglect

-considerable emotional, physical development implications

Chapter 8: Social and Personality development in the preschool years:

Parenting styles: cultural differences

Western Europe: authoritative

-independence and praise

-self-esteem and individualism

-reason and timeouts