Typical and Atypical Development

among Children
Chapter 5
 Objective
At the end of the chapter, you will be
able to:
• Identify typical and atypical milestone
in the various stages of child
development; and
• Differentiate typical and atypical
development of children in various
stages of their development.
Have you ever wondered how children develop?
What is your earliest memory as a child?
What is Development?
• Refers to the gradual and orderly unfolding of the characteristics of the
individual as they go the stages of growth.
• It involves changes from simplicity to complexity and implies an increasingly
progressive maturity of behavior as well as organization of personality and
character.

What is Maturation?
• Refers to part of development that is controlled from within the “internal
ripening” aspect, indicating that growth has reached its optimal level
• It designates a process of internal growth consisting chiefly of structural
changes, and coordination within the NS together w/a level of development of
mental coordination w/c is indicated by a state of readiness to engage in a
definite type of behavior.
What is Child Development?
• Refers to the pattern of growth, changes, and stability that occurs from
conceptions up until adolescence.

What is Growth?
• Refers to the progressive increase and continuous advancement of the child
from birth to maturity.

Human Development Domains
Growth of the body
and brain, sensory
capacities, motor
skills and health
PHYSICAL/BIOLOGICAL
Emotions, personality
and social relationships
PSYCHOSOCIAL
LANGUAGE- refers to the process of acquiring language in
consistent order without the need for explicit teaching from
the environment. It development is dependent on other
developmental domains. The ability to communicate with
others grows from infancy.
Learning,
attention, memory,
language, thinking,
reasoning, and
creativity
COGNITIVE
Adjustment to self, others
and environment.
Typical and Atypical Development

• The development of a child usually follows a

predictable pattern. There are certain skills and abilities
that are observed to gauge a child’s development are
called developmental milestones.
• Example: babbling, sitting, following directions.

• However, each child is unique. With this, not all reach a

milestone at the same time. Thus, the term typical and
atypical development
Typical and Atypical Development

Typical Development Atypical Development

• refers to the normal • term used when

progression where development does not follow
children grow by the normal course. More so,
a child is developing
acquiring knowledge, atypically when he/she
skills and behavior. reaches earlier or later than
the other children of his/her
age.
• There is no clear way to identify if a child is developing
typically or atypically. However, there three commonly
accepted principles of child development that one
should look into.
• 1. Rate of development differs among children
• 2. Development occurs in a relatively orderly manner process
• 3. Development takes place gradually
General Stages in Child Development

• Infancy (birth to 2 years) is a critical stage in child

development because growth is rapid. Many believe
that this stage is the most important stage in one’s life
since the changes that occur in infancy will affect the
later stages of development. This is also known as the
building block for the succeeding stages in the
attainment of crucial knowledge, skills and behavior.
 Domains Typical Atypical
Physical  Holds head without support Does not hold head up
 Pushes legs down when feel Does not put weights
are on flat surface on legs
 Rolls over Cannot sit without
 Sits without support crawls support
 Walks Does not walk steadily
 Begins to run
Socioemotional  Smiles at people Does not smile
 Likes to play Shows no affection
 Shy or afraid of strangers Does not recognize
 Cries when care givers lives familiar people
 Copies other
 Shows independence
 Domains Typical
Cognitive  Recognizes people at a
distance
 Transfer object from one hand
to another
 Explores things in various ways
 Uses things correctly (eats with
spoon)
 Finds hidden things
Language  Makes cooing and babbling
sounds
 Responds to own name
 Makes different sound
 Responds to simple requests
 Tries to say words
 Says sentences
Atypical
Does not watch things as
they move
Does not know what to do
with the common objects
Does not coo and babble
Does not say a single
word
Does not speak in
sentences
• Early Childhood (3 to 8 years) is a period of life with
slow growth and rapid development. Most psychologist
label this stage as exploratory and questioning stage
since the children enjoy discovering new things in their
surroundings. Interactions with family and the people
around them will help shape their development.
 Domains Typical Atypical
Physical  Runs well Fails down often
Climbs easily Needs help in
Hops and stands on one physical activities
foot
Van use toilet on his/her
own
Socioemoti Shows affection Does not play with
onal Takes turns in games simple others
Cooperate with other Usually withdrawn
children
Shows concern and
sympathy
Shows more independence
 Domains Typical Atypical
Cognitive Works with simple toys Does not play with
Names colors and numbers simple toys or make
Draws a person believed
Names letters Loses skills once had
Shows development of
mental skills
Language Follows two or three step Has unclear speech
instructions Can’t tell stories
Uses pronouns articulately
Tells and retell stories
Speaks clearly
• Middle Childhood (9 to 11 years) is a stage that
brings various changes in a child’s life. Independence
is a characteristics that children in this stages asserts.
Children should be given more task to develop their
sense of responsibility to further develop their growing
independence
 Domains Typical Atypical
Physical  Growth spurt may take place  Has limited mobility
 Becomes clumsy
 Increased appetite
Socioemotional  Forms stronger friendships  Has difficulty making and
 Becomes aware of body due to keeping friends
puberty
 Shows more concern about looks
 May feel stressed about school work
Cognitive  Increased attention span  Problems with
 Sees the view of other comprehension and
People more clearly attention
 Unable to keep up with the
school’s curriculum
Language  Continues to speak clearly  Has unclear speech
 Expresses one’s though articulately  Can’t tell stories
articulately
• Adolescence (12-18 years) is the period where
puberty begins. By the end of this stage, most will have
completed puberty. The child now is called a teen
during this stage. The teen in becoming more vocal
about his/her opinions due to the development of
unique personality. Peer pressure, however, will be
present, which is why guidance from parents and
guardians is very much needed.
 Domains Typical Atypical
Physical  Reaches adult weight and height  Limited mobility
Socioemotional  Becomes interested in opposite  Has limited peer
sex connections
 Begins conflict with parents  May exhibit inappropriate
 Shows more independence from behavior in public
parents
Cognitive  Acquires and uses defined work  Is below grade level
habits
 Shows concern about the future
Language  Continues to speak clearly  Has unclear speech
 Expresses one’s thought  Can’t tell stories
articulately articulately
Note

• Behaviors that are atypical should be observed

keenly and recorded carefully. At times, the
recorded observations might just be isolated
events with no significant impact on later
development. However, they might also be early
warning sign of needs. The observed patterns will
be useful to confirm if there is such a need.
Child Development and It’s Importance
• The milestones or developmental skills that need to be master usually at the
same rate act as guide for ideal development.

ALBERT BANDURA
Psychosocial Development Theory of Erik Erikson

• This is an eight-stage that describes the changes one

goes through in a lifetime.
• Main focus: The conflicts or crises one experiences
through social interaction.
• If one successfully overcomes the crisis of each stage,
a psychosocial virtue will emerges.
Cognitive Development Theory
• A progressive reorganization of mental processes as a result of
biological maturation and environmental experience.
• Children construct an understanding of the world around them, then
experience discrepancies between what they already know and
what they discover in their environment.
• Children are neither driven by undesirable instinct nor molded by
environmental influences.
• Children as constructivist, that is, as curious active explorer who
respond to the environment according to their understanding of its
essential features.
Sociocultural Development Theory by Lev Vygotsky
• Cognitive Development is dependent on the child’s interaction with those
around him; social stimulation aids mental and language development.
• Believes the child acquire new skills and information with the zone proximal
development (ZPD) the distance between the child’s actual development
level and a higher level of potential development obtained through an adult
guidance, or the “more knowledgeable person”.
• This theory suggest that in addition to providing suggestions to suit each
child’s zone of proximal development.
Social Learning Theory by Albert Bandura
• Posits that people learn from one
another, via observation, imitation, and
modelling. The theory has often been
called between behaviourist and
cognitive learning theories because it
encompasses attention, memory, and
motivation.
Instructions for Class Presentation (Video Discussion)

1. Divide the class into 4 groups with at least 9 members each.

2. Identify a leader and secretary.
3. Select a topic from the four Child Developmental Theories prior to this
Slide.
 Organization Content Presentation
The type of presentation Technical terms are well- Speaker uses clear,
is appropriate for the defined in language audible voice.
Rubrics topic and audience. appropriate for the target
audience.
1-Lowest
Information is presented Presentation contains Delivery is poised,
5- Highest in a logical sequence. accurate information. controlled, and smooth.
Presentation Material included is Good language skills
appropriately cites relevant to the overall and pronunciation are
references. message/purpose. used.
Introduction is attention- There is an obvious Visual aids are well-
getting, lays out the conclusions prepared, informative,
problem well, and summarizing the effective, and not
establishes a framework presentation distracting
for the rest of the
presentation
Length of presentation is
within the assigned time
limits. 10-20 min.
Thank You!