Motor Development Unit 3 Exam

what is wolffs law?

bone will adapt under loads which it is placed

at what age is adulthood coverage of the acetabulum achieved? what does it man if they are delayed?

8 years; if they are delayed in walking by 2 years, they lost 2 years of development and once they hit 8, their hips won’t fully develop

what is femoral anteversion?

• internal rotation of the hip with the femur in torsion

• the femoral head and neck are rotated anteriorly

• during development as we begin to weight bear, femoral anterversion will start externally rotating to set the hips. so if we are super late walking, we can get stuck in this femoral anteversion position (IR)

what is femoral torsion?

forces generated by muscles, especially external rotators and extensors, change the alignment of the head, neck, and trochanter, decreasing femoral anteversion and torsion

what are the risk factors for development dislocation of hips?

• female

• first born

• born breech

• too little amniotic fluid

• family history

• left hip

what is the main type of pediatric hip dislocation?

• occurs when the neck of the femur is almost straight with no angle due to non-weightbearing

• this can cause the femoral head to slide above the acetabulum

• the straight bone will also affect ROM so you cannot achieve the pelvis to get much hip flexion

what are the system requirements for gait?

• maturation/intact nervous system

• motor control

• adequate ROM

• adequate strength

• bone quality and composition

• sensation, especially proprioception

what are the biomechanical factors affecting gait?

• ROM

• strength

• bone structure and composition

• body composition

• ability to manage gravity and intertia

describe gait from 0-9 months

• fat content increase leads to weakness but as age and mobility progress, fat declines and muscle mass increase

• hip flexion, external rotation, and abduction are seen in early standing and cruising

• femoral anteversion is present

• have genu varum leading to everted heel position

describe gait from 9 to 15 months.

• in the process of learning to walk, they “walk by falling”

• COG is at the lower thoracic level

• their head needs to remain within their base of support or balance loss

• will walk in hip abduction, flexion, and slight ER

• still have genu varum with an everted heel position

• wide BOS is better to provide more mediolateral stability than anterior lateral stability

• will have lateral weight shifts

• have lack of pelvic control during swing

• the body and LE are stiff and more extended

• co-activation of the quadriceps, hamstrings, anterior tib, and gastroc offer stability and stiffness which result in small steps

describe gait from 18-24 months

• excessive femoral anteversion although hip extension is improving

• genu varum is resolved with the limbs being more straight

• COG moves distally toward the lumbar spine

• BOS has decreased allowing for more anterior posterior movement over the foot

• no heel strike until 24 months

• increased strength, nervous system maturation, and experience

• stance duration prolonged and cadence decreased approaching more normal gait

• decrease in co-contraction of antagonistic muscle groups

describe gait from 3 to 3.5 years

• joint alignments approach adult patterns with decreased femoral anteversion, genu valgus, and decreased eversion

• balance and strength increase

• vecolity for height reaching adult levels

• COG closer to lumbar spine

describe gait from 6 to 7 years.

• gait is fully matured with full joint alignment

• femoral anteversion is resolved

• tibiofemoral joint is neutral

• heel is neutral

• COG is slightly higher than 3rd lumbar vertebra

what is strength?

• ability to exert force

• muscle mass growth follows sigmoid pattern

• force dependent on cross-sectional area of muscle

what are the factors affecting strength?

neurological, endocrine, and culture

what are the developmental changest in strength?

• strength increases with growth and age

• muscle strength increases as muscle mass increases

• strength will increase up until age 27-30 and then decrease from there

what are the gender differences in strength?

• boys and girls strength levels are similar until 13 years

• boys are generally stronger than girls beginning in adolescence

• boys add more muscle mass than girls in adolescence

• girls will gain more fat around puberty

what is the importance of sleep?

• physical and mental well being

• restores immune system

• promotes learning and memory storage

what are the two stages of sleep?

non-REM: low brain activity, regulatory functions

REM: absence of muscle tone, high brain activity, stimulates autonomic and CNS growth in childhood

what is the difference in sleep cycles between infants and adults?

infants: non-REM and REM cycles every 50 min

adults: non-REM and REM cycles ever 90 to 110 minutes

why are toddlers called toddlers?

they toddle in the frontal plane

what are some characteristics of the skeletal system during toddlerhood?

• the legs and feet grow more rapidly than the trunk

• legs grow proportionally longer

• walking barefoot helps develop the arches of the foot

• walking helps with hip development

children who do not experience normal levels of movement, muscle strength, or weight bearing are at risk for _______ and resultant __________.

osteopenia, osteoporosis

skeletal deformities are common in children with __________, ___________, _________, and _________.

imbalances, spasticity, contractures, and obesity

what are some characteristics of the muscular system during toddlerhood?

• early kicking and stepping drives the initial walking patterns of toddlers

• early walking aided by co-activation of antagonist muscles groups will assist with stability

• improved internal stability and decreased need for LE positional stability

• continuous cycle of increased ROM—increased strength—increased development

what are some characteristics of gross motor skills during toddlerhood?

• standing alone well by 12 months

• stopping over, picking up objects, and standing again 12-14 months

• learning to walk backwards and up steps after 12-14 months

• kicking ball forward at 16-18 months

• throwing a ball overhand at about 18-24 months

• jumping in place by about 24 months

what are some characteristics of body growth during toddlerhood?

• toddler can better control body temperature as they will begin to shiver around 2 years old so capillaries will constrict or dilate to maintain body temperature

• will start to experience pain

what are some characteristics of the nervous system during toddlerhood?

• by age 2, a toddlers brain is 2/3 of the adult size

• most nerve fibers are myelinated by 2 years of age

• they have difficulty handing more than 1 incoming stimulus

• they gain control over bowel movements and refine lower extremity movements

toddlers should have no screen time till _____ years old and should be limited until ______ years.

2; 5

in regards to toilet training, the child must learn to ______ muscles in order to successfully eliminaate but many toddlers are not cognitively or psychologically ready to begin toilet training yet.

relax

what are the gender differences in toileting between boys and girls?

• the age at which initial readiness signs appear is similar in boys and girls

• girls will be more influenced by social factors and tehrefore potty train before boys typically

• boys will be more influenced by psychological factors

what is physiological anorexia?

because toddlers are not growing as fast, they need less calories and therefore have a poorer appetite

what is psychological anorexia?

decreased interest in eating du to a decreased appetite in toddlers

what is egocentrism?

toddlers can only handle one stimulus that is related to them wether good or bad

what is centrism?

toddlers can only focus on 1 aspect of an experience or activity

what is irreversibility?

toddlers cannot follow a line of reasoning back to its beginning so it’s difficult to reason with them

t/f toddlers have no concept of time

true

more accidents occur during _________ years than any other stage of childhood. how?

toddlerhood

• falls are a major cause

• poisoning

• water

describe a toddlers language skills and cognition.

• can use 2-3 words at 12-15 months

• can combine 2 words at 15-24 months

• can point to named body parts and name pictures of items and animals at 18-24 months

• begin to say their name at 22-24 months

at what age are the play years as we begin to use new fine, gross motor, and language skills to play?

preschool

discuss the fine motor skill of writing from 3-4 years.

• use the static tripod grasp: shoulder and arms do the work

• colors within the lines

• copies simple shapes and letters

discuss the fine motor skill of writing from 4-5 years.

• draws using a dynamic tripod grasp: wrist and fingers doing the work

• draws stick figures

discuss the fine motor skill of hand manipulation from 3-4 years.

• use scissors to cut simple shapes

• constructs 3D designs

discuss the fine motor skill of hand manipulation from 4-5 years.

• completes 10 piece puzzles

• uses 2 hand together to stabalize a paper while manipulating an object

• can string beads

discuss the fine motor skill of dressing at 3 years.

• puts shirt on with some assistance but cannot remove it without assistence

• puts on shoes but may be on the wrong foot

• zips and unzips jacket when already put in place

• button large buttons

discuss the fine motor skill of dressing at 4 years.

• removes t shirt independently

• zips jacket by themselves

• puts on socks

• buttons 3-4 buttons

• buckes shoes or belt

• puts on shoes with little assistance

discuss the fine motor skill of dressing at 5 years.

• puts belt in loop

• ties and unties a knot

• works on shoe tying

• dresses unsupervised

unilateral function is typically established by ______ years.

4

what are the gross motor skills at 3 years old?

• runs well without falling

• jumps from height

• goes up stairs using alternating feet without needing to use the armrail

what are the gross motor skills at 4 years old?

• pedals a tricycle without bumping into object

• hops forward on one foot

• climbs ladders and playground

• walks on wide balance beam

• stands on 1 foot

• catches soft ball with one hand

what are the gross motor skills at 5 years old?

• jump rote

• skip

• roller skate

• imitate dance steps

• walk up and down stairs while carrying object

• walk forward and backward on balance beam

• ride bike with training wheels and without by end of 5 years

describe the gross motor skill of walking from 3-5 years.

3: walks along a straight line with no steps off and a circular line with no more than 3 steps off

4: walks along a circular line with no steps off and starts heel-toe walking

5: heel-toe walking

describe the gross motor skill of stairs from 3-4 years.

3: walking up stairs 1 foot per step and downstairs 2 feet per step (eccentric so harder)

4: walking downstairs 1 foot per step

describe the gross motor skill of running from 3-5 years.

3-4: begins true running with trunk rotation and arm wings due to increased balance and strength

5: should be able to run 30 years in under 30 sec

describe the gross motor skill of jumping from 3-5 years.

• begin stages consist of a child stepping down from a step

• leads with 1 step at first, then learns to jump with 2 feet

• mostly affected by confidence, however, requires strength, coordination, and balance

• should be able to jump with both feet together from a short height be 3 years old

describe the gross motor skill of 1 leg hopping from 3-5 years.

3: ability to stand on 1 leg appears

4: hops 3-4 sec or on the spot 5 times

5: hops over 8 sec or on the spot 10 times. can also start to hop forward

describe the gross motor skill of kicking from 3-5 years.

they can kick accidentaly at 2 years of age so by 3-5 they improve their positioning, kick a stationary ball smoother, and can kick the ball while running.

describe the gross motor skill of catching/throwing from 3-5 years.

3: can catch a medium ball

4: can catch a smaller ball and can throw a ball. at first they will have a pushing motion with their elbow but later, they will use a forward weight shift to produce force

5: throws a ball and hits a target

discuss the cardiovascular system at 5 years old

• heart size has increased fourfold from birth

• early signs of afteriosclerosis are present

discuss the nervous system at 3 years of age

• the brain is ¾ its adult size

• synaptogenesis peaks the first year of life and continues throughout childhood as a result of genetics and experiences

discuss cognition of 3-5 year old

• pretend play

• fairy tales

• untruthful fantasies— white lies

• imaginary playmates

• fears

• 10 new words per day

• count and basic arithmetic

• 3: hold book and turn pages

• 4: knows alphabet and recognizes letters

• 5: reads simple and familiar books and recognizes letters

what does growth look like in ages 3-5?

• they go from a cherub to an elf

• grow 2.5 inches per year and gain 6 pounds per year

discuss nutrition of 3-5 year olds.

• become independent with eating

• picky

• improved appetite during growth spurt

• obesity becomes a concern: 60% of preschoolers remain overweight at 12 years old

24% of preschoolers lack essential immunizations. why?

lack of health insurance or a primary MD and fear of autism or MS

what is the main childhood stressor? what can chronic childhood stress lead to?

• maltreatment leads to increased cortisol levels which negatively affects synapses and brain plasticity

• motor delays

• poor peer relationships

• academic difficulties

• substance abuse

• depression

• criminal behavior

• chronic poor health

• poor parenting

what is childhood resiliency?

the capacity to cope effectively with internal and external stresses

what are the protective or buffering factors that enhance resiliency

in children:

• problem solving skills

• acquiring human attention

• autonomy

• optimistic

• novel skills

in families:

• age of opposite gender parent

• nurturing 1st year of life

• extended family including siblings and alternative caregivers

what age ares are grade school children?

6-12

at what age do musculoskeletal patterns fully mature?

7

discuss growth for grade school children.

• growth plateaus between 6 to 10 years

• there is minimal difference between body contour of boys and girls until about 11 years of age when girls pass boys in height

• torso gradually pecomes slimmer

• COG in pelvic region

• extremities seem to big for their body

• ligament laxity

• growing pains

discuss somatic development for grade school children.

• fight off infections and recover from illness faster

• organs are mor mature which decreases the chance of seizures with fever, the chance of dehydration following illness, and the chance of airway obstruction with respiratory infections

95% of nervous system brain growth occurs by ____ years.

9

the head is 94% of adult size by ____ years old.

10

is there a correlation between head circumference and IQ in grade school children?

sometimes; if the skull is proportional to the body structure and size, there is a correlation because it shows the brain is also growing

discuss nervoys system development of grade school children.

• dendrites and axons still growing and branching

• new synapses from new experiences

• increased myelination

• competitive elimination: this increases the strength of regularly used synapses and prunes the synapses that are not regularly used

• lateralization of the 2 hemispheres with thickening of the corpus callosum. this helps the brain to communicate more efficiently

• the frontal lobe with critical thinking and problem solving starts to develop more

• the pre-frontal cortex with attention, planning, and emotional regulation starts to develop more

discuss ADHD in grade school children.

• seen in 6%

• 2x more common in boys

• results in impulsivness, concentration difficulties, restlnessness

• causes come from the cerebellum, neurotransmitters, or brain metabolism

what body control skills should we see be developed by 6 years of age and refined by 7+ years of age?

walking, running, jumping, galloping, hopping, skipping

what object control skills should we see be developed by 6 years of age and refined by 7+ years of age?

throwing, kicking, catching, striking, bouncing

by 6-6.5 years of age, children should rely on ____ for balance. adult like postural synergies will not be seen until ______ years old.

vision; 7-10

we typically don’t see as much right versus left dominance early on in grade school but when we do, we typically see ______ dominance before ______ dominance.

foot; hand

what are the gross motor skills we see in grade school children?

• 6-7: full of energy and unaware of fatigue, ride a bike without training wheels

• 7-8: enjoy playing board games and team sports

• 8-10: becomes very competitive, likes group games

• 10-12: possess physical skills almost equal to an adult

boys typically excel in gross motor skills related to… while girls excel in those facilitated by…

strength and endurance; coordination and balance

what are the benefits of physical activity in grade school children?

• strong bones and muscles

• increased energy levels

• increased alertness

• increased cognition

• healthy body weight

• decreased stress

• facilitates neurogenesis and guard against injury and disease

what is the primary physical activity recommendation of grade school children?

150 minutes per week; yet in reality, only 6% of school children participate in this recommended amount and even less in children with disabilities

what motor skills are required when playing soccer in grade school children?

• uses the whole body

• diagonal reciprocal movement patterns

• visual perception skills

• sustained dnurance

what motor skills are required when playing baseball/softball in grade school children?

• throws at a target with icnreasing distance

• hand eye coordination

• catches a ball with accuracy

• spherical grasp

what motor skills are required when playing basketball in grade school children?

• coordination

• complex skills such as dribbling

• hand eye coordination

• throws/pass/cath ball with accuracy while in motion

• bilateral UE coordination

what motor skills are required when playing football in grade school children?

• core and LE strength needed to propel self into opponent

• hit/tag/catch a moving target or ball

• hand eye coordination

what motor skills are required when doing ballet in grade school children?

• self discipline and confidence

• strength

• flexibility

• coordination

what motor skills are required when doing gymnastics in grade school children?

balance, strength, strong bones, confidence, balance, coordination

what motor skills are required when playing the piano in grade school children?

it is recommended as the first instrument for children to learn because it involves hand eye coordination and general dexterity within the digits

what motor skills are required when playing the violin in grade school children?

• assymetrical inter-limb coordination

• requires bilateral coordination of both UE/hands

what motor skills are required when playing the drums in grade school children?

• coordination with upper limb and lower limb

• use of drumsticks improves functional grasp

what motor skills are required when playing wind instruments in grade school children?

• pulmonary function

• need to have arms long enough to reach the holes

• requires enough strength to support the instrument out to one side

discuss impliment usage in grade school children.

• more distal control

• fingers hold pencil and move it

• wrist assist fingers

• arm simply positions hand

• better precision

discuss writing in grade school children.

6-7: alphabet and numbers 1-20, copies words, large, irregular, reversed

7-8: struggle to make smaller letter, trying to improve neatness, errors still

8-9: begins cursive, variation in neatness and legibility, girls are more capable

9-11: well established writing with improved cursive

11-14: fast, legible handwriting

what are the ways in which we see cognitive development in grade school children?

• classification of objects, colors, etc

• reversibility: 3+5=8 or 8-5=3

• seriation (ordinal scales)

• time/clocks

• money management

• memory games

• humor

• safety rules

what are formal codes versus informal codes in grade school children?

formal: school, unfamiliar envrionoment, novel environments

informal: family, friends, familiar environments

what are sociocultural factors and stressors in grade school children?

sociocultural:

• community events

• family support

• family issues

stressors:

• achievement pressure

• family issues

• moving

• abuse

• growth spurts

• bullying

discuss bullying in grade school.

• 9/10 have been bullied with 6/10 participating in it.

• child may act differently or seem anxious

• may not sleep or eat well or do things they used to enjoy

• may seem moodier

• may start avoiding certain situations

• comes home with torn, damaged, or missing pieces of clothes or belongings