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Child Development & Child Psychiatry - Coggle Diagram
Child Development & Child Psychiatry
Ax Choices
Wits Developmental Profile
Focus: Gross Motor, Fine Motor, Perceptual Skills
Milestones: Age-specific
Sensory Profile
Measure sensory processing abilities
Effect on functional performance
Collateral Information
Grandmother: Birth/medical history, home environment
Social Worker: Placement process
Children’s Home: Behavior, routine, friendships, play
Test of Playfulness
Assess play disposition
Correlation with coping and adaptability
Test of Environmental Supportiveness
Assess environment’s support for play
Fit between motivation and environment
Developmental Stage & Expectations of a 3-year old
Gross Motor Skills
Climbing with agility, goes up stairs alternating feet carrying a toy, goes down 2 feet to a step, jumping 2 feet both off floor, riding tricycle using pedals & steer around wide corners.
Static balance (stand on 1 leg momentarily, balance on tiptoes, dynamic balance not expected
Fine Motor Coordination
Drawing (1-0+), pencil grip (near point, 2 fingers thumb, good control), puzzles (2 piece), bilateral coordination (threads L beads & cuts w scissors)
Building tower (9-10 blocks), manipulating small objects, lids on and off containers
Perception
Listening to stories, demands favorite, identifying 4 body parts
Counting: to 5, 2 objects, obey 3 prepositions, memory (repeats 3 digits), 6-7 syllable sentences, Name 1 colour + match 6
Language and Play
Cooperative temperament, incessant talking, asks questions, gives full name, age and sex
Understanding social rules (taking turns, groupwork of 2-3), parallel play, make-believe, toys: boxes, trains, dolls, prams
Self-feeding, bathroom independence, dresses and undresses (big buttons, put on own shoes on wrong foot)
Walks hauling toys, runs w feet & arms alternating, kicks ball forcibly, catches 20cm ball between arms and body/ extended arms, throws over hand
Draw a man: circle w 2 lines, add 3 parts to incomplete man, distinguishes big line
Attention: needs help to focus
Play Stages
Takata’s Play Epochs
Symbolic and simple constructive play: make belief, represents another object or situation (climbing, runnig)
Parten’s Social Stages of Play
Onlookers: Watching others play, asks about play but makes no effort to join
Parallel Play: Playing alongside but not with others, shares toys, copies others at times, main focus on own play
Guiding Theory
Erik Erikson: Initiative vs Guilt
Encouragement (sense of initiative, feeling motivated and purposeful) vs criticism (feelings of guilt, sense of inadequacy, hindered willingness to take initiative
Effects on motivation and purpose- effects willingness to explore and learn
Piaget: Pre-operational Stage (2-7 years)
Symbolic thought (not yet logical, struggle w cause and effect), egocentric thinking (difficulty understanding perspectives), intuition-based reasoning (errors in judgment)
Emotional Regulation
Importance of managing stress and emotional responses
Social-emotional learning:
Socio-emotional skills help to recognize and manage emotions, think about feelings and how they should act, regulate behaviour based on decision-making
Eager to explore, learn and accomplish tasks on their own
Capable of growth and learning, needs support and guidance to thrive
Poor ER lead to social issues, meltdowns, negative behaviour, anxiety
focusing and following directions is difficult when dysregulated
Dysregulation- no communication between limbic system and frontal lobe
Guiding Theory
Play Intervention
Guided Play: Balancing autonomy and intrinsic motivation with adult guidance
Therapeutic Use of Self: Engaging at child's level, attuned to cues, suspend adult authority, back off when necessary
Developmental Frame of Reference (FOR)
Sequential skill development, brain plasticity
Engaging in slightly challenging tasks
Meet child at their level, follow child's lead, open ended qs and enquiry
Engage at level child is successful, introduce next step
Activities match interests, allow for repetition to feel mastery
Guiding Theory
Positive Discipline FOR
Calm, respectful guidance towards desired behaviors
Clear rules, outlining consequences for actions enforcing boundaries
Trauma-Informed Approach
Realize: Extent of trauma
Recognize: Effects of trauma
Respond: Trauma-informed responses
Resist Re-traumatization: Self-care, awareness
Reintegrate: Knowledge into practice
teach, model, encourage positive conduct
Class rules, + reinforcement, routine