Currently, Julia is going through prepuberal changes. She is increasingly aware of internal and external changes in her body. In addition, her behavior changes with the seasons. During Christmas season, Christmas Carols dominate her stereotyped behaviors of singing and repeating scripts from TV shows. Also, lack of playground time during the winter season affects Julia’s sensorimotor organization.
Proximal level. The yearly school calendar and the seasons influence Julia’s participation in school activities. The school begins in September and ends in June. The seasonal themes are seen in the school and classroom activities. Also, playgrounds are closed during most of the winter due to cold weather. Therefore, the students are confined
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The immediate and proximal culture of the school focuses on education and end products rather than the experience of learning, participation, and engagement. The activities in the classroom mainly include writing and reading. In addition, Julia’s educational goals stress on decreasing her maladaptive behaviors.
Personal context. Julia needs constant verbal or physical cues to attend or engage in an activity. Also, she presents with decreased attention span and ability to follow directions. These issues also affect her ability to participate in classroom activities, leisure, play, and social interactions. She participates in most classroom activities to earn tangible rewards or the teacher’s attention and affection.
Temporal context. Julia has no control over her routines, pace or order of her occupations or activities. Adults direct most of her routines at the school and home. In addition, she has difficulty transitioning from one activity to another and adjusting to changes in the daily routines. Furthermore, the seasonal changes also influence Julia 's occupations and behaviors. During the winter season, at home and in the school, Julia receives fewer opportunities to engage in gross motor activities. During this time, Julia shows an increase in self- stimulatory behaviors and behavioral disorganization and a decline in participation in school activities and
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However, the Occupational Adaptation (OA; Schkade & Schultz, 1992) framework stresses on facilitating the person’s “adaptiveness” or occupational adaptation to improve the person’s occupational performance and functional skills. In addition, occupation and adaptation are seen as integrated constructs with a non-hierarchical relationship. Occupations are not just products of the transaction between the person and environment but necessary for adaptation to occur. Also, all three components, the person, environment, and interactions between the two, are equally important in facilitating occupational adaptation. However, these components are compromised in Julia and influence her perception of occupational demands, occupational responses, and occupational
This article points out the flaws in our modern education systems. Students should enjoy school and feel as though they are learning important things in the subjects offered. The classes can be altered to tend to the interests of children, so they can properly express themselves. School should be preparing children to be mature, how to handle hard situations, and ultimately prepare them for their future lives. Overall, Gatto’s article has its flaws, but it can be used to help improve the education system for upcoming
Even from an early age, Rodriguez is a successful student. Everyone is extremely proud of Rodriguez for earning awards and graduating to each subsequent level of his education. But all his success was not necessarily positive. In fact, we see that his education experience is a fairly negative one. One negative that Rodriguez endures is his solitude. Education compels him to distance himself from his family and heritage. According to Richard Hoggart, a British education theorist, this is a very natural process for a scholarship boy. Hoggart explains that the ?home and classroom are at cultural extremes,? (46). There is especially an opposition in Rodriguez?s home because his parents are poorly educated Mexicans. His home is filled with Spanish vernacular and English filled with many grammatical errors. Also, the home is filled with emotions and impetuosity, whereas the classroom lacks emotion and the teachers accentuate rational thinking and reflectiveness.
any child who fails to pay attention or seems overly active might be deemed as suffering from
Townsend, E. (ed.) (2002) Enabling occupation: an occupational therapy perspective. Ottawa: Canadian Association of Occupational Therapists.
Meaningful occupation is the fundamental element of occupational therapy. Griffith et al. (2007) gleaned a...
During the recent years, words like attention deficit, hyperactivity, ADD etc. have been quite frequently used among various psychiatric and educational institutes. These words have been making its rounds among most educators, physicians, psychologists and young parents in the society nowadays. A few decades ago people were oblivious of these terms or only a few people had heard these terminologies and had experienced children in a class or any other related place behaving in abnormal ways which included fidgeting, restlessness or having very low attention span.
Julia’s current occupational responses, the ability to engage in school occupations, and behaviors can be best described using the occupational adaptation (OA) framework. The OA framework is based on the belief that humans have an innate drive for mastery. Unlike other occupational therapy models (e.g., MOHO, PEOP, and EHP) in which occupation and adaptation have a hierarchical relationship, the OA framework views occupation and adaptation as integrated constructs with the non-hierarchical relationship. Occupations are not just products of the transaction between the person and environment (e.g., PEOP, MOHO), but necessary for adaptation to occur.
Papalia, Diane E, Sally W. Olds, and Ruth D. Feldman. A Child's World: Infancy Through Adolescence. New York, NY: McGraw-Hill, 2004. Print. The author is a child development and psychology professor. This is an anthology with strictly objective information. The content is broken down into physical, cognitive, and psychosocial developments of different stages of childhood.
An understanding of occupation and its science dimension enables the therapist to gain knowledge about how patients orchestrate their lives through the doing of occupations in any given context. The occupational therapy proce...
Middle childhood is the time where children start to fully develop their skills. They develop their comprehension skills, communication skills, and many more. In order to get a better look into the life of children during this stage, I decided to observe my niece’s friend, Ryan, who is almost at the end of her middle childhood stage. Ryan is an eleven year old girl who attends Bassett Elementary. I choose to observe Ryan because, she is a very unique girl who does not always fit into what the average girl her age is like.
The use of a pictorial visual support system indicated to the student that an activity change was about to occur. The target student was a 6-year-old boy who lived in a rural, Midwestern community; his family included his biological parents and a sister without
Consistent with the concept that occupation is the foundation stone of occupational therapy, this research paper makes a case for the importance of acknowledging the central position of occupation in all definitions of occupational therapy. Having a clear and easily recognizable definition of occupational therapy is imperative if the profession is to survive the current challenges, such as competition for limited resources, other professions widening the scope of their practice, and pressure for generic rather than specialist workers.
The preschooler child displays a variety of physical, cognitive, and social abilities that are quite unlike any other age group. To understand this development fully one must first understand how humans come into being. All human life begins with the single interaction of sperm and ovum. This simple collision springs forth new life. One cell becomes two, two cells become four, and so on throughout the organism’s life span. The human life experience is broken down into nine periods of development. These include: the Prenatal Period ranging from conception to birth, Infancy and Toddlerhood ranging from birth to three years, Early Childhood or Preschool ranging from three to six years, Middle Childhood ranging from six to 12 years, Adolescence
The child that I selected to observe through the course of this semester is a Caucasian female. Her name is “R.” She was born on April 24, 2013. She is currently 10 months old, but will be turning one year old at the end of the semester. “R” is a child who is very active. She has an independent but outgoing personality. At this stage, she exhibits uncertainty with strangers and other people she recalls but has not physically seen in a period of time. Some of “R”'s favorite activities include tossing objects, mirroring actions and movements, music, a...
New developmental tasks are undertaken in middle childhood and development occurs within the physical, cognitive, cultural identity, emotional, and social dimensions, Although each developmental domain is considered separately for our analytical purposes, changes in the developing child reflects the dynamic interaction continuously occurring across these dimensions. For this specific case study, I will only be discussing two of these domains, which are the social development and the physical development.