Acquiring motor skill is a process that requires practices, feedback, and involvement of the learner. This frame of reference employs several principles from learning theory. It focuses on the child’s ability, characteristics of the task, skills required, environment, and regulatory conditions. Regulatory conditions are aspects of the environment that determine movement specifics, which are described in a continuum between closed and open tasks.
The Partnership for Change (P4C) model emphasizes the therapists’ partnership with the educators and parents to change the life and environment of a child who has motor difficulties (or developmental difficulties). The partnership focuses on the collaboration of building capacities for the teachers and parents in enhancing daily environment for the child. The core activities of occupational therapists under the P4C model are relationship building and knowledge translation with the school and parents. It consists of three steps. The first step is universal design for learning.
The Life Needs Model of Pediatric Service Delivery is a practice model that values the intrinsic worth, dignity, and strengths of individuals. This model focuses on the concept of need, emphasizes the values of family-centered services, and recognizes strengths and capacities of the child and family. It is used to guide pediatric service delivery to meet the long-range goals for promoting community participation and quality of life of children and youth with disabilities.
The Infant Space Theory describes four primary aspects of how infants develop interactions with objects and space in their home environment. The first aspect is through gaze and visual play. Between 2 to 6 months, the emergence of gaze path, gaze search, and gaze alignment allows infants to use gaze path to search, scan for their mother and objects, and to align and direct gaze. They explore out-of-reach objects like moving contrasts and aircrafts, through vision.
© 2024 HOTheory - All rights reserved.