NORMAL DEVELOPMENTAL PATTERNS

Cognitive Patterns
- Cognitive Developmental skills are complex system of evolving problem solving
behavior.
- This skill is the ability to transfer or generalize learning.

Communication Patterns
- “Language is a system of communication that allows two or more person to exchange
meaning” (Cohen & Gross, 1979, p. 1). This simple definition highlights the critical
dimensions of the development of language capabilities.

Affective – Social Patterns

- The development of affective and social capabilities in children entails a complex
cluster of interrelated dimensions including attachment, behavioral style, personal
identity, self – regulation, and social and object play. Each of these behavioral
processes plays a significant role in shaping the young child’s sense of personal and
interpersonal competence.

Sensorimotor Patterns
- Sensorimotor development refers to the continually emerging interconnections
between multiple sensory and perceptual systems (e.g., visual. auditory, tactile,
kinesthetic, olfactory) and motor systems (e.g., reflex, fine and gross motor control).
The complex interrelationship between sensory and motor systems is important to the
development of basic cognitive processes and the skills requisite for learning.

Management as Parent
- Children’s development of the cognitive and social skills needed for later success in
school may be best supported by a parenting style known as responsive parenting.
- Acceptance of the child’s interests with responses that are prompt and contingent to
what the child signals supports learning, in part, by facilitating the child’s
development of mechanisms for coping with stress and novelty in his or her
environment.
- Parenting knowledge, attitudes, and practices are shaped not only by each other but
also by a number of contextual factors, including children's characteristics (e.g.,
gender, temperament); parents' own experiences (e.g., those from their own
childhood) and circumstances; expectations learned from others, such as family,
friends, and other social networks; and cultural systems. 
 - The contextual factors that influence parenting knowledge, attitudes, and practices
also include the supports available within the larger community and provided by
institutions, as well as by policies that affect the nature and availability of supportive
services.
- Parenting is multidimensional. To respond to the varied needs of their children,
parents must develop both depth and breadth of knowledge, ranging from being
aware of developmental milestones and norms that help in keeping children safe and
healthy to understanding the role of professionals (e.g., educators, child care workers,
health care providers, social workers) and social systems (e.g., institutions, laws,
policies) that interact with families and support parenting. 
- Parents' knowledge of how to meet their children's basic physical (e.g., hunger) and
emotional (e.g., wanting to be held or soothed) needs, as well as of how to read
infants' cues and signals, can improve the synchronicity between parent and child,
ensuring proper child growth and development. Specifically, parenting knowledge
about proper nutrition, safe sleep environments, how to sooth a crying baby, and how
to show love and affection is critical for young children's optimal development
(Bowlby, 2008; Chung-Park, 2012; Regalado and Halfon, 2001; Zarnowiecki et al.,
2011).

Management as Teacher
- Preschool teachers play an important role in building a child’s success in their first
years of school. Teachers do more than facilitate arts and crafts projects throughout
the day.
- Preschool lays the foundation for kids to understand what “school” actually is.
Teachers use a variety of methods to help children grow cognitively, as well as
conceptually. A positive relationship with preschool teachers can make an
exponential difference in a child’s success as they continue through elementary
school.
- Teachers provide children with the opportunity to get physically moving while also
exercising their brains and working on their hand-eye coordination as well.
- By providing children with structured physical activity, TOT teachers are re-
enforcing the importance of physical activity. Studies have shown that physical
activity at a young age can be a critical factor for setting children up for a more
physically active life well beyond preschool. 
- By fostering a love for physical play, teachers are helping to refocus on the
importance of physical activity in young children.
- Early childhood education is critical to the success of children, but outstanding
teachers who allow children to learn and grow while fostering curious natures can be
tied to a child’s success throughout their first years of school.
References:
http://www.child-encyclopedia.com/parenting-skills/according-experts/role-parents-early-childhood-
learning

https://www.ncbi.nlm.nih.gov/books/NBK402020/

https://teamsoftomorrow.com/preschool-teachers-play-important-role-childrens-growth/

ATYPICAL DEVELOPMENTAL PATTERNS

What is a sensory disability?

A sensory disability is a disability of the senses (e.g. sight, hearing, smell, touch, taste).

What are motor neuron diseases?

The motor neuron diseases (MNDs) are a group of progressive neurological disorders that
destroy motor neurons, the cells that control essential voluntary muscle activity such as speaking,
walking, breathing, and swallowing.  

Behavioral Disorders
Mental illnesses are medical conditions that disrupt a person’s thinking, feeling, mood, ability to
relate to others and daily functioning.

Mental Retardation
Intellectual disability (ID), once called mental retardation, is characterized by below-average
intelligence or mental ability and a lack of skills necessary for day-to-day living. People with
intellectual disabilities can and do learn new skills, but they learn them more slowly. There are
varying degrees of intellectual disability, from mild to profound.

Management as Parent (0-4) Management as Teacher (5-8)

Sensory Disabilities
deaf
blind
autism
Neuromotor Dysfunctions
Amyotrophic lateral sclerosis
 (ALS)
Affective-Behavioral Disorders
Hyperactivity
Developmental Retardation
dyslexia
dysgraphia
dyscalculia

RESOURCES:

https://www.aruma.com.au/about-us/about-disability/types-of-disabilities/types-of-sensory-disabilities/

http://community.cec.sped.org/ccbd/about/ebddefintion

https://www.webmd.com/parenting/baby/intellectual-disability-mental-retardation#1

https://www.ninds.nih.gov/Disorders/Patient-Caregiver-Education/Fact-Sheets/Motor-Neuron-Diseases-
Fact-Sheet