Term
| Child deepens exploration of objects and range of schemes e.g. pulling, turning, poking, tearing |
|
Definition
|
|
Term
| A child typically begins to notice the relationship between complex actions (open doors, place lid on container) and differential use of schemes based on the toy being played with (pushing a train or rolling a ball). |
|
Definition
|
|
Term
| The child begins linking schemes in simple combinations (putting a baby in a carriage and pushing the carriage) |
|
Definition
|
|
Term
| Child links multiple scheme combinations into a meaningful sequence; put food in bowl, scoop food using spoon, feed doll |
|
Definition
|
|
Term
| Object Permanence develops between: |
|
Definition
|
|
Term
| Behavior is more goal directed, performs action to produce a response and is able to use a tool after demonstration: |
|
Definition
|
|
Term
| To problem solve, the child has learned to recruit the help of an adult to achieve a goal. |
|
Definition
|
|
Term
The child uses trial and error to problem solve new challenges; attempts to activate simple mechanisms and turns and inspects objects.
(// with Piaget: seeks out new schemes, with improved fine and gross motor abilities; tool use begins) |
|
Definition
12-15 months
Tertiary Circular Reactions (12-18) |
|
|
Term
The child begins to replace trial and error with a thought process in order to obtain a goal, therefore the child begins to think before acting and can predict effects or presume causes.
(Piaget: Inventios of new means through mental combinations; able to represent concepts without direct manipulation) |
|
Definition
|
|
Term
| The child's problem solving skills allow her to match shapes and recognize operations of several mechanisms |
|
Definition
|
|
Term
| The child sorts big and small trucks into separate piles. |
|
Definition
|
|
Term
| The little girl can build with blocks horizontally and vertically. |
|
Definition
|
|
Term
| The child uses his logic and previous experience to see relationships between actions (if the balloon is popped it will make a loud noise). |
|
Definition
|
|
Term
| The toddler can make a mental plan of actions without acting it out. |
|
Definition
|
|
Term
| Problem solving, balance and coordination have developed so the child can build a tower of nine cubes and build a structure from a mental image. |
|
Definition
|
|
Term
| Sandro's spatial awareness, cause and effect and mental images in problem solving allow him to build involved structures combining various planes. |
|
Definition
|
|
Term
| Between ages __&__ children engage in ____ play which involves engaging in sensory, motor, cognitive and social play experience resulting in refinement of relevant skills) and participated in cooperative peer groups. |
|
Definition
|
|
Term
| Between ages __ & __ the child is interested in _____; Play becomes organized by rules, competition, social interaction. Friends become an important validation of play items and performance. |
|
Definition
|
|
Term
| At this age Siera is able to use non-realistic objects in pretending (substituting a block for a backhoe) and has her dolls wash themselves (inanimate objects performing familiar activities). |
|
Definition
|
|
Term
| Sandro starts playing "make believe" primarily involving self, e.g., eating, sleeping. |
|
Definition
|
|
Term
| The child projects "make believe" play onto objects and other people. |
|
Definition
|
|
Term
| Reaching, Grasping, Releasing, Carrying, Manipulation, Scissor Skills are important component of ..... |
|
Definition
|
|
Term
| No attempt to grasp but visually attends to the object |
|
Definition
|
|
Term
| While visually attending to the object able to sustain voluntary grasp only upon contact; ulnar side used, no thumb involvement, wrist flexed |
|
Definition
|
|
Term
Releasing Skills:
0-1 month:
1-4 months:
____: Two-stage transfer
____: One stage transfer
Voluntary release: ____ |
|
Definition
Releasing Skills:
0-1 month: No release
5-6 months: Two-stage transfer
6-7 months: One stage transfer
Voluntary release: 7-9 months |
|
|
Term
| Involuntary release appears between |
|
Definition
|
|
Term
| Hands come together at midline for bilateral reaching with shoulders abducted, forearm pronation, fingers extended |
|
Definition
|
|
Term
| Primitive squeeze grasp, hand pulls object back to squeeze precariously against hand or body, no thumb, emerges around: |
|
Definition
|
|
Term
| Hands come together at midline for bilateral reaching- shoulders abducted w/ partial internal rotation, forearm pronation, and full finger extension at: |
|
Definition
|
|
Term
| Two stage object transfer occurs between |
|
Definition
|
|
Term
| Palmar grasp, object held within center of palm with thumb adducted, emerges at: |
|
Definition
|
|
Term
Grasp patterns: At 6 months baby is able to hold a bottle demonstrating use of this grasp
|
|
Definition
|
|
Term
| Grasp Patterns: By 9 months baby has refined this grasp patterns so that when an object is held with the opposed thumb and fingertips space is visible and wrist is extended. |
|
Definition
Radial Digital Grasp
[image] |
|
|
Term
| Increased dissociation of body sides allows for unilateral reaching with less shoulder abduction around___ |
|
Definition
|
|
Term
| Using to fingers to rake Cheerios begins around |
|
Definition
|
|
Term
| One stage object transfer emerges between: |
|
Definition
|
|
Term
| Voluntary object release emerges between |
|
Definition
|
|
Term
| As trunk stability improves, Siera begins unilateral reaching with slight shoulder external rotation, elbow extension, forearm supination, slight wrist extension around _____ months |
|
Definition
|
|
Term
| Sandro uses the inferior Pincer Grasp, Pincer Grasp, and Fine Pincer Grasp (varied by degree of thumb IP flexion), to pick up and eat dry cereal, peas, macaroni at these respective months: |
|
Definition
|
|
Term
| Siera can turn her toy ON/OFF and pick up coins using finger to palm translation between |
|
Definition
|
|
Term
| By ___ to ___ months the baby uses both hand for different functions such as turning an inspecting objects and using a tool to obtain a favored object. |
|
Definition
|
|
Term
| Shoulder and wrist stability contribute to the emergence of manipulation skills such as begining to use fork/spoon to stab food around: |
|
Definition
|
|
Term
| Between ____ and ____ months Sandro can finally put her coins into the Piggy Bank using Palm-to-Finger translation |
|
Definition
|
|
Term
| Rolls from prone to supine position |
|
Definition
|
|
Term
| Rolls from supine to prone with right and left leg performing independent movement |
|
Definition
|
|
Term
| Able to play with toys in while sitting alone (initially with wide base of support) |
|
Definition
|
|
Term
| This reflex emerges as baby begins to be able to sit unsupported. |
|
Definition
| Forward parachute (protective extension forward; 6-9 months) |
|
|
Term
| Gets into sitting position from prone |
|
Definition
| between 6 and 11 months; Should happen before 12 months |
|
|
Term
| Protective responses present when falling to the side |
|
Definition
| 7-8 months equilibrium reactions are present |
|
|
Term
| Increased variety of sitting position including "w" sit and side sit |
|
Definition
| 8-10 months (sits well w/o support, legs are closer, full upright position, knees straight) |
|
|
Term
| Protective extension backwards; able to move in and out of sitting position into other positions |
|
Definition
|
|
Term
| Baby begins to cruise sideways at ___ months |
|
Definition
|
|
Term
| Walks with one hand held. Reaches for furniture out of reach when cruising. No hesitation when cruising. |
|
Definition
|
|
Term
| Able to start and stop when walking |
|
Definition
|
|
Term
| Cuts a straight forward line and eventually simple geometric shapes |
|
Definition
|
|
Term
|
Definition
|
|
Term
| Cuts Simple figure shapes |
|
Definition
|
|
Term
| Cuts complex figure shapes |
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
| Jumps off floor with both feet |
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
| Puts toys away with reminders and carries things without dropping them. |
|
Definition
|
|
Term
| Dries dishes and wipes up spills |
|
Definition
|
|
Term
| Fixes dry cereal and helps sort laundry |
|
Definition
|
|
Term
| Answers telephone correctly, makes bed, takes out trash, makes a sandwich, puts toys away neatly |
|
Definition
|
|
Term
| Removes pullover garment independently, Zips jacket Zipper, Puts on socks and shoes correctly- help tying laces. |
|
Definition
|
|
Term
| Ties and unties knots and dresses without supervision |
|
Definition
|
|
Term
| Buttons series of 3 or 4 buttons. Unzips front jacket zipper, Finds front of clothing, Dresses with supervision |
|
Definition
|
|
Term
Puts on socks and shoes (may be incorrect), Independently pulls down pants, Puts on pullover shirt with min assist; needs help to remove shirt. Buttons large front buttons |
|
Definition
|
|
Term
| Removes unfasted coat and shoes if laces are untied. Helps pull down pants and finds armholes in pullover shirt. |
|
Definition
|
|
Term
| Removes pants with elastic waist, helps pull on socks, puts on front buttoning jacket or shirt and unbuttons large buttons |
|
Definition
|
|
Term
| At what age does the child begin to integrate self-control into the personality? Child realizes he can control bodily functions. |
|
Definition
| 2-4 years; Autonomy vs. doubt and shame |
|
|
Term
| According to Erickson it is important for an elementary school age child to gain a sense of _______ through friends and gain mastery over games of his age group. |
|
Definition
|
|
Term
| Teenagers begin to make choices about adult roles with the ultimate goal of finding ones ______ |
|
Definition
| Identity (self-identity v. role diffusion) |
|
|
Term
| Asymmetric hand use prevails until ___ months, and then symmetric movements emerge until ___ months |
|
Definition
|
|
Term
| Typical development of prewriting skills: 1-1.5 years |
|
Definition
Palmar Supinate Grasp
[image] |
|
|
Term
| Typical development of prewriting skills: 2-3 years |
|
Definition
Digital Pronate Grasp
[image]
|
|
|
Term
| Typical Development of Prewriting skills: 3.5-4 years |
|
Definition
Static Tripod Posture
[image] |
|
|
Term
| Typical Development of Prewriting skills: 4.5-6 years |
|
Definition
|
|
Term
| Finger to palm translation- picking up coins |
|
Definition
|
|
Term
| Palm to finger translation- placing coins in a slot |
|
Definition
|
|
Term
| Simple rotation, turning or rolling of an object at the finger pads 90 degrees or less- unscrewing a small bottle cap |
|
Definition
|
|
Term
| Shift- separating 2 pieces of paper |
|
Definition
|
|
Term
| Complex rotation- turning a pencil over to erase |
|
Definition
|
|
Term
| In hand manipulation- picking up pennies with thumb and index finger while storing them in the ulnar side of the same hand |
|
Definition
|
|
Term
| The first toileting skills that must be developed, child's recognition of being wet or soiled, typically occurs at age: |
|
Definition
|
|
Term
| Sits on toilet when placed and supervised |
|
Definition
|
|
Term
| Urinates regularly in toilet |
|
Definition
|
|
Term
| Tells someone he/she needs to use the bathroom, rarely has bowel accident, achieves regulated toileting with occasional daytime accident |
|
Definition
|
|
Term
| Goes to the bathroom independently - may need help with wiping and fasteners |
|
Definition
|
|
Term
Population: Premature infants
Focus: Assesses infant's pattern of developing behavioral organization in response to increasing sensory and environmental stimuli
Method and Interpretation: Behavior checklist and scale; how much did examiner facilitate responses? System integration? |
|
Definition
| Assessment of Premature Infants' Behavior (APIB) |
|
|
Term
| Population: Preterm and full term infants Method: rating scale administered sequentially according to state of alertness; first in a quiet or sleep state, then while awake. Interpretation: Scores reflect neurological functions and identify deviations for diagnosis |
|
Definition
| Neurological Assessment of Preterm and Full-term newborn infant (NAPFI) |
|
|
