Children and Youth Conditions – Class 1 Comprehensive Notes

Opening Prayer & Mindset Shift

• Brief invocation asking for guidance in understanding “common connections affecting children and youth” and for the competence to serve children across the lifespan.
• Explicit reminder that the course requires a shift from the adult/older-adult lens (prior coursework) to a children-and-youth lens.

Course Logistics & Instructor Access

• Two instructors: Dr. Fairfield and (speaker/facilitator).
  • Always cc both on emails → ensures fastest response.
• Contact details (emails) provided on syllabus; highlight:
  • Dr. Fairfield: additional office hours via Calendly (for “Scholarly Practice”).
  • Speaker: regular office hrs Wednesday $13{:}30{-}14{:}30$ (can request alternative meetings).
• Flexible synchronous schedule: activities may spill into next week; updates via announcements.

Ice-Breaker (Mentimeter) — Developmental Context

Prompt 1 – Favorite Toy/Early-Childhood Object

• Word cloud dominated by “Barbies”; others: blankets (strong emotional attachment), stuffed animals, American Girl dolls, Lego, Tickle-Me Elmo, toy cars.
• Pedagogical point: illustrates object preference, security items, and generational trends in play materials.

Prompt 2 – Pretend Play (Middle Childhood $5{-}8\,\text{yrs}$)

• Common scripts: house, school, cooking, teacher, restaurant, spy, WWE wrestling, scientists, lifeguard, lightsaber fights.
• Demonstrates imagination expansion and role exploration typical of concrete operational stage.

Prompt 3 – Foods Disliked Then, Liked Now

• Vegetables (broccoli, tomatoes, onions, mushrooms, asparagus) most cited.
• Highlights sensory maturation & palette changes across lifespan.

Prompt 4 – Favorite Games (Later Childhood/Early Adolescence $9{-}13\,\text{yrs}$)

• Basketball, Capture-the-Flag, Nintendo, Hide-and-Seek, Just Dance, Connect-4, Nancy Drew PC games.
• Indicates transition toward rules-based group play & emerging strategic thinking.

Prompt 5 – Hang-out Spots (Middle Adolescence $14{-}17\,\text{yrs}$)

• Mall, movies, friend’s house, sports games, Walmart lot, coffee shop.
• Emphasizes growing peer-oriented social participation & environmental preferences.

Generational reflection: resurgence of Nintendo ➔ cyclic nature of toy culture.

Course Components & Assignments (Macro View)

• Weekly announcement video: step-by-step walkthrough of each assignment; transcript available for later reference.
• Engagement modalities: videos, worksheets, case reflections, quizzes, synchronous discussion, readings.

Pre-Quiz & Post-Quiz System

• Pre-quiz (no studying): due tomorrow night; opens question bank for review until end of Module 3.
• Post-quiz later modules → study using pre-quiz feedback.

Worksheets (Key Pivot from Conditions I)

• No assigned client narratives this term.
  • Focus: condition-centered analysis to build an Illness/Disability Script (pattern recognition toolkit for 3.1 Children & Youth courses as well as Level II FW & NBCOT).
  • Include broad examples (feeding, playground activities, etc.).
• Resources provided:
  • Completed exemplar worksheet for self-check.
  • Detailed rubric.
• Due cadence: each worksheet due the Wednesday synchronous session after it is introduced (none in Module 1).

Developmental Milestone Review & Photo Activity

Rationale

• Reinforce observation skills; prime OT lens for typical vs. atypical development comparisons in upcoming condition units.

Photo Categories & Noted Behaviors

• Prone: weight-bearing on forearms, emergent rolling patterns, trunk extension.
• Supine: mid-line hand-to-hand play, visual tracking overhead.
• Sitting: supported ➔ independent; varied emotional engagement.
• Standing: supported/independent; wide base of support; contextual cues (scenery, footwear).
• Sensory modalities tagged on slides:
  • Tactile: Play-Doh manipulation, grass exploration.
  • Proprioceptive: climbing, joint compression activities.
  • Vestibular: “airplane” tosses.
  • Visual: high-contrast toys.
  • Auditory: musical toys, sport environments.

Metacognitive Take-aways

• Students now spontaneously parse everyday baby photos into OT terminology (prone, supine, weight-shift, sensory inputs).
• Family anecdotes illustrate:
  • Milestones frequently compared among siblings/cousins.
  • Environmental affordances (siblings fetching toys, being a “secret therapist”).
  • Importance of context questions during OT evaluation.
• Key Principle: Milestone ranges (e.g., walking $9{-}15\,\text{mo}$) are typical; variance alone ≠ pathology.

Video Observations – “Jack” (Real-Time Analysis)

Jack @ 6 Months (Clip 1)

• Postural control
  • Independent tripod sitting; intermittent propping on left arm.
  • Head stable in mid-line during transitions.
• Transitional movements
  • Attempts quadruped → one foot pushes (hip flexion) → partial stand attempt.
  • Rocking ➔ indicative of STNR integration & crawl prep.
• Weight-shift & Protective Responses
  • Falls forward; absent full forward protective extension → cries briefly, self-soothes (good caregiver attunement).
• Social-emotional & Cognitive
  • Sustained eye contact with caregiver/camera.
  • Explores carpet pattern (visual curiosity, tactile engagement).

Jack @ 6 Months (Clip 2 – Creeping)

• Pivoting: rotates around belly axis; upper-body propulsion precedes reciprocal crawl.
• Arms/legs extended; pushes through palms & toes; rocks anteroposterior.
• Babbling ↔ social referencing; continues goal-directed attention to caregiver > floor objects.

Jack @ 11 Months (Clip 3 – Hand Skills & Posture)

• Fine Motor
  • Inferior pincer grasp (thumb pad ➔ index pad) emerging.
  • Transfers objects hand-to-hand; crosses mid-line.
  • Purposeful release into puzzle board (graded finger extension).
• Gross Motor
  • Independent sitting with mild posterior pelvic tilt.
  • Pull-to-stand while holding toys; controlled descent (eccentric quad/hip work).
  • Wide base of support (expected for <12 mo).
• Cognitive/Language
  • Object permanence demos (looks for dropped puzzle piece?).
  • Babbling; reacts to puzzle sounds (cause-and-effect learning).
• Problem-Solving & Tool Use
  • Experiments with shape/slot matching.
  • Maintains grasp on object while transitioning postures (dual-task proficiency).

Developmental Sequences & Age Benchmarks (Quick Reference)

• Independent sit ≈ $6\,\text{mo}$.
• Rocking in quadruped $6{-}7\,\text{mo}$.
• Creeping/crawling $7{-}9\,\text{mo}$.
• Pull-to-stand $8{-}10\,\text{mo}$.
• Inferior pincer $9{-}10\,\text{mo}$; refined pincer $11{-}12\,\text{mo}$.
• First independent steps $12\,\text{mo (varies 9{-}15)}$.

OT Intervention & Grading Strategies (Derived from Videos)

• If pincer grasp weak ➔ offer larger puzzle knobs or velcro blocks to scaffold radial digital grasp before pincer.
• Promote protective extension: place soft obstacles for forward catch practice.
• Encourage crawling by: elevating trunk on pillow, using motivator toys just beyond reach.
• Surface texture matters: slick hardwood vs. carpet alters friction & motor planning.

Resource Recommendations

• Print developmental milestone tables (Module 1 resources; K. Smith Ch 4).
• Keep with you for Level II FW and NBCOT prep.
• Maintain personal “Illness/Disability Script” binder including:
  • Diagnostic hallmarks.
  • Occupational performance patterns.
  • OT intervention evidence.

Ethical & Professional Implications

• Engage caregivers as collaborators (mirrors prayer theme of "service").
• Respect cultural/generational differences in play materials and developmental expectations.
• Emphasize strengths-based language when discussing delays.

Immediate To-Dos for Students

• Complete Reflection + Pre-Quiz by tomorrow (pre-holiday).
• Watch weekly announcement video; save transcript link.
• Begin gathering sources for Worksheet #1 (although not due this week).
• Download/print milestone tables for quick clinical reference.

Big-Picture Connections

• Builds on “Analysis” course (activity analysis, reflexes, motor control).
• Lays groundwork for upcoming Children & Youth Process (Semester 3.1) where case scenarios will demand rapid pattern recognition.
• Ultimately scaffolds to fieldwork & national certification.

Remember: developmental observation is now part of your OT “always-on” lens—you won’t unsee it!