Question 1

Compare motor development within the cephalocaudal and proximo-distal patterns.

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Question 2

Briefly discuss what is assessed when medical professionals use an Apgar score for a newborn baby.

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Question 3

What adaptations might be used for a child who has difficulty grasping the pitcher and cup from the task analysis above?

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Question 4

Assume that you have a group of four children, ages 3 and 4. One of them loves stick figures with a recognizable face, arms, and legs. Two can draw a stick figure with recognizable face, and one can only scribble. Your goal is: "To improve the children's ability to draw a person." The terminal objective is, "When the teacher provides paper and crayons and suggests that the children 'draw a picture someone in their family,' the children will draw a circle, then add eyes, nose, mouth, and ears to the circle." They will draw lines to indicate arms and legs. The criterion is appropriate placement of the facial features and at least four lines for arms and legs. Write a sequence of short-term objectives that will be appropriate for the children. Assume that the younger children will do the simpler objectives only because they are too young to achieve the terminal objective. However, all will progress toward the terminal objective.

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Question 5

Describe three playground activities that you could use with young children in the informal evaluation of their motor skills. Be specific in stating exactly what a teacher should observe and what can be learned about the children being observed.

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Question 6

Write a task analysis with at least 4 short-term behavioral objectives for the motor skill of pouring liquid from a small pitcher into a cup independently.

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Question 7

Compose five steps of reverse chaining for the task of washing hands.

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Question 8

Identify at least three activities that involve gross motor skills and at least three activities that involve fine motor skills.

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Question 9

Think about the typical movement games that young children like to play in groups. Pick two games and describe the specific motor skills that can be assessed while the children play the games.

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Question 10

Explain task analysis. How is it used?

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Question 11

Compare and contrast developmental motor goals and functional motor goals.

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Question 12

Identify four guidelines to keep in mind when handling a child with disabilities with the goal of normalizing muscle tone and facilitating movement.

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Question 13

In task analysis, why would a teacher use reverse chaining?

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Question 14

Discuss some general characteristics of children who have cerebral palsy and how they affect development of self-care, mobility, communication, and social interaction.

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Question 15

How might a child behave who has difficulty with tactile defensiveness?

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Question 16

Identify four observable behaviors which might indicate problems in motor development.

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Question 17

Compare and contrast the difference between hypotonia and hypertonia.

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Question 18

Identify four observable behaviors that might indicate problems in sensory integration.

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Question 19

What are some of the ways in which atypical motor development will influence what a child can and cannot do in the center? Select two or three adaptations that will have to be made and discuss them.

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Question 20

Write a task analysis for putting on a jacket and zipping it up. What adaptations would you make for a child who has difficulty with the fine motor skills of grasping the zipper and pulling up? What adaptations would you make for a child who is having difficulty following the sequence of the steps of the task? What adaptations would you make for a child who has a limited range of motion in his arms?

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Quiz 7: Helping Young Children Develop Motor and Self-Care Skills