Motor development as foundation and future of developmental psychology

Thelen, Esther

doi:10.1080/016502500750037937

Cited by 175 publications

(104 citation statements)

References 89 publications

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“…[22][23][24][25][26] During its emergent phase, motor skill expression varies considerably. 27 Early feeding skills can vary from feeding to feeding and even across a given feeding. Some infants adapt and improve in skill as the feeding progresses, the skills of some deteriorate as the feeding continues, and others maintain a more steady expression of skill throughout a feeding.…”

mentioning

confidence: 99%

The Early Feeding Skills Assessment for Preterm Infants

Thoyre

Shaker²,

Pridham³

2005

Neonatal Network

212

143

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Preterm infants develop the skills necessary to begin oral feeding as their health stabilizes and as they reach a postconceptional age that supports coordination of breathing and swallowing with oralmotor functioning. The time from initiation of oral feeding to full oral feedings (with adequate intake for growth and maintenance of physiologic stability) can vary from days to months for the preterm infant. The approach to feeding the infant during this transition period must be developmentally supportive and tailored to meet the needs of the individual. To accomplish this, caregivers-notably nurses and parents-need to communicate about the specific skills that the infant has gained, about skills that are emerging, and about skills that the infant has not yet developed. The Early Feeding Skills (EFS) Assessment is a checklist for assessing infant readiness for and tolerance of feeding and for profiling the infant's developmental stage regarding specific feeding skills: the abilities to remain engaged in feeding, organize oral-motor functioning, coordinate swallowing with breathing, and maintain physiologic stability. This article introduces the EFS.Neonatal clinicians, clinicians who work with families during the early postdischarge period, and parents of preterm infants are in an important position to observe and support the development of an emergent motor skill: oral feeding. Oral feeding skills have commonly been conceptualized by health care providers as an infant's ability to organize and coordinate oralmotor functions to efficiently consume enough calories for growth. Early feeding skills are much more complex than this, however. They also involve the infant's ability to (1) engage and remain engaged in a physiologically and behaviorally challenging task, (2) organize oralmotor movements so as to have long-term functional benefits, (3) coordinate breathing with swallowing to avoid prolonged apnea or aspiration of fluids, and (4) regulate the depth and frequency of breathing to maintain physiologic stability.Motor skill development corresponds to changes in an infant's brain, body, and experience. 1 According to research, two factors affect progression in ability to feed orally: the infant's state of health 2-6 and oral feeding experience. [7][8][9][10][11] According to other research, neuromaturation of the following contributes to an individual infant's skill in feeding: the ability to regulate oxygen, 11,12 development of alertness, 13-15 and development of sucking strength and organization of the sucking pattern. 16,17 External influences can also change the nature of the task. These include the size and speed of flow of the fluid bolus, 18-20 the impact of nasogastric tubes in place during feeding, 21 and the type of feeding support provided by the caregiver. [22][23][24][25][26] During its emergent phase, motor skill expression varies considerably. 27 Early feeding skills can vary from feeding to feeding and even across a given feeding. Some infants adapt and improve in skill as the feeding pro...

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mentioning

confidence: 99%

The Early Feeding Skills Assessment for Preterm Infants

Thoyre

Shaker²,

Pridham³

2005

Neonatal Network

212

143

View full text Add to dashboard Cite

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“…(2016), da je izražanje gibalne igre v povezavi s telesno maso odvisno od tega ali je bil posamezen pujsek v času laktacije taktilno stimuliran ali ne. Rezultat obeh študij ni presenetljiv, saj je na podlagi evolucijskih teorij znano, da je razvoj obnašanja pod vplivom telesne mase (Thelen, 2000).…”

Section: Preglednica 1: Etogram Pujskov V Obdobju Laktacijeunclassified

The relationship between play and teat order in piglets of Krškopolje breed – A pilot study

Kirn

Zupan

2016

AAS

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Izražanje igre v povezavi s sesnim redom pri pujskih krškopoljske pasme -uvodna raziskava Cilj študije je bil ugotoviti ali sesni red pujska vpliva na izražanje igre v času laktacije. V boksu s slamo smo opazovali 11 pujskov krškopoljske pasme. Pujski so imeli na voljo dva dodatna predmeta, žogo in vrv. Direktna opazovanja živali so potekala pet tednov, trikrat tedensko v dveh dnevnih intervalih (7.30-9.30 ure, 11.00-13.00 ure) in v 15 min opazovalnih obdobjih. Četrti dan po prasitvi smo pričeli z beleženjem dogodkov igre (tj igra s predmetom, socialna igra, gibalna igra, igra s svinjo), med tem, ko smo opazovanje sesnega reda pričeli šesti dan po prasitvi. Sesni red smo določili na podlagi fotografskega zapisa mesta sesanja. Pujski, ki so bili v času laktacije težji, so izražali manj gibalne igre. Pri bolj igrivih pujskih je bilo opaziti več igre s svinjo in več igre s predmeti. Pogostost igre je bila večja v opoldanskem času kot dopoldanskem in ni bila odvisna od spola. Glavna ugotovitev je, da se je izražanje igre pri pujskih povečevalo s starostjo, ne glede na sesni red.Ključne besede: prašiči; pasme; krškopoljski prašič; obnašanje živali; etologija; igra; sesni redThe relationship between play and teat order in piglets of Krškopolje breed -A pilot studyThe objective of this study was to determine whether teat order affects piglets' play during lactation. The 11 piglets of Krškopolje breed were observed in a pen with straw. Animals had two additional objects, the ball and the rope. Direct observations lasted 5 weeks, 3 times a week in 2 daily intervals (7.30 am-9.30 am, 11.00 am-1.00 pm) with 15 min of observational periods. Observations of play types (i.e. object -, social -, locomotor play, playing with a sow) started on the 4th day after birth while of teat order, which was determined with the help of photos representing a particular suckling teat, started on the 6 th day after birth. Piglets expressed less locomotor play if they were heavier. The ones that were more playful expressed more play with a sow and more object play. Play was higher in the late than early mornings and did not differ across sexes. The most important finding is that play increased with the age irrespective of the teat order.Key words: pigs; breeds; Krškopolje pig; animal behaviour; ethology; play; teat order UVODSesanje pri pujskih predstavlja začetek prehranjevanja, s čimer si pujski zagotovijo prve hranljive snovi (Rohde Parfet in Gonyou, 1991). Pujski si izberejo sesek, na katerem največkrat sesajo, s čimer se v gnezdu vzpostavi socialna hierarhija, tj sesni red. Začetna dognanja o sesnem redu (Fraser, 1973) so pokazala, da pujski tekmujejo za prednje seske, ki naj bi bili tanjši, daljši in primernejši za sesanje, med tem ko izsledki novejše študije kažejo, da so najbolj zaželeni osrednji seski, kjer je sesni red najmanj stabilen (Skok in Škorjanc, 2013). Mnenja so si tudi različna pri povezavi med mestom sesanja in telesno maso. Horrell in Bennett (1981) sta bila mnenja, da se pujski z večjo rojstno telesno maso bolj prerivajo...

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“…The available evidence indicates that fine motor skills increase in childhood (Thelen, 2000) and decline in normal aging (Jagacinski et al, 1993;Salthouse, 1984). Drumming (i.e., forearm movements) puts lower demands on fine motor skills than does tapping (i.e., finger movements).…”

Section: The Dyadic Drumming Paradigmmentioning

confidence: 99%

Dyadic drumming across the lifespan reveals a zone of proximal development in children.

Kleinspehn-Ammerlahn¹,

Riediger²,

Schmiedek³

et al. 2011

Developmental Psychology

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Many social interactions require the synchronization-be it automatically or intentionally-of one's own behavior with that of others. Using a dyadic drumming paradigm, the authors delineate lifespan differences in interpersonal action synchronization (IAS). Younger children, older children, younger adults, and older adults in same-and mixed-age dyads were instructed to drum in synchrony with their interaction partner at a constant, self-chosen tempo. Adult-only dyads showed the highest and childrenonly the lowest levels of IAS accuracy. It is important to note that children improved reliably in IAS accuracy when paired with older partners. The observed age-related differences in IAS accuracy remained reliable after statistically controlling for individual differences in the ability to synchronize to a metronome and for between-dyad differences in tempo. The authors conclude that IAS improves from middle childhood to adulthood and that adult interaction partners may facilitate its development.

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Motor development as foundation and future of developmental psychology

Cited by 175 publications

References 89 publications

The Early Feeding Skills Assessment for Preterm Infants

The Early Feeding Skills Assessment for Preterm Infants

The relationship between play and teat order in piglets of Krškopolje breed – A pilot study

Dyadic drumming across the lifespan reveals a zone of proximal development in children.

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