Lecture 6: Infants, Toddlers, & Early Childhood

Question 1

Lecture 6:

Infants & toddlers learn by experiencing their environment in 3 ways. What are the 3 ways?

Answer 1

1.) Senses —> seeing, hearing, smelling, tasting, & touching
2.) Reciprocal adult-children interaction
3.) Movement —> actions/reactions (eg; push button on toy & it lights up and plays music)

Question 2

Lecture 6:

What would happen to the 3 learning environments if movement was affected in a child & they were unable to sit?

Answer 2

1.) Senses would be used less as would have less use of hands as they need to hold themselves up
2.) Less opportunist to interact with adults (eg; child sitting in shopping cart can interact more than lying in a carrier
3.) less opportunity to develop fine motor skills

Question 3

Lecture 6:

What would happen to the 3 learning environments if movement was affected in a child & they were delayed in locomotion?

Answer 3

1.) senses impacted as unable to explore/expand environment
2.) unable to test separation & independence from parent
3.) less opportunity to develop motor skills like running, hopping, skipping, etc

Question 4

Lecture 6:

What is Physical Literacy & What does it include?

Answer 4

The ability to move with poise & confidence across a wide range of activities
- includes competencies linked to the development of the person (physical, affective, cognitive, & psychosocial)

Question 5

Lecture 6:

Why are rhythmic activities important to growth & what do they develop?

Answer 5

Rhythmic activities are a good way to develop movement skills through repetition in a fun way
- coordination, language/reading, voice reproduction, intelligence, & future complex movements are developed or starting to develop

Question 6

Lecture 6:

When discussing the demographic for children in a rehab/clinical environment, what are the 5 areas the infant/toddler would be experiencing delays in?

Answer 6

1.) Cognitive delays (learning & thinking)
2.) Physical delays (growth or gross/fine motor abilities)
3.) Communication delays (understanding/using words)
4.) Social or emotional delays (relating to others)
5.) Adaptive delays (self-help skills ie, feeding)

Question 7

Lecture 6:

What is the process for an infant/toddler in a clinical/rehabilitation environment?

Answer 7

1.) assessed by a multidisciplinary team
- professionals that can assess each domain/area
2.) Data collected & reviewed by parents, coordinators, professionals, & others with child’s interest in mind

Question 8

Lecture 6:

What is an IFSP?

Answer 8

An Individualized Family Service Plan
*same as an IEP but for paediatric patients

Question 9

Lecture 6:

What are the components of an IFSP?

Answer 9

1.) current level of functioning based on assessment
2.) families strengths/needs - inventory of resources/gaps
3.) Measurable major outcomes/goals to achieve
4.) specific services provided to child & family
5.) statement of natural environments where early intervention can be provided (eg; where child is within community eg; daycare)
6.) frequency & duration of services
7.) Transition services when transitioning into preschool (around 3yrs)

Question 10

Lecture 6:

What is our potential role for early intervention (preventing requirement for IFSP)?

Answer 10

• quick assessment of motor development (if any issues or not)
• determine eligibility for services related to motor development
• develop motor goals for IFSP based on areas of need
• provide direct service/treatment or instruction
• consult with early intervention providers & parents
• reevaluate & make modifications as needed

Question 11

Lecture 6:

When discussing appropriate forms of assessment, what are Screening Tests?

Answer 11

Can be informal or formal tests
- eg; Alberta infant motor scales & ages/stages questionnaire 3

Question 12

Lecture 6:

When discussing appropriate forms of assessment, what is an example of Standardized Tests?

Answer 12

Peabody Motor Scales

Question 13

Lecture 6:

When discussing appropriate forms of assessment, what are Curriculum-Based Assessmemnts?

Answer 13

Based on pre-set curriculum of the environment; eg Carolina Curriculum for infants and toddlers with special needs

Question 14

Lecture 6:

When discussing appropriate forms of assessment, what are Trans-Disciplinary Play-based assessment?

Answer 14

Using a play facilitator to interact with parents & peers

Question 15

Lecture 6:

When discussing appropriate forms of assessment, what are Authentic Assessments ?

Answer 15

Assessments conducted in everyday life situations using rubrics & checklists

Question 16

Lecture 6:

What is the Primary Goal for Motor programs for infants/toddlers?

Answer 16

To enhance development of motor milestones & aquire motor skills

Question 17

Lecture 6:

What are 3 goals/objectives of Motor Programs for infants/toddlers?

Answer 17

1.) provide opportunities for active movement
2.) create child-Centered movement environment’s that stimulate the child
3.) create environments that aid the development of independence

Question 18

Lecture 6:

What is the 1st Guideline of the SHAPE America Infant Guidelines (under 2yrs)?

Answer 18

Infants should interact with caregivers in DPA dedicated to exploring movement & the environment (eg; facial expressions, clapping hands for approval, etc) *cant just sit a kid down and leave

Question 19

Lecture 6:

What is the 2nd Guideline of the SHAPE America Infant Guidelines (under 2yrs)?

Answer 19

Caregivers should place infants in settings that encourage/stimulate movement & active play for short periods of time, several times a day

Question 20

Lecture 6:

What is the 3rd Guideline of the SHAPE America Infant Guidelines (under 2yrs)?

Answer 20

Infants physical activity should promote skill development in movement (eg; give reason to move)

Question 21

Lecture 6:

What is the 4th Guideline of the SHAPE America Infant Guidelines (under 2yrs)?

Answer 21

Infants should be placed in an environment that meets/exceeds recommended safety standards for performing large-muscle activities

Question 22

Lecture 6:

What is the 5th Guideline of the SHAPE America Infant Guidelines (under 2yrs)?

Answer 22

Parents are responsible for understanding importance of PA & should promote movement skills by providing opportunities for structured/unstructured play/PA

Question 23

Lecture 6:

What is the 1st Guideline of the SHAPE America Toddler Guidelines (2-3yrs)?

Answer 23

Toddlers should engage in at least 30min structured PA each day

Question 24

Lecture 6:

What is the 2nd Guideline of the SHAPE America Toddler Guidelines (2-3yrs)?

Answer 24

Toddlers should engage in atleast 60mins (to several hrs) per day of unstructured PA & not sedentary for over 60mins at a time (unless sleeping)

Question 25

Lecture 6: What is the 3rd Guideline of the SHAPE America Toddler Guidelines (2-3yrs)?

Answer 25

Toddlers should have many opportunities to develop movement skills for building blocks for future motor skills & PA

Question 26

Lecture 6: What is the 4th Guideline of the SHAPE America Toddler Guidelines (2-3yrs)?

Answer 26

Toddlers should have access to indoor & outdoor areas that meet/exceed recommended safety standards for large-muscle activities

Question 27

Lecture 6: What is the 5th Guideline of the SHAPE America Toddler Guidelines (2-3yrs)?

Answer 27

Parents responsible for understanding importance of PA & promote movement by providing structured/unstructured PA & movement opportunities

Question 28

Lecture 6: What are the Canadian 24-hr Movement Guidelines for Infants (under 1) ? - 6 of them

Answer 28

1.) active several times a day in many ways 2.) interactive floor-based time (more = better) 3.) 30min minimum tummy time throughout day 4.) less than 1hr at a time restrained (stroller, hc ,etc) 5.) no screen time 6.) sedentary time spent story telling/reading

Question 29

Lecture 6: Based on the Canadian 24-hr Movement Guidelines for Infants (under 1), what is the recomended amount of sleep? - under 3months? - 4-11 months?

Answer 29

- 14 to 17 hours if under 3 months - 12 to 16 hours if 4 to 11 months

Question 30

Lecture 6: What are the Canadian 24-hr Movement Guidelines for Toddlers (1-3 yrs) ? - 6 of them

Answer 30

1.) 180+ mins doing various physical activities throughout day (more is better) 2.) less than an hour restrained 3.) no sitting for extended periods 4.) no screen time under 2yrs 5.) 2+ years under an hour screen time per day 6.) reading & storytelling when sedentary

Question 31

Lecture 6: Based on the Canadian 24-hr Movement Guidelines for Toddlers (1-3yrs), what is the recomended amount of sleep?

Answer 31

11 to 14 hours goof quality sleep (includes naps) - consistent bedtime & wake up times

Question 32

Lecture 6: What are 4 key Motor Program objectives/goals for Infants & Toddlers with Special Needs?

Answer 32

1.) increase muscle tone/strength for students with hypotonia (low muscle tone) eg; Down syndrome 2.) Decrease muscle tone & enhance reflex integration for students with hypertonic (increased muscle tone) eg; cerebral palsy 3.) stimulate sensory system (vestibular, visual, auditory, tactile, & proprioceptive) 4.) Enhance manipulative abilities eg; reach, grasp, hold, release

Question 33

Lecture 6: When discussing developmentally appropriate interactions with infants/toddlers, what are Indirect Teaching Approaches?

Answer 33

Child-directed teaching where child takes lead & you respond to them - we provide the stimulus (toy or environment) & they can freely explore (adults teach from behind based on child actions)

Question 34

Lecture 6: What do Indirect Teaching Approaches allow for?

Answer 34

Allow for naturally occuring consequences - eg; climb the ladder you get to slide down the slide Also allows for self-initiated repetition - eg; if they like it, they can do it again, if they dont then they aren’t forced

Question 35

Lecture 6: How would you interact with families to get best results from motor programs?

Answer 35

Family-Centered Physical Education will allow for more results rom motor programming - survey operants hopes/desires - teach them developmentally appropriate ways to foster motor development - regular communication with parents

Question 36

Lecture 6: What are Early Childhood Movement Programs?

Answer 36

Programs selected, designed, sequenced, & modified to maximize learning & active participation for young children of all abilities (in pre-school & primary-aged programs)

Question 37

Lecture 6: What is the Goal of Early Childhood Movement Programs?

Answer 37

To maximize motor learning & physical activity for children of all abilities

Question 38

Lecture 6: What are the Testing Objectives for Early Childhood Movement Programs?

Answer 38

1.) Identify gross motor developmental level compared with children of same age 2.) identify specific skill delays so they can be addressed with program planning & instruction

Question 39

Lecture 6: What are 3 Instruments used for assessing developmental delay?

Answer 39

1.) Brigance Inventory of Early Development III (IED-III) 2.) Peabody Developmental Motor Scales (PDMS-2) 3.) Test of gross motor development (TGMD-3)

Question 40

Lecture 6: When discussing ways of Assessing Physical Activity, What are motion sensors & 2 examples?

Answer 40

Give us a picture of quantity of movement (are they meeting guidelines) but not quality - Accelerometers - tell how much they’re moving but not how well - Pedometers

Question 41

Lecture 6: What type of observation is used to assess PA & why is it beneficial or not?

Answer 41

Direct & Systematic observation allows measurement of both quality & quantity of PA but is time consuming

Question 42

Lecture 6: When planning for instruction, what are 4 ways you can assess/test the participants?

Answer 42

1.) Criterion references-skills checklist assessments 2.) Curriculum-based assessments (look @ locomotion, orientation, object control, & play skills) 3.) Formal & informal testing 4.) Instruments (Smart Start Preschool Movement Curriculum Designed for children of all abilities & I CAN Primary Skills K-3 {LOOP plus social skills)

Question 43

Lecture 6: Why would you use checklists, rubrics, & portfolios to assess students?

Answer 43

They are individualized for each ability & created for those with disabilities as they’re individualized - assists the design of accessible instructional environments - tracks progress across multiple years instead of changing assessments based on age groups

Question 44

Lecture 6: What are the Physical Activity Guidelines for Pre-schoolers (age 3-4)?

Answer 44

- atleast 180mins/day in various PA’s (atleast 60 of energetic play) - 10 to 13 hours sleep - no more than an hour restrained at a time - under an hour of sedentary screen time - storytelling or reading when sedentary

Question 45

Lecture 6: What are the Physical Activity Guidelines for school aged children (5 to 17 yrs)?

Answer 45

- at least 60mins mod to vig PA per day (3x/week) - several hours a day of light PA - no more than 2hrs a day of recreational screen time - limiting extended sitting times

Question 46

Lecture 6: What is the recomended amount of sleep for school aged kids? - ages 5-13? - ages 14-17?

Answer 46

9 to 11 hours for ages 5-13 & 8 to 10 hours for ages 14-17

Question 47

Lecture 6: What are 3 primary objectives of Early Childhood programs?

Answer 47

1.) children experiencing motor delays should receive same opportunities as peers just modified 2.) environments should be individualized to assessment information 3.) focus is on fundamental movement skills

Question 48

Lecture 6: What are some developmental difference between pre-school & primary aged children to consider?

Answer 48

Preschoolers enjoy experimenting with speed, change of direction & enjoy exploring new spaces - as older, activities become boring & would have more fun with more engaging new things (eg; going under parachute) - consider developmental differences of children the same age too

Question 49

Lecture 6: What is the best way to communicate in early childhood programming?

Answer 49

- verbal & non-verbal communication (movement sets a great place to work on concepts) - collaborate with all team members on communication goals - consider strategies that prompt speech/communication during activity

Question 50

Lecture 6: What are some alternative systems of communication for non-verbal students?

Answer 50

- sign language - picture systems (put in place by OT/speech pathologists) - visual schedules (pictures to describe activity) - voice output systems - act out social stories & songs to build connection b/w words & actions

Question 51

Lecture 6: When discussing child directed learning, what is the exploration style?

Answer 51

Teacher selects instructional materials & designated area to be explored - eg; students choose piece of equipment & find ways to interact with it

Question 52

Lecture 6: When discussing child directed learning, what is the Guided Discovery style?

Answer 52

Children presented with variety of methods to perform a task & asked to choose the method that’s most efficient/works best for them *teacher has end goal in mind

Question 53

Lecture 6: What are the movement environments & principles of design for Preschool-Aged children?

Answer 53

1.) Child-directed learning 2.) Opportunity for choice 3.) Self-initiated exploration 4.) Mix of novel & familiar equipment 5.) Opportunity to view peer models

Question 54

Lecture 6: What are the movement environments & principles of design for Primary-Aged children?

Answer 54

1.) Variety of learning styles 2.) Variety of equipment 3.) Flexible rules for tasks 4.) Variety of classroom designs 5.) Opportunity for peer observation