Occupational Performance Areas:

Play School Personal Independence IPR’s Sleep

Skills: e.g. Fine Motor Skills Sitting at table Reading and spelling Gross Motor Skills Socio-emotional skills Self care skills

Analysis and synthesis: The ability to Visual closure: The ability to recognize
Visual-motor integration: The process of
Praxis: The ability to conceptualize, plan and differentiate the different parts of a unit, object complete forms or objects even though they
how an object is observed and how it is
execute new/unfamiliar movements (╬). or picture and then to piece it together again to are incomplete (3D, 2D).
reproduced on a motor level.
a whole (3D, 2D).

Eye-hand coordination: The eyes and hands Memory: The registration and specification of
Sequencing: The execution of sequential Body image: The experience of your own Spatial relations: The ability to observe the
must work together to be able to perform and information (hear / experience / see), the
patterns (kinaesthetic (╬), 3D, 2D) in a specific body. It is dependent on internal as well as position of two or more objects in relation to
control smooth movements (eyes lead and storage thereof and the ability to recall it later
order as in which it was previously performed. external feedback. one another (3D, 2D).
hands follow) (╬). and compare the stored information.

Form constancy: The ability to differentiate

Left-right discrimination: The ability to Emotional Control: The ability to control your
Lateralisation and dominance: The process by Body concept: It is the concept about between objects on the basis of distinctive
differentiate between left and right (kinesthetic, emotions in such a way that you can function
which the brain develops a preferred side for (cognitive awareness and ability to name) the characteristics (e.g. a
has 3 corners, etc.)
3D, 2D) on self and on others and other in a way that is beneficial to yourself and
hand, foot, eye and ear use. different parts of your body and their functions. in spite of size, position and orientation
objects. others.
(kinesthetic, 3D, 2D).

Laterality: Laterality develops through Position in Space: The ability to observe the
Appropriateness of Emotions: Emotional
experiencing and moving the left and right side Crossing midline: The movement of both position of an object in relation to your own
reactions that are appropriate in terms of
of the body together and separately. Sense of sides of the body over an imaginary midline. body. It is dependent on the knowledge of your
stimulus, intensity and duration.
direction develops from this. own body (kinesthetic, 3D, 2D).

Basic concepts: Knowledge that is needed to Language: The development of abilities

Fine motor components: Includes different Figure-ground: It is the ability to choose and
Emotional Awareness: The conscious develop relevant perception and other higher concerning hearing and speech, basic sounds,
hand grips, release function, reach and Bilateral coordination: The ability to use both focus on an object of your choice that is in the
recognition of emotions in yourself and others, cognitive functions. Includes the following imitation of sounds and the expression
placement as well as the manipulation of arms/legs in a coordinated manner. environment (background), without being
and the ability to “put a name” to the emotion. concepts: colour, shape, number, size thereof, to advance verbal communication
objects. distracted by the background (3D, 2D).
(kinesthetic, 3D, 2D). (receptive & expressive components).

Postural Control & Stability: Ability of the

Eye movements: It is the control, which a child
body to maintain position against gravity. Body Scheme: It’s the brain’s “map” of Motivation: The psychological force that
Dissociation of movements: The ability to has over eye movements, which allows for Attention and Concentration: The ability to
Balance between flexors and extensors are separate body parts and how each one arouses, maintains and directs behavior to
move different body parts separately from one visual tracking, quick localization and focus attention and then concentrate on a task
NB. Stability that the body provides while functions separately as well as in relation with meet a need or achieve a goal. This force can
another without making use of mass patterns. convergence, and later allows for eye for a given period of time.
skilled movements with the legs and arms are one another. be internally or externally activated.
movements when reading.
executed (╬).

Integration of PPR: Primitive Postural

Muscle Tone: The tension that is present in Reactions: movements that are present from Balance: The body’s ability to adapt to a Self regulation: The ability to adapt behaviour
Motor Control: The control with which a Range of emotions: The ability to experience
a muscle. Helps muscles to be ready for birth and serves as protection and preparation changing body centre (centre of gravity) – to changes through internal processes, which
movement is performed with regard to accuracy a wide range of emotions, i.e. both positive and
action and is a basis for coordinated to motor skills. Integration of reflexes is NB and equilibrium and protective extension are accompanies behaviour
to maintain control
and fluency. negative emotions.
movements. integration contributes toward good motor important (╬). over behavior.
abilities.

Sensory discrimination: The ability to identify differences and similarities within all the different sensory systems. (Note the importance of vestibular-, proprioceptive- and tactile discrimination in the development of motor abilities, and visual and tactile discrimination in the development of visual perception).

Modulation: The process by which incoming information is adapted in intensity, through inhibition or sensitization, to a level, which is relevant for the situation
internal order.

High Threshold High Threshold

Registration: Refers to the point at which sensory information is registered by the brain and is dependent on the neurological threshold of that specific sensory system.
Low Threshold Low Threshold

Tactile: Plays an integral role in function. With Visual: Must be able to visually see. It is NB
Vestibular: Sensations received from the head Proprioception: Sensations from muscles,
the vestibular system it supplies the most basic for maintaining posture, coordinated Auditory: The ability to perceive and
movements and accelerated or decelerated joints and tendons (contraction and stretching) Smell / Taste: The ability to perceive taste and
form of emotional and physical security. Also movements and visual perception. Can be recognize sounds and tones and to be able to
movements. Contributes to maintenance of that informs the brain when and how joints are smell, recognize them and react in an
plays a role in levels of awareness, fight and influenced (-) by poor balance and posture. It organize and interpret it so that an appropriate
muscle tone, holding the body upright & the moving. Provides an internal compass of where appropriate manner.
flight reactions (A-L system) and in also assists with the visual interpretation response can be made.
body’s response to movement. the body is and how it is moving.
discrimination of tactile stimuli (DCML). process.

The Wall Model © Bunty McDougall. The author reserves all rights as the originator and copyright holder of the model. ╬ refers to the grading of relevant motor tasks in the following order: Kinesthetic-3D-2D refers to the grading of relevant perceptual tasks:
1. Kinesthetic – where the body of the child is actively involved in experiencing the
The Wall Model – Adapted Version (used with permission). Definitions © Van Jaarsveld & Janse van Rensburg (2010). 1.
2.
Static person – Static environment
Static person – Dynamic environment 2.
characteristics of the relevant component.
3D – where the characteristics of the relevant component is experienced through/by 3-
3. Dynamic person – Static environment dimensional objects
4. Dynamic person – Dynamic environment 3. 2D- where the characteristics of the relevant component is experienced through/on a 2-
dimensional surface.