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Development can be defined as the sequential changes in the
functioning of the individual. The general parameters of development encompass
biological, psychological and social aspects. The interaction between human biological
capacities and maturation, and the impact of the environment on an individuals
behavioural experiences is what influences development (Pratt, P., & Allen, A. 1989).
As children, we are part of an ever changing dynamic process
in which our internal and external environments are continuously changing. Motor,
psychological and social areas of development are all interrelated and
interdependent. Family life and educational programmes are proven to be the
most influential areas of a child’s development, hence why it is so important
that a huge emphasis needs to be put on educating and enabling those who play a
role in these areas with the means to ensure that the child is able to function
within their environment to the best of their ability. (Kramer, P., &
Hinojosa, J. 1999).
Typically development
is orderly, predictable and sequential however for a child with cerebral palsy
this is not the case. As an infant and in early childhood sensorimotor
exploration, repetition and imitation are the critical variables which can have
occupational behaviour limitations on self-care areas of feeding, toileting and
play. This has a knock on effect on academic preparation in sensorimotor,
cognitive and psychosocial areas. At the middle to late childhood stage, fundamental
skills, role models, tools, symbols and peer groups are important aspects that
have occupational behaviour limitations in regards to self-care areas of
feeding, toileting, hygiene, communication, geographic orientation, mobility
and will impact on a child’s academic performance, environmental manipulation
and relationships. Taking this in to account the aim of therapy should be in
relation to being able to identify the nature of adaptations required in order
to maintain, support and improve the child’s daily living performance in their
current life roles, based on the understanding and appreciation of normal
development (Pratt, P., & Allen, A. 1989).
Typical developing patterns of movement require experience of a previously acquired pattern, building upon skills through practice and interactions with the environment. (Barthel, K.A. 2010)
So when you think in terms of a child learning to crawl, even at those early stages before they can physically crawl along the ground there are patterns of movement that they exhibit that they then are able to build skills on until they can master the crawl. At first they will start off on their tummy's then they will begin to bring there legs up and position themselves on their knees then they usually do some sort of rocking action etc etc. For babies with cerebral palsy they require assistance in learning these functions and patterns, getting the feel of these movements is crucial. It is suggested by Bobath that by experiencing what normal movement feels like, normal movement can be learned (Barthel, K.A. 2010).
However some theories suggest that treatment for a child with cerebral palsy should not attempt to follow typical developmental sequence and regardless of age or physical disability, the priority for treatment should be around functioning that the child most urgently requires. If that is the case though, how will this effect the child socially? If they are moving through treatment at their own pace and its all based on their personal functioning abilities will this impact on their relations to other children? With the added supports in place is it possible to keep them up with the development of a 'normal' developing child and how unrealistic is this? Obviously it all depends on the individual but what is the best way to ensure that a child receives the best treatment to ensure that they too can engage in meaningful activities just as any other child would.
References
Barthel, K.A. (2010).A Frame of reference for Neuro-developmental treatment. In P. Kramer.& J. Hinojosa (Eds.), Frames of reference for pediatric occupational therapy (3rd ed.) (pp.187-233). Philadelphia : Lippencott,Williams & Wilkins
Kramer, P., & Hinojosa, J. (1999). Frames of reference for paediatric occupational therapy (2nd ed). Philadelphia, USA: Lippincott, Williams & Wilkins.
Pratt, P., & Allen, A. (1989). Occupational therapy for children (2nd ed.) St Louis, USA: The CV Mosby Company.
Typical developing patterns of movement require experience of a previously acquired pattern, building upon skills through practice and interactions with the environment. (Barthel, K.A. 2010)
So when you think in terms of a child learning to crawl, even at those early stages before they can physically crawl along the ground there are patterns of movement that they exhibit that they then are able to build skills on until they can master the crawl. At first they will start off on their tummy's then they will begin to bring there legs up and position themselves on their knees then they usually do some sort of rocking action etc etc. For babies with cerebral palsy they require assistance in learning these functions and patterns, getting the feel of these movements is crucial. It is suggested by Bobath that by experiencing what normal movement feels like, normal movement can be learned (Barthel, K.A. 2010).
However some theories suggest that treatment for a child with cerebral palsy should not attempt to follow typical developmental sequence and regardless of age or physical disability, the priority for treatment should be around functioning that the child most urgently requires. If that is the case though, how will this effect the child socially? If they are moving through treatment at their own pace and its all based on their personal functioning abilities will this impact on their relations to other children? With the added supports in place is it possible to keep them up with the development of a 'normal' developing child and how unrealistic is this? Obviously it all depends on the individual but what is the best way to ensure that a child receives the best treatment to ensure that they too can engage in meaningful activities just as any other child would.
References
Barthel, K.A. (2010).A Frame of reference for Neuro-developmental treatment. In P. Kramer.& J. Hinojosa (Eds.), Frames of reference for pediatric occupational therapy (3rd ed.) (pp.187-233). Philadelphia : Lippencott,Williams & Wilkins
Kramer, P., & Hinojosa, J. (1999). Frames of reference for paediatric occupational therapy (2nd ed). Philadelphia, USA: Lippincott, Williams & Wilkins.
Pratt, P., & Allen, A. (1989). Occupational therapy for children (2nd ed.) St Louis, USA: The CV Mosby Company.
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