pediatric theories 

[PEDIATRIC THEORIES, MODELS OF PRACTICE, FRAMES OF REFERENCE]

• CONCEPTS INFLUENCING OT PRACTICE WITH CHILDREN 

  • DEVELOPMENT 

    • Sequential changes in function 

      • Individuals with different growth will nto go through the same sequence 

    • Nature and nurture 

      • Nature- born with 

      • Nurture- learned 

    • Biological maturation, environment 

      • Environment- needs to have given opportunities to grow 

  • PARTICIPATION IN OCCUPATIONS 

    • Graded and purposeful 

    • Play 

    • Social participation 

  • ENVIRONMENT

    • Facilitates or hinders participation 

  • RISK AND RESILIENCE 

    • Positive outcomes when risk is involved 

• FOUNDATIONAL THEORIES 

  • PIAGET 

    • Response to the environment to grow cognitively 

    • Stages 

      • Sensorimotor 

        • Time period where they explore the environment

        • Take in sensory info to create motor actions 

        • Benefit from environment to grow 

        • Use schema to understand the concepts of the world through exploration 

          • Schema is an outline of the world 

      • Pre-opertational 

        • A child first learns to operate things in teh world 

        • To interact and engage in activity 

        • Moving into an operational stage 

        • Assimilate info into the environment to move forward 

      • Concrete operational 

        • Preschool to early elementary 

        • Understand what something does in a concrete manner 

        • NOT abstract 

        • Understand change 

          • Accommodate for changes that are unexpected, to make new play interactions 

      • Formal operational 

        • Learn how to interact with the world in a manner that is purposeful and meaningful to them 

          • Equilibrium in the world 

    • Cognitive

      • Schema

      • Assimilation 

      • Accommodation 

      • Equilibriaition 

• VYGOTSKY 

  • Zone of proximal development 

    • Continuum of What is Known and What is Unknown 

    • the space between what a learner can do without assistance and what a learner can do with adult guidance or in collaboration with more capable peers

  • operant

• MASLOW 

  • Hierarchy of needs 

    • FIRST DEMAND: 

      • Physiological needs 

        • Air, water, shelter, sleep, clothing, reproduction 

    • SECOND DEMAND: 

      • Safety needs 

        • Personal security, employment, resources, health, property 

    • THIRD DEMAND:: 

      • Love and belonging 

        • Friendship, intimacy, family, sense of connection 

    • FOURTH DEMAND: 

      • Esteem 

        • Respect, self esteem, recognition, strength, freedom 

    • FIFTH DEMAND 

      • Self actualization 

        • Desire to become the best self 

• LEARNING AND SYSTEMS THEORY 

  • Behavioral 

    • Reward vs. punishment 

      • Positive reinforcement 

        • Add pleasant stimulus to increase or maintain behavior 

      • Positive punishment 

        • Add adversive stimulus to decrease behavior 

      • Negative Reinforcement 

        • Remove something that is not positive there will be a change in behavior 

      • Negative punishment 

        • Remove pleasant stimulus to decrease behavior 

    • Operant learning 

  • Social cognitive 

    • Kids learn through observing others behavior 

      • Personal factors, behavior  and environmental influences work together to define 

  • Motivation/Self Efficacy 

    • Motivation influenced by perceptions 

  • Dynamic Systems 

    • Everything working together