Vona du Toit (1991) model of Creative Ability: Applied to the Pediatric Population [1]

Motivation Level Action Level Key Indicators Manifestation Observations recorded

evident in child’
participation
√/X
Tone Pre-destructive  Birth to ± 5 months
 Movements are irregulated and uncoordinated
 Survival responses for needs to be met by the
caregiver
 Dependent on caregiver [1]

Self-differentiation Destructive  ±5 months to ±9months

 Sensory experiences are the primary activity
focus (feeling, rubbing, chewing etc)
 Child throws, tears and pulls at objects [1]

Self-differentiation Incidental  ±10 months - ± 2 years old

 Aware of self as an entity (separate from
mother and environment)
 Interaction is short-lived (1 step) and outcomes
are unplanned and immediate
 Objects are manipulated more
(holding,placing,rubbing) but no tool handling
or skill
 Repetitive movements
 Communication is limited. Responds to ‘known’
people. Limited expressive vocabulary, one-
word senences. [1]
Self-presentation Explorative  ±2 years - ±5 years old
 Starts to control interaction with the
environment
 Materials are explored to determine its
properties
 Products still largely unplanned, but with step-
by-step approach,4-5 step product can be
successfully made. No norms of quallity/speed.
 Develop a task concept, and tool manipulation
is explored and tested.
 Development of basic concepts occurs.
 Explores social boundaries. Seeks approval from
others. Two-way,but egocentric
communication. Do not fully understand
situations, non-verbals and innuendo’s.
 Fantasy play and role modelling are enjoyed. [1]

Passive Participation Experimental  Schoolgoing age (pre-school and primary)

 Interaction is product centred with a
consolidated task concept, but external
motivation/stimulation still required. Step pr
sequence prompting occasionally required.
 Tool handling is more product centred and
practice leads to some level of skill..
 Product evaluation is a need of the child, but
negative evaluation is not well accpeted.
 Active learning, but not self-directed. Do not
enjoy to participate in unfamiliar situations.
Prefer familiar situations.
 Relationships are less dependent and more self-
maintained. Development of peer acceptance
and norming is a focus, but selected peer
groups may vary frequently. [1]
Imitative Imitative  Early adolescent
Participation  Task participation is product centred and self-
fulfillment orientated, but initiative still limited.
 Experienced at a variety of tool and material
handling
 Works well from a model, and evaluation of
performance becomes comparative instead of
quality centred.
 Socially conforming. Tries to imitate the peer
group in all spheres of life, Susceptible to peer
pressure.
 Behaviour is acceptable/appropriate to most
situations. [1]

Bibliography

[1] V. Alers, "Occupational Therapy Intervention with Children with Psychosocial Disorders.," in Occupational Therapy in Psychiatry and Mental Health, West Sussex, John Wiley & Sons,Ltd, 2014, p. 252.