Case Study Assessment #2 - 210

fine motor

small motor muscles

cutting, drawing, eating, buttoning and zipping

gross motor

large motor muscles

running, jumping and climbing

children gain 4.5 pounds and grow 3” each year.

neural plasticity

ability to reorganize, young children can rapidly acquire new motor skills, recover from early challenges and supports all motor pathways for coordination, balance, fine and gross motor planning and sensory motor integration.

synaptic pruning

synapses eliminated to increase efficacy of neural communication, The brain removes week, unused, or duplicated connections and strengthens the ones children use frequently.

lateralization

supports development of handedness and fine motor skills. As the brain organizes, the left and right hemispheres communication efficiently for cross lateral movements such as walking, crawling, skipping and climbing. This also supports balance
and postural control and lays a foundation for visual motor integration, hemisphere function.

spatial orientation

This supports body awareness and controlled movement. It helps children understand where the body parts are, how their bodies move and how
much space it takes for an activity such as walking through a doorway, hallway, or moving around desks and peers.

cerebellum

Brain structure that coordinates movement walking, jumping, running, balancing. This also involves working memory, cognition and emotion.
Motor learning depends on memory (store and recall). Working memory helps children follow multi-step directions (both visualizing as well as
acting out the movements).

factors that influence physical and motor development and skills

heredity and hormones

emotional well-being

nutrition

childhood obesity

safety and lead exposure

opportunities to play

children at-risk and children with disabilities

cultural variation

gender

sleep habits

immunizations and well-health visits

health conditions

infectious disease

childhood injuries

new laws for child seats and flame proof clothing, pool/water safety

trauma

Eriksons theory

initiative vs. guilt (ages three to five)

children are initiating more acquired social and emotional skills and really want to show competence. Under controlling and/or over controlling parenting-teaching can lead young children to feel a sense of guilt and could create a lack of self-esteem and self-concept

three year old social emotional 

sharing

emotional valence 

trusting the world/adults

four year old social emotional

empathy (understanding how to help others)

independence

self soothe

five year old social emotional

relationship building

differentiate play

understanding societal expectations

securely attached children

more socially competent

responsive to peers

less dependent on adults

more readily able to explore environment

exhibits less behavior problems

more ability to problem solve on their own

builds friendships more easily

insecurely attached “at-risk” children

more reserved and quiet

does not interact with peers

gravitates towards adult validation

lashes out more

does not communicate when struggling

does not have many friends

9.5-14.2% f children between ages birth to five ….

experience S-E challenges in the US

1-2 children in every kindergarten classroom are…

diagnosed with a social emotional disorder

boys show greater…

prevalence

1 in 31 children are diagnosed with…

ASD

milestones

imitation and gestures (at 6 months old), joint attention and symbolic play (at 18 months), vocabulary words and 2-3 word phrases (and no echolalia by 24 months), and cooperative play (at 3 years old).

S-E Risk Factors

lack of secure attachment

parent illness/addictions

multiple foster care placements

marital discord

adoption process

individual temperament and personality

support and encouragement for sense of initiative

support for special developmental needs

family and sibling and peer relationships

poverty and access to healthcare

trauma and adverse childhood experiences

effective workforce

professional training

nurturing and responsive relationships

collaboration, teaming with families, peer relationships

piagets stage

preoperational (2-7)

symbolic thinking

CT, EL and RL

critical thinking, expressive language and receptive language

cognition 

mental process of thinking, learning and remembering

theory

dynamic field that examines the process and teaching and learning

factors that impact cognition and language

socioeconomic status

disabilities

exposure to language

biological factors

health conditions