pediatric OT chapter 7

Operations-in Piaget’s theory, these are reversible mental actions that allow children to do mentally what they formerly did physically. Preoperational is when children beigin to represent the world with words, images, and drawings and symbolic though goes beyond simple connections of sensory information and physical actions; stable concepts are fromed, mental reasoning emerges, egocentric, is present and magical beliefs are constructed. Sensoriomotor is when infant construct an understanding og the world by coordination sensory experiences with motoric actions. Behavior engaged in by infants to derive pleasure from exercising their existing sensorimotor schemas.

Symbolic functions is Piaget’s first sub stage of preoperational thought, in which the child gains the ability to mentally represent an object that is nor present. Intuitive thought sub stage is Piaget’s second sub stage of preoperational thought, in which children begin to use primitive reasoning and want to know the answers to all sorts of questions (age 4 and 7 years of age)

Piaget and Barbel Inhelder initially studied young children’s egocentrism by devising the three mountains task. The child walks around the model of the mountains and become familiar with what the mountains look like from different perspectives and she can see that there are different objects on the mountains. The child is seated on side of the table on which the mountains are places. The experiment moves a doll to different locations around the table, at each location asking the child to select from a series of photos the one photo that most accurately reflects the view that the doll is seeing. Children in the preoperations stage often pick their own view rather than the doll’s view. Preschool children frequently show the ability to take another’s perspective on some task but not others.
Some Dimesions of Conservation: Number, Matter, and Length
Preoperational children say that the longer shame has more clay because they assume that “longer is more”. Preoperational children cannot mentally reverse the clay-rolling process to see that the amount of clay is the same in both the shorter ball shape and the longer stick shape. In addition to failing to conserve volume, preoperational children also fail to conserve number, matter, length, and area.

the belief that inanimate objects have lifelike qualities and are capable of action.

focusing of attention on one characteristics to the exclusion of all others

in Piaget’s theory, awareness that altering an objects or a substance’s appearance does not change its basic properties

the inability to distinguish between one’s own perspective and someone else’s (salient feature of the first substage of peroperational thought)

Myelination has the effect of increasing the speed and efficiency of information traveling through the nervous system. Myelination is important in the development of a number of children’s abilities. Myelination in the areas of the brain related to hand-eye coordination in not complete until about 4 years of age.

The theory of the mind refers to the awareness of one’s own mental processes and the mental processes of others. Children begin to understand mental states involving perceptions, desires, and emotions at 2 and 3 years of age and at 4 to 5 years of age realize that people can false beliefs (beliefs that are not true). It is only beyond the preschool years that children have a deepening appreciation of the mind itself rather than just an understanding of mental states.

A government-funded program that is designed is provide children from low-income families the opportunity to acquire the skills and experiences important for school success. It was developed in the summer of 1965, and it was the federal government’s effort to break the cycle of poverty and poor education for the young children in the US.

this is the term for task too difficult for hildren to master alone but that can be mastered with the assistance of adults or more skilled children,. It relates to the OT process in order to determine the type of intervention needed for the the child

Piaget – cognitive constructionist: children actively construct knowledge and understanding through actions/interactions with the physical world

Vygotsky – social constructionist: children actively construct knowledge and understanding through social interactions and cultural context

Playing Peek-a boo with an infant. when the mother covers the the baby's face, then remove it to have a suprise at the infants appearance, then the baby can take turns. Another examlpe is playing games like patty cakes reflects on joint attention

Involves action planning, allocating attention to goals, error detection and compensation, monitoring progress on task, and dealing with novel or difficult circumstances

Focused and extended engagement with an object, task, event or other aspect of the environment

Nurturing is the key aspect of the child-centered kindergarden, which emphasizes the education of the whole child and concern for his or her physical, cognitive, and socioemotional development.