Term
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Definition
| physical features of human body |
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Term
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Definition
| Interpretations, perception, organization of stimuli, decision making, problem solving, language, etc. |
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Term
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Definition
| Internal responses to events, self-concept, emotions, identity, self-discovery, self/other differentiation, etc. |
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Definition
| external responses to events, interpersonal skills& peer relations, communication, roles, social identity etc. |
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Term
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Definition
| Soul life force & survival instincts, ethics, faith, hope, will, consciousness of existence and life meaning, ability to love and be loved etc. |
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Term
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Definition
| most likely to decrease or diminish with advancing age. The most significant of the vulnerable abilities are spatial reasoning, perceptual speed, short-term memory, visual processing and processing speed. |
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Term
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Definition
| typically include habits. These abilities are typically maintained and do not diminish with age. Retrieval of long term memory, cultural and aacademic knowledge, vocabulary |
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Term
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Definition
| thinking about what we are doing before, during and after. |
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Term
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Definition
| objective awareness of strategies we employ in our own thinking and how it influences us and others "insight" |
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Term
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Definition
| Id, ego, super ego. Psychosexual stages: oral, anal-phallic, latency and genital |
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Term
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Definition
| Heirchy of needs: physiology needs, emotional needs, extra personal needs, life satisfaction/self actualization |
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Term
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Definition
| Stages of Moral Development: Pre-conventional-post. Why at different stages people obey rules. |
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Term
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Definition
| Stages of Development dealing with series of conflicts: trust vs mistrust: autonomy vs shame/doubt: initiative vs guilt |
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Term
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Definition
| a process known as vicarious reinforcement could occur in which the child observed the reinforcement of others’ behavior and thus learned rules of reinforcement by observation. |
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Term
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Definition
| Consciousness, orientation, intellectual, temperament, personality, energy and drive: functions are crucial to all human activity and are important predictive factors in rehabilitation outcomes |
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Term
| Specific mental functions |
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Definition
| attention, memory, psychomotor, emotional, perceptual, thought, and executive functions, mental functions of language: |
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Term
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Definition
| allows the person to focus on something while simultaneously excluding less important information |
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Term
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Definition
| registering and storing information and retrieving it as needed. |
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Term
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Definition
| decrease in response to a stimulus after repeated presentations |
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Term
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Definition
| differing levels of recognition of a stimulus based on each individual, one kid hears a sound that another kid doesn't even notice. |
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Term
| constancy (when does this skill develop?) |
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Definition
| Maintaining a lasting relationship with a specific object, or rejecting any substitue for such an object. Develops 0-2 years |
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Term
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Definition
| infant knows when an object exists when the object is removed from the infant's sight. Develops 0-2 years |
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Term
| Cause-effect relationship |
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Definition
| knowledge that if you do some action it will cause some kind of reaction. Develops between 0-2. |
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Term
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Definition
| Role of perceptual functions is to use senses or external input to interpret our environment. |
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Term
| Types of Perceptual functions |
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Definition
Visual
Olfactory-strongest memory
Gustatory-highly motivating
Tactile-touch
Visual-spatial-visual perception and analyzing speed/movement
Vestibular-inner ear, balance, used to determine where you are in space |
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Term
| Gardner's Learning Styles Reflecting Multiple Intelligences |
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Definition
1) linguistic-Likes to read, write, tell stories. is good at memorizing names, places, dates and trivia. learns best by saying, hearing, and seeing words.
2) Logical/Mathematical-figure things out, ask questions, explore patterns and relationships. Good at math, reasoning, logic and problem solving. learns best by categorizing, classifying, and working with abstract patterns/relationships.
3)Spatial Learner-lies to draw, build, design, and create things, and to play with machines. Good at imaging things, sensing changes, solving mazes/puzzles, and reading maps and charts. Learns best by visualizing, dreaming, and working with colors/pictures.
4) Musical Learner- likes to sing, hum tunes, listen to music. good at picking up sounds, remembering melodies, keeping time. Learns best by rhythm, melody, music.
5) Bodily/Kinesthetic Learner- : likes to move around, touch. Good at physical activities. Learns best by interacting with space and processing knowledge through bodily sensations.
6) Interpersonal Learner- Likes to talk to people and join groups. Good at understanding people, organizing, communicating. Learns best by sharing, comparing, relating, etc.
7) Intrapersonal Learner- Likes to work alone and pursue own interests. Good at understanding self, focusing inward on feelings, dreams, pursuing goals. Learns best by working alone, doing individualized projects, having own pace. |
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Term
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Definition
| disposition of the individual to react in a particular way to situations. |
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Term
| Describe easy temperament |
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Definition
| Shows curiosity in novel situations, high rhythmicity in behaviors such as sleeping and eating, and moderate emotional intensity. |
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Term
| "Slow to warm up" temperament |
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Definition
| Shows less activity and is relatively calm; however, this baby would approach a novel situation with withdrawl and shows more negative affect than the easy baby. |
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Term
| Describe "difficult" temperament |
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Definition
| Has moods that are more negative and will be less adaptable in general. |
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Term
| What are the 9 dimensions of temperament? |
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Definition
Activity Level: Motor activity and the proportion of active and inactive periods
Rhythmicity: the predictability or unpredictability of biologic functions
Approach/Withdrawal: the individual’s response to a new stimulus or a new environment
Adaptability: overall (not immediate) response to new or altered situations
Intensity: The energy level of the person’s resposnes
Mood: relative proportions of positive and negative mood behavior
Persistence/Attention Span: the continuation of an activity in the face of obstacles
Distractibility: the degree to which outside stimuli interfere in ongoing behavior
Sensory Threshold level of sensory stimulation needed to evoke a response |
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Term
| Descrive "Goodness of fit" |
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Definition
| temperament is not inherently good or bad, but can become negative if there is a mismatch with values and expectations of other people that are important to the individual. Temperament has a high impact on a child as adults have high control over their circumstances. |
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Term
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Definition
| a way for people to interact by sharing such functions as basic needs, wants, desires, and ideas. It is characteristic of all humans in all cultures. |
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Term
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Definition
| ability to produce vocalizations, gestures, and/or speech. |
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Term
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Definition
| Ability to receive and/or comprehend the communicative signals of others. |
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Term
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Definition
| complex, conventional system of arbitrary symbols that are combined and used in a rule-governed manner for communication. |
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Term
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Definition
| Rules governing combinations of phonemes to produce words that have meaning. |
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Term
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Definition
| Understanding the meaning behind sound combinations. |
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Term
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Definition
| rules governing word order in a language |
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Term
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Definition
| The rules for conversation interchanges, i.e. taking turns speaking, use of introduction to express meaning, eye contact, facing speaker, social and contextual rules. |
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Term
| ● What language-communication skills occur during the pre-linguistic period? |
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Definition
• Pre-linguistic period(skills occurring during this period)
i. 0-6 months:
1. Babies make sounds, facial expressions, gestures under different circumstances.
2. Social affective exchange between infant and caregiver
3. Infant can orient to sounds and recognize familiar voices
ii. 3-8 months:
1. Increased ability to engage attention of caregiver through behavior and vocalization.
2. Ability to understand tones in adult voices or understand familiar words. |
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Term
| What is protolanguage and when does it occur? |
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Definition
iii. 8-12 months: Protolanguage
1. Behavior regulation: signal to another to request or reject objects
2. Social interaction: signal to attract attention and maintain attention of another.
3. Joint attention: signal to direct another’s attention to interesting object or event.
iv. 12-24 months: Early vocabulary
1. Ability to respond to language directed to them, less need for contextual or environmental cues, follows simple directions, responds to inhibition (no), develop starting vocabulary.
• Protolanguage- intentional use of communication signals to have specific preplanned effects on the behaviors of others. |
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Term
| What language-communication skills occur during the phonological development and semantics period? |
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Definition
• Phonological and semantic period:
i. 24-36 months:
1. Increased ability to respond to words referring to objects not in immediate environment, increased use of vocab, basic sentence grammar, increase # of words in sentence, ability to communicate about future and past events, comprehension of language better than expressive skills.
ii. 3-5 years:
1. Increased vocab (1500+ by age 4), grammar concepts and syntax developing, pronunciation improving, gap between comprehension (receptive language) and speech (expressive language) closes. |
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Term
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Definition
| - shared beliefs, values, attitudes, language, traditions or customs that defines and characterizes a group of people’s way of living, approaches to living and interacting with their environment. |
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Term
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Definition
| distinct biologic attributes possessed by a group including, skin color, hair type, and bone structure. |
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Term
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Definition
| influence of both race and culture on behavior and may also refer to shared traits, customs, language, religion, and ancestry. |
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Term
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Definition
| - the absence of illness, culturally mediated with expected behaviors to be demonstrated before an individual can claim to be healthy. |
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Term
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Definition
| the negative changes in a person’s wellbeing and social position within a cultural group; not merely the presence of disease, but also reflects the social and cultural interpretation of wellbeing. |
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Term
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Definition
| to view or judge other cultures based limitedly and purely on the standards of your own culture. |
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Term
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Definition
| the idea that beliefs and behaviors need to be judged relative to the context in which it occurred. |
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Term
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Definition
| - the ability to interact and intervene with a variety of cultures in a productive and respectable manner. |
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Term
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Definition
: tend to be European Americans who exhibit assertive behaviors when working toward a goal. Independence
i. Individualism
ii. Personal control over environment
iii. Future orientation
iv. Doing (working, achieving)
v. Human equality
vi. Competition
vii. Informality
viii. Directness
ix. Materialism
x. Values youth
xi. Relative equality of sexes |
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Term
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Definition
avoid conflict within their orientation, are motivated by a concern for relationships with others when engaged in tasks. There is a goal to have group achievement not so much personal achievement. Interdependence
i. Collectivism, group welfare
ii. Fate
iii. Past orientation
iv. Being (personal qualities)
v. Hierarchy, rank, status
vi. Cooperation
vii. Formality
viii. Indirectness
ix. Spiritualism
x. Values elders
xi. Relative inequality of sexes |
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Term
| ● How can culture influence communication and social interaction styles? |
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Definition
• Culture can influence communication and social interaction styles by dictating what is acceptable when communicating or interacting socially. Some cultures may have acceptable behaviors that other cultures may frown upon. So when interacting in a different culture it is important to know how to communicate and interact socially as defined by their specific beliefs.
Expressive/overt communication –that conveys feelings, ideas, or moods in an open rather than a hidden, or controlled manner. Ex: Italian people or children have much more fluctuations in tone and speech may be rapid.
Restrained formal communication-is a style that requires governing of one’s emotions or passions and adhering to traditional standards of correctness and without emotional content. Ex: Native American children use more quiet vocal tone and emotional restraint when speaking.
The rate of speech and frequency of pauses varies across cultural groups. Sometimes there is a misdiagnosis of language delays in bilingual Native American children by professionals that have been trained by western culture standards. |
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Term
| How does culture impact development |
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Definition
• Culture has a big impact on development. An individualistic culture will have differing beliefs on what is the correct sequence of development than a collectivistic culture would have. Also within these two broadly defined aspects there are many different sub groups that would operate under their own slightly different development beliefs.
Poverty may have a significant influence on motor, language, social, and academic skills. |
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Term
| Understand prenatal conditions that can create issues in development |
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Definition
All can cause the production of physical defects, poor growth in the developing embryo:
Inherited genetic conditions (cystic fibrosis, muscle dystrophy)
Chromosome issues and mutations (down syndrome, fragile X, Cornelia de Lang)
Environmental Factors (arsenic, exposure to radiation)
Maternal health conditions, such as amount of prenatal care, nutrition, an incompetent cervix, toxemia, a prolonged pregnancy, and stress
Teratogens, (pg. 99) such as medications, drugs, alcohol (fetal alcohol syndrome), smoking, maternal infections/disorders, chemicals, and hypertension can all cause physical defects.
Multiple births
Prematurity
Birth trauma from difficult delivery |
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Term
| Understand the developmental tasks of infants & toddlers |
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Definition
Establish meaningful emotional & social relationships
Learn how to learn
Develop social communication skills
Develop voluntary control of neuromuscular systems
Establish rhythms for ADLs
Learn to recognize self as a person, separate from care-giver |
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Term
| What is GA, AGA, LGA, SGA, and what is an APGAR score? |
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Definition
GA: Gestational age (how many weeks along the mother is)
AGA: appropriate for gestational age
LGA: large for gestational age
SGA: small for gestational age
APGAR score: test given to infants’ right after birth to evaluate newborn’s physical condition and determine if immediate medical attention is needed. Usually given at 1 minute after birth and again at 5 minutes. Five factors are considered (appearance, pulse, grimace, activity, respiration) and are rated on a scale from 0-2. 10 is the highest score possible. |
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Term
| ● Understand the communication involved in infant cues (engagement/approach cues, trying to cope cues/ disengagement cues). When the infant demonstrates these cues, what is he/she trying to tell the caregiver? |
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Definition
Approach cues: infant is ready to interact & engage, ex – hand holding, body movement, mouthing, cooing
Trying to cope cues: infant is trying to interact & engage but becoming overwhelmed, ex – locking visually or auditorily, sucking, grasping or fisting
Disengagement cues: infant can’t handle any more information, ex – gagging, spitting, vomiting, arching back, straining, pucker face
When the child demonstrates these cues they are communicating their wants and needs to the caregiver, they are forming a bond of attachment. |
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Term
| ● Understand the function of Erikson’s Trust vs Mistrust stage of psychosocial development. How does the development of trust vs mistrust impact the development of attachment? |
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Definition
| Trust verse mistrust is the stage where the infant learns that their needs will be met by a caregiver, and that a parent will return after an absence. This is important because this stage is the basis for forming a secure attachment and ability to bond with a caregiver. Without trust vs. mistrust the infant will be fearful toward others. |
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Term
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Definition
| the emotional connection or love between the newborn and his caregiver’s |
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Term
| ● Describe the caregiver’s and child’s role in the development of attachment |
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Definition
Initial attachment- 2-3 months the infants exhibits undiscriminating social responses
Attachment-in-the-making: by 4-6 months the infant begins to discriminate between familiar and unfamiliar persons
Clear cut/active attachment- 6-7 months the infant moves toward one primary caregiver
Multiple attachments- after 12 months the infant attaches to others. |
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Term
| Describe Piaget’s sensorimotor stage of cognitive development |
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Definition
Birth-2 years: divided into 6 substages
Reflexive- understands the environment purely through inborn reflexes such as sucking and looking
Primary circular reactions-a child may such his or her thumb by accident and then later intentionally repeat the action
Secondary circular reactions-child becomes more focused on the world and begins to intentionally repeat an action in order to trigger a response in the environment
Coordination of secondary- the child starts to show clearly intentional actions.a child might realize that a rattle will make a sound when shaken.
circular reactions (Intention)
Tertiary circular reactions-Children begin a period of trial-and-error experimentation during the fifth substage.
Invention of new means through mental combinations-children begin to move towards understanding the world through mental operations rather than purely through actions. |
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Term
| Understand basic principles of motor development; what are they? |
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Definition
Development proceeds in a cephalocaudal direction
Development proceeds proximal to distal
Development proceeds medial to lateral
Development proceeds up against gravity
Development proceeds from stability to mobility |
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Term
| • What kinds of motor development skill ability occur during the physiological phase: |
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Definition
| Develop head control, forearm support, active trunk extension |
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Term
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Definition
| Symmetrical positioning of body develops due to emergence of balance of flexion & extension on sagittal plane; log roll, Midline awareness. |
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Term
| • The balance of flexion/extension and control of lateral weight-shift phase: |
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Definition
| Spinal extension develops across hips, increasing pelvic/hip control which leads to control of flexion/extension on the same side of the body for lateral weight-shift. Righting reactions utilized in prone, supine, rolling. Limbs develop control into abduction/adduction leads to development of protective reactions sideways & forwards. Move off of midline with control using righting reactions involving tactile, proprioceptive, vestibular, visual input. Limb weight-bearing develops proximal stability to support emerging manipulative skills |
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Term
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Definition
| Movement on transverse plane: trunk rotation, IR/ER of limbs. Movement with efficiency = equilibrium reactions developing. Crossing of midline = integration of sides of the body. Shoulder and pelvic dissociation (rotation of upper over lower torso or lower over upper torso. Can transition from prone -> high side lying -> sit -> 4-point |
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Term
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Definition
| Child acquires sensory information of weight-shift, change of weight-bearing surface = development of spatial orientation, body image. Functional manipulation of environment = development of perception & cognition. Isolated motor control with balance in upright postures. Righting/protective reactions in all positions. Ability to transition from prone -> sit -> 4-point -> crawl -> stand (pull up using furniture -> stand up from plantargrade) -> walk |
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Term
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Definition
| dropping of infant head triggers vestibular system of the inner ear reflex occurs when arm ABD than ADD across chest. |
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Term
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Definition
| Palmar grasp reflex-stimulated by pressure in palm fingers curl around object in palm. Plantar grasp reflex-stimulated by pressure in plantar region of foot near toes and toes try and curl around object creating the stimulus. |
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Term
| TLR: Tonic Labyrinthine Reflex |
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Definition
| Pulls infant into gravity, prone head is flexed therefore trunk flexes in supine head is in extension therefore trunk is extended. |
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Term
| ATNR: Asymmetrical Tonic Neck Reflex |
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Definition
| the archer establishes hand dominance as infant becomes aware of hand in front of face. |
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Term
| In terms of the primitive reflexes, what might be “red flags” for possible issues in neuromotor development? |
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Definition
| Lack of reflex or reflexes that don’t integrate soon enough. |
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Term
| Describe righting reactions |
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Definition
| Allows body to roll because it allows body to align itself with respect to gravity or support body parts into alignment with each other therby permitting the individual to change positions. |
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Term
| Describe Protective reactions (parachute reactions) |
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Definition
| Emerges by 3 months. Hold infant upright and lower on legs the legs will ABD and knees extend, ankles are neutral or dorsiflexed. |
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Term
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Definition
movement & stabilization of the arm for purpose of contacting an object with the hand
o Shoulder: directs arms & moves arm over a wide area
o Elbow: directs hand closer or away from body
o Forearm & wrist: directs/orients hand in space in relation to object
o Fingers & thumb: adjust position to accommodate the perceived properties of the objects during grip formation |
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Term
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Definition
attainment of the object in the hand; act of closing and stabilizing the object in the hand
o Non-prehensile: push-pull
o Prehensile:
Power: Hook, cylindrical, spherical
Precision: pad-to-pad, tip-to-tip, pad-to-side |
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Term
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Definition
| movement of object in space; transporting a hand-held object from one point to another. Can involve one hand or bilateral hand use |
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Term
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Definition
intentional letting go of hand-held object at a specified time and place; taking the pressure off of an object
o Can be crude: Dropping a hot object
o Can be graded: Context (glass on table, playing an instrument) |
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Term
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Definition
adjustment of an object within the hand after grasp
o Translation, shift, simple rotation, complex rotation |
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Term
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Definition
effective use of two hands together
o Symmetrical tasks: both hands doing the same action; pull-apart or push-together
o Asymmetrical tasks:
One hand manipulates & other hand stabilizes or assists
Reciprocal arm motion or hand-over-hand skills (climbing a ladder or rope; pulling up a rope) |
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Term
| Apply basic principles of motor development to fine-motor development |
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Definition
Manual dexterity and bilateral hand function
Hand Motor planning
In-Hand manipulation skills
Refined tactile-proprioception sensory discrimination and function
Eye-hand coordination; visual-perceptual- motor skills |
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Term
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Definition
| :(Newborn-3 months) pressure stimulus into palm of hand leads to mass flexion of fingers and thumb, no voluntary grasp, both grasp and release are reflexive |
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Term
| ulnar-palmar and palmar grasp |
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Definition
| (3-4 months) Ulnar-palmer grasp is when infant grasp with ulnar side of hand first, so pinky side, to grab objects. Palmer grasp is when object pressed into center of palm with finger and thumb flexion, thumb adduction, wrist flexed |
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Term
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Definition
| (4-6 months) palmer to radial-palmar with thumb adduction, hands to mouth, toys to mouth, grasp feet to mouth; thumb adducted to hold object against palm using radial side of hand; wrist in neutral position |
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Term
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Definition
| (7-8 months) grasping of a small object such as a raisin with the pad of the thumb to the side of the index finger. |
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Term
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Definition
| Preschool age ability to press fingertips against each other. |
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Term
| Describe developmental tasks of the preschool child |
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Definition
○ Recognize self as a person
○ Learn how to focus energy.
○ Learn socialization skills
○ Further develop communication skills
○ Further develop self-control
○ Learning consequences
○ Further refinement of gross & fine-motor skills
○ Function independently in basic ADLs
○ Further development of cognitive skills
○ Learning values of family & culture |
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Term
| a. Describe Piaget’s preoperational stage (pg. 23, 24 Mainly 189) and understand these concepts: egocentrism, illogical thought & magical thinking, learn by doing, |
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Definition
i. Preoperational stage is when intelligence is demonstrated by using symbols, language, memory, and imagination.
ii. Egocentrism - children don’t consider other people’s viewpoints, only their own.
iii. Illogical thought and Magical thinking - When a child makes things up ie imaginary friends. inert objects can be alive
iv. Learn by doing - Trial and error, learn to do things by activities
b. Understand cognitive classification and memory skills of a preschool child
i. Classification - matching and sorting
ii. Memory - linked to perceptual experience and language development. Rote memory, mimicking or repeating phrases in a parrot-like fashion without meaning |
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Term
| ● Describe Erickson’s psychosocial development: initiative vs guilt |
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Definition
○ Initiative is the direction and purpose and guilt is what is right and wrong
○ child is motivated by social challenges, becoming more confident |
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Term
Describe/recognize the development and progression of these crayon grasp patterns:
Palmar-Supinate grasp: |
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Definition
Crayon held in fist
Wrist flexed & in slight supination
Arm moves as a unit |
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Term
| Crayon Grasps: Digital-pronate grasp |
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Definition
■ Crayon held in fingers
■ Wrist straight & pronated, slight ulnar deviation
■ Forearm moves as a unit |
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Term
| Crayon grasps: Digital-pronate grasp |
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Definition
■ Crayon held in fingers
■ Wrist straight & pronated, slight ulnar deviation
■ Forearm moves as a unit |
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Term
| Crayon Grasp: static tripod grasp |
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Definition
■ Crayon held in crude approximation of thumb, index & middle fingers
■ Proximal grasp on crayon
■ Hand moves as a unit at the wrist |
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Term
| Crayon Grasps: dynamic tripod grasp |
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Definition
■ Crayon held with thumb, index & middle finger opposition
■ Ring & little finger form an arch
■ Wrist slightly extended
■ Crayon grasped distally
■ MCP joints stabilized; movement at PIP joints |
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Term
| Describe visual-motor skills and development of pre-writing skills |
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Definition
○ Visual motor skill: efficient static visual acuity (useful for reaching and grasping objects) visual perception and eye hand coordination are developed. Visual discrimination is the child’s ability to distinguish specific features of an object like shape, size, and color.
○ Pre-writing:
○ 1 - 1 1/2: scribbles
○ 2 - 3 years: horizontal, vertical & circular strokes
○ 3 - 4 years: copies circle, cross
○ 4 - 6 years: copies square, triangle, diamond |
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Term
| Describe in-hand manipulation skills |
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Definition
| ○ the process of using one hand to adjust an object for more effective object placement or release; the object remains in that hand and usually does not come in contact with a surface during in-hand manipulation. |
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Term
| Describe progression of scissors skills |
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Definition
○ Interest in scissors, holds them, does not put fingers in loops
○ Fingers awkwardly placed in loops, open & close scissors
○ Snips with scissors
○ Continuous cut across paper
○ Cut on thick line
○ Cut on thinner line
○ Cut easy curve
○ Cut zig-zag lines
○ Cut basic geometric shapes
○ Cut complex shapes or non-paper materials |
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Term
| Describe the types of gross motor skills that a preschool child can do |
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Definition
○ Jump & hop
○ Ride a tricycle or bicycle with training wheels
○ Catch, throw, kick & bounce balls
○ Climb on playground equipment
○ Use legs to “pump” a swing |
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Term
| Describe the types of self-help skills that a preschool child can do |
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Definition
○ Can dress-undress & manipulate easy fasteners
○ Wash face & hands, brush teeth
○ Independent toileting
○ Can manipulate meal-time utensils
○ Assist with chores |
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Term
| How does play enhance development? |
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Definition
a. Promotes gross & fine motor development
b. Promotes cognitive skill development
c. Promotes spiritual development
d. Promotes social development |
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Term
| Describe stages of social play development: |
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Definition
○ solitary play,
■ Independent play with toys, engrossed in own play with minimal attention to the proximity of others (toddlers – preschool age)
○ onlooker play
■ child watches other children plan
○ parallel play (2 yrs)
■ Children play in same vicinity, engaged in similar activities, not sharing or playing together.
○ associative play
■ child is still interested in his or her own interests but within a group. Borrowing and lending of toys may occur, no group goal (preschool years)
○ cooperative play
■ organized activities centered on a group goal. Usually one or 2 leaders (school-age child) |
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Term
| Describe the types of play: |
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Definition
● exploratory play,
○ (begins 0 – 2 years) sensory-motor: learning characteristics of objects & movement interaction with those objects
● symbolic or pretend play,
○ (begins 2 – 4 years) Associated with language development; Child uses objects to represent feelings, actions, roles
● creative or construction play,
○ (begins ~4 – 7 years) Use of materials to make another object; task oriented
● games play
○ (begins~7+ years) Actions & result of actions are based on rules |
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