CHAPTER 5

TYPICAL & ATYPICAL

DEVELOPMENT AMONG CHILDREN
Objectives

 Identify typical and atypical milestone in the various

stages of child development.
 Differentiate typical and atypical development of
children in various stages and their development.
Contents

CHILD DEVELOPMENT THEORIES

01 | Erik Erickson 02 | Jean Piaget

Psychosocial Development Cognitive Development
Theory Theory

03 | Lev Vygotsky 04 | Albert Bandura

Sociocultural Theory Social Learning Theory
1. Psychosocial Development Theory

Erik Homburger Erikson

(born Erik Salomonsen; 15 June 1902 – 12 May 1994) was a German-American
psychoanalyst known for his theory on psychological development of human
beings. He coined the phrase identity crisis.
https://www.verywellmind.com

“Hope is both the earliest and the most indispensable virtue inherent in the state of being alive. If life is to be
sustained hope must remain, even where confidence is wounded, trust impaired.”
 Erik Homburger Erikson

Psychosocial Development Theory

 Based on what is known as the epigenetic principle. This principle suggests

that people grow in a sequence that occurs over time and in the context of a larger
community.

 Starting from birth each person is faced with a conflict that needs to be resolved .

 These conflicts are centered on either developing a psychological quality or failing

to develop that quality. During these times, the potential for personal growth is
high but so is the potential for failure.
Stages of Psychosocial Development
2. Cognitive Development Theory

Jean Piaget
was born in Switzerland on August 9, 1896, and began showing an
interest in the natural sciences at a very early age. He was a Swiss
psychologist and genetic epistemologist. His theory looks at
how children develop intellectually throughout the course of childhood.

The goal of education is not to increase the amount of knowledge but to create the possibilities for a child to
invent and discover, to create men who are capable of doing new things.
Jean Piaget

Cognitive Development Theory

 The theory concerned with the thought process of a person

and how they are used to understand and interact with the
environment.
 Piaget’s theory focuses on children’s intellectual
development.
Stages of Cognitive Development
3. Sociocultural Theory

Lev Vygotsky
was a seminal Russian psychologist best known for his
sociocultural theory. He believed that social interaction plays a critical
role in children's learning—a continuous process that is profoundly
influenced by culture.

● “learning is a necessary and universal aspect of the process of developing culturally

organized, specifically human psychological function”
Lev Vygotsky

Sociocultural Theory
 Believes that children learn actively through hands-on
experiences.
 Culture plays important role
 Interaction with others allows learning to integrate in the
child's understanding of the world
 Zone of Proximal Development is important concept
that relates to the difference between what a child can
achieve independently and what a child can achieve
with guidance and encouragement from a skilled
partner.
Zone of Proximal Development
4. Social Learning Theory

Albert Bandura
(born December 4, 1925, Mundare, Alberta, Canada—died July 26, 2021,
Stanford, California, U.S.), Canadian-born American psychologist and
originator of social cognitive theory who is probably best known for his
modeling study on aggression, referred to as the “Bobo doll” experiment,
which demonstrated that children can learn behaviours through the
observation of adults.

"By sticking it out through tough times, people emerge from adversity with a
stronger sense of efficacy."
Albert Bandurba

Social Learning Theory

 Believes that the learning takes place through observation
and modeling.
 His theory added a social element, arguing that people can learn
new information and behaviors by watching other people. Known
as observational learning, this type of learning can be used to
explain a wide variety of behaviors, including those that often
cannot be accounted for by other learning theories.
Social Learning Theory
MEANING OF

TYPICAL & ATYPICAL

DEVELOPMENT
TYPICAL CHILD DEVELOPMENT

 Refers to the normal progression where children grow

by acquiring knowledge, skills and behavior called
developmental milestone at a certain time frame.
ATYPICAL CHILD DEVELOPMENT

 Term used when development does not follow the

normal course.
 More so, a child is developing atypically when he/she
reaches a milestone earlier or later than other children
his/her age.
Recap
Principles of Child Development

Rate of development
Development takes
differs among
place gradually.
children.

Development
occurs in a
relatively orderly
process
 DOMAINS OF DEVELOPMENT
Physical
Domain
Refers to the development of physical
changes such as size and strength. The
development occurs in both gross and
the motor skills. The development of the
senes and their uses are part of the
physical domain
Social and
Emotional
A child’s experience, expression and
management of emotions along with the
ability to establish positive relationship
with others. This includes the both
INTERPERSONAL &
INTRAPERSONAL process.
 DOMAINS OF DEVELOPMENT
Language
Domain
Refers to the process of acquiring
language in a consistent order without
the need for explicit teaching from the
environment.
Cognitive
Domain
Construction of thought process which
includes remembering, problem solving
and decision making are refers to this
domain.
Stages in Child Development
THIS IS A TIMELINE
INFANCY EARLY CHILDHOOD
BIRTH TO 2 YEARS 3 TO 8 YEARS

0-2 YRS 3-8 YRS 9-11 YRS 12-18 YRS 19…

MIDDLE CHILDHOOD ADOLESCENCE

9 TO 11 YEARS 12 TO 18 YERAS
 DOMAINS TYPICAL ATYPICAL

PHYSICAL HOLDS HEAD WITHOUT DOES NOT HOLD HEAD UP,

SUPPORT, PUSHES LEG DOES NOT PUT WEIGHT ON
DOWN, ROLL OVER, SITS LEGS, CANNOT SIT
WITHOUT SUPPORT, WITHOUT SUPPORT, DOES
CRAWLS AND WALKS NOT WALK STEADILY

SOCIO-EMOTIONAL SMILE AT PEOPLE, LIKES TO DOES NOT SMILE, SHOWS

TYPICAL & PLAY, SHY OR AFRAID OF
STRANGERS, CRIES WHEN
NO AFFECTION, DOES
RECOGNIZE FAMILIAR
ATYPICAL CAREGIVER LEAVES,
COPIES OTHERS, SHOWS
PEOPLE.

DEVELOPMENT INDEPENDENCE
LANGUAGE MAKES COOING AND DOES NOT COO AND
OF A CHILD BABBLING SOUNDS, BABBLE, DOES NOT SAY A
RESPONDS TO OWN NAME, SINGLE WORD, DOES NOT
DURING MAKES DIFFERENT SPEAK SENTENCES.
SOUNDS, RESPONDS TO
INFANCY SIMPLE REQUEST, TRIES TO
SAY WORDS.

COGNITIVE WATCHES THING AS THEY DOES NOT WATCH THINGS

MOVE, USES EYES AND AS THEY MOVE, DOES NOT
HANDS TOGETHER, KNOW WHAT TO DO WITH
RECOGNIZES PEOPLE AT COMMON OBJECTS
DISTANCE, EXPLORE
THINGS IN VARIOUS WAYS,
FINDS HIDDEN THINGS
 DOMAINS TYPICAL ATYPICAL

PHYSICAL RUNS WELL, CLIMBS EASILY, FALLS DOWN OFTEN,

HOPS AND STANDS ON ONE NEEDS HELP IN PHYSICAL
FOOT, CAN USE TOILET ON ACTIVITIES
HIS/HER OWN

SOCIO-EMOTIONAL SHOWS AFFECTION, TAKES DOES NOT WANT TO PLAY

TYPICAL & TURN IN GAMES,
COOPERATES WITH OTHER
WITH OTHERS, USUALLY
WITHDRAWN
ATYPICAL CHILDREN, SHOWS
CONCERN & SYMPATHY,
DEVELOPMENT SHOWS MORE
INDEPENDENCE
OF A CHILD LANGUAGE FOLLOWS TWO TO THREE
STEP INSTRUCTIONS, USUS
HAS UNCLEAR SPEECH,
CAN’T TELL STORIES
DURING EARLY PRONOUNS, TELLS AND
RETELL STORIES, SPEAKS
ARTICULATELY

CHILDHOOD CLEARLY.

COGNITIVE PLAYS MAKE-BELIEVE, DOES NOT PLAY WITH

WORKS WITH A SIMPLE SIMPLE TOYS OR MAKE-
TOYS, NAMES COLORS & BELIEVE, LOSES SKILLS
NUMBERS, DRAWS A ONCE HAD.
PERSON, NAMES LETTER,
SHOWS DEVELOPMENT OF
MENTAL SKILLS
 DOMAINS TYPICAL ATYPICAL

PHYSICAL GROWTH SPURT MAY TAKE HAS LIMITED MOBILITY

PLACE, BECOMES CLUMSY,
INCREASED IN APPETITE

SOCIO-EMOTIONAL FORMS STRONGER HAS DIFFICULTY MAKING

FRIENDSHIP, BECOMES AND KEEPING FRIENDS
AWARE OF BODY CHANGES
TYPICAL & DUE TO PUBERTY,
CONCERN MORE ABOUT
ATYPICAL LOOKS, MAY FEEL
STRESSED ABOUT SCHOOL
DEVELOPMENT WORK.
LANGUAGE CONTINUES TO SPEAK HAS UNCLEAR SPEECH,
OF A CHILD CLEARLY, EXPRESSES CAN’T TELL STORIES
ONE’S THOUGHT ARTICULATELY
DURING MIDDLE ARTICULATELY.

CHILDHOOD
COGNITIVE INCREASED ATTENTION EXPERIENCES
SPAN, SEES THE VIEW OF COMPREHENSION
OTHER PEOPLE MORE PROBLEM, UNABLE TO KEEP
CLEARLY. UP WITH THE SCHOOL’S
CURRICULUM.
 DOMAINS TYPICAL ATYPICAL

PHYSICAL REACHES ADULT WEIGHT HAS LIMITED MOBILITY

AND HEIGHT

SOCIO-EMOTIONAL BECOMES INTERESTED IN LIMITED PEER

OPPOSITE SEX, BEGINS CONNECTIONS, MAY
CONFLICT WITH PARENTS, EXHIBIT INAPPROPRIATE
TYPICAL & SHOWS MORE BEHAVIOR IN PUBLIC
INDEPENDENCE FROM
ATYPICAL PARENTS

DEVELOPMENT LANGUAGE CONTINUES TO SPEAK

CLEARLY, EXPRESSES
HAS UNCLEAR SPEECH,
CAN’T TELL STORIES
OF A CHILD ONE’S THOUGHT
ARTICULATELY
ARTICULATELY

DURING
ADOLESCENCE COGNITIVE ACQUIRES AND USES
DEFINED WORK HABITS,
IS BELOW GRADE LEVEL

SHOWS CONCERN ABOUT

THE FUTURE
REFERENCES

 https://www.sciencedirect.com/topics/psychology/psychosocial-theory
 https://helpfulprofessor.com/psychosocial-development-theory-erikson-stages/
 https://www.structural-learning.com/post/jean-piagets-theory-of-cognitive-development-and-active-classrooms
 https://www.verywellmind.com/lev-vygotsky-biography-2795533
 https://www.simplypsychology.org/vygotsky.html
 https://www.educationcorner.com/social-learning-theory/
 https://www.britannica.com/biography/Albert-Bandura
 https://blogs.ubc.ca/earlychildhoodintervention1atypical/category/1-4-atypical-development/