OT 500 - Exam 2

siblings positive developments aspects

Cooperation

Teaching/imitating

Nurturance

fuctional play

repetitive motor activity; use objects for intended purpose

pretend play

make-believe activities in which children create new symbolic relations, acting as if they were in a situation different from their actual one

formal play

games with rules

solitary play

independent play

onlooker play

watches others playing but doesn't engage

nonsocial play

children dont interact

three types of nonsocial play

unoccupied

solitary

onlooker

social play

Children influenced by others as they play

four types of social play

parallel

associate

cooperative

competitive

parallel play

similar toys, separate from each other but next to them

associative play

interested in the people playing but not coordinating their activity with the people

cooperative play

interested in the kids playing and participating, is organized

siblings negative developments aspects

Conflict

Control

Competition

first born

More highly motivated to achieve, more cooperative, adult-oriented

Show greater anxiety, less self-reliant

More likely to have imaginary playmate

Get more attention

later born children

Tend to be more popular with peers

More rebellious, liberal, and agreeable

constructive/construction play

draw or make something (i.e. building with blocks, craft projects)

unoccupied play

play that seems random and without purpose

competitive play

children at this age start to accept competition with structured rules and highly interactive physical activity

feminine gender roles

dependence, gentleness, helpfulness, warmth, emotionality, submissiveness, home-orientation, talkative, artistic, cautious, appreciative, patient, shy

male gender roles

aggressiveness, self-confidence, independence, competitiveness, competence in business, math and science, tough, realistic, pleasure-seeking, courageous

evolution and heredity

Natural selection, adaptation; Survival set passed through genes

Organization of the Brain: Males use both hemispheres (right and left slightly more specialized in males); females use right hemisphere more

sex hormones

Activity preferences (boys tend to gravitate towards wheeled objects but girls are flexible and use a variety of toys)

organization of the brain

Males use both hemispheres (right and left slightly more specialized in males); females use right hemisphere more

social cognitive theory

Rewards and punishment; observational learning

2-2.5 yo gender identity concept

label the sexes, can identify in pictures

3 yo gender identity concept

knowledge of gender stereotypes (eg. activities, occupations); view own gender positively

4 yo gender identity concept

Gender stability develops

development of self concept at 3 yo

describe themselves largely by external physical traits rather then internal traits

Most young children have positive self-esteem

development of self concept between 4-5 yo

begin evaluative judgments and begin to define themselves in terms of what they are and are not good at, and by the acceptance of their peers and parents.

literacy skills: print motivation

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showing interest in books (hold them)

literacy skills: vocab

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knowing the names of things

literacy skills: print awareness

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ability to point to the world on the page of a book

literacy skills: narrative

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being able to understand and tell a story and describe those things

literacy skills: letter knowledge

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being able to recognize letters (capital and lowercase)

literacy skills: phonological awareness

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being able to manipulate sounds of words (rhyme)

kids 2-3 yo gross motor movement

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Walks up stairs two feet on each step

Tosses a ball but with poor accuracy

Kicks a large ball

Runs quickly – can change direction and stop without falling, though not a well-coordinated running gait (stiff)

Pedals a trike

Jumps clearing both feet about 6 inches

Hops on one foot 1-3x

kids 4-6 yo gross motor movement

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Walks up and down stairs alternating feet

Catches small ball

Loves playground equipment; pumps a swing

Rides a bike first with, then without training wheels

Can skip and somersault

Jumps forward 3 feet; stands on one foot 5-10s; hops on one foot 6-10x

Learns skills like swimming, skiing, skating, using a skateboard/scooter

kids 3-4 yo gross motor movement

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Builds tower of 6-12 cubes & strings 4 beads

Snips with scissors; cuts simple straight & curved lines

Hand preference is emerging and then usually clear

Uses fingers & pincer to grasp, but not a mature tripod grasp yet (digital pronate or paint brush grasp)

Copies circle, cross, simple letters

Puts toothpaste on toothbrush and brushes teeth

childrens drawings 2-3 yo

placement stage

childrens drawings 3-4 yo

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shape stage and design stage (combining shapes)

children drawings 4-5 yo

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pictorial stage (resemble recognizable objects)

sleep during early childhood

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Preschoolers average 10 to 11 hours per 24-hour period

9 to 10 hours at night

1 to 2 hour nap

enuresis

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failure to control the bladder

Based on age of child and frequency of “accident”

Bed-wetting is more frequent in boys than girls

Occurs most often during deep sleep (10% of children)

Numerous causes: physical, psychological, stress, sleep disorder

encopresis

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lack of control over your bowels

More common in boys than girls

Less common than enuresis

more common in daytime

Causes may be physical (constipation, not drinking enough water) or psychological (stress)

Causality

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influenced by egocentrism

transductive reasoning

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from specific to specific (but the two things aren't connected)

Animism

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attribute life qualities to inanimate objects

Artificalism

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environmental features were made by people (the clouds are white because someone painted them that color)

conservation

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Properties remain the same even if you change the shape or arrangement; preoperational children fail to demonstrate

centration

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focus on one dimension of objects

Irreversibility

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don’t understand that actions can be reversed

class inclusion

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requires the child to focus on more than one aspect of situation at once

Cognitive scaffolding

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often occurs with interactions with older more knowledgeable individuals

preschool enrichment programs (headstart)

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Designed to increase school readiness

Provide health care and social services to children and families

Encourage parental involvement

short term benefits of early childhood education

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Positive influence on IQ scores

Gains in school readiness and achievement

long term benefits of early childhood education

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Better high school graduation rates

Less likely to be delinquent, unemployed, or on welfare

Vgotsky's theory

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Children think and understand primarily through social interaction

scripts

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Formed after one experience

Become more elaborate with repetition

fast mapping

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quickly attach new words to appropriate concepts

whole object assumption

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assume words refer to whole objects, not parts or characteristics

contrast assumption

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assume objects have only one label

overregularization

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apply regular grammatical rules

language milestones for 2-2.5 yo

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Uses 2-3 word sentences

Articulation is poor

Uses up to 500 or more words

Uses past tense, plurals, possessives

No more babbling

language milestones for 3 yo

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Over 1000 words with 75-100% intelligible

“L’s” and “r’s” are hard

3-4 word sentences

Asks “wh” questions

uses yes/no answers

Uses negatives

language milestones for 4-5 yo

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1500-2000 words

Speech is fluent; coordinates 2 or more 5-6 word sentences

LANGUAGE used to comment, request, share, give info, ask for info, express feelings

pragmatics

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Ability to adjust speech to fit the social situation (baby talk with children, more serious as a doctor)

Between 3 and 5 years it develops

autobiographical memory

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seldom lasts into adulthood; linked to development of language skills

HOME (Home Observation for Measurement of the Environment)

Parent emotional and verbal responsiveness

Avoidance of restriction and punishment

Organization of the physical environment

Provision of appropriate play materials

Parental Involvement

Opportunities for variety in daily stimulation

during preoperational development there is confusion between mental and physical phenomena

Believe their thoughts reflect external reality

Believe dreams are true

parental warmth relates to

• Development of moral conscience

• Positive social and emotional well being

• Affection towards children (hugging)

• not going to reject child based on behavior

parental coldness relates to

• View kid from negative standpoint

• Don't want to be around them

permissive parents

• allow children to do what's natural (make noises, use toys how they want)

• don't impose rules

restrictive parents

• Impose rules

• Watch kids closely

authoritative parenting

• High on Warmth, High on Restrictiveness

• Self-reliance, independence, high self-esteem, and social competence

Clear expectations; respect their

children,

authoritarian parenting

• Low on Warmth, High on Restrictiveness

• Less socially competent, lower self-reliance, and self-esteem and high virtue on obedience

permissive/indulgent parenting

• High Warmth, Low Restrictiveness

• Less competent in school but fairly high in social competence and self-confidence

rejective-neglecting parenting

• Low Warmth, Low Restrictiveness

• Least competent, responsible, and mature children

inductive techniques

Reasoning... not very effective with children under two years of age; must be very basic; involves teaching