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Typical and Atypical Development Among Children

This document discusses typical and atypical child development. It covers key theories of development, domains of development, and stages of development. The main points are: 1. Child development is monitored using milestones to ensure children meet expectations for their age. Intervention can help children who experience difficulties. 2. Major theories discussed include Erikson's psychosocial stages, Piaget's cognitive stages, Vygotsky's sociocultural theory, and Bandura's social learning theory. 3. Development is categorized into physical, social/emotional, language, and cognitive domains. Typical development follows a predictable pattern, while atypical may be faster or slower.

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John guyll Atilano
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160 views15 pages

Typical and Atypical Development Among Children

This document discusses typical and atypical child development. It covers key theories of development, domains of development, and stages of development. The main points are: 1. Child development is monitored using milestones to ensure children meet expectations for their age. Intervention can help children who experience difficulties. 2. Major theories discussed include Erikson's psychosocial stages, Piaget's cognitive stages, Vygotsky's sociocultural theory, and Bandura's social learning theory. 3. Development is categorized into physical, social/emotional, language, and cognitive domains. Typical development follows a predictable pattern, while atypical may be faster or slower.

Uploaded by

John guyll Atilano
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Typical and atypical

development among
children
I. Child Development and its Importance

To ensure that a child meets his/her developmental


milestones, it is crucial to observe and monitor
his/her development.

The milestones or developmental skills that need to


be mastered usually at the same rate act as a guide
for ideal development.

It is done by checking the progress of the child based


on his or her age to see if the child is developing
within expectations.
For others, checking the milestones can help detect
any difficulties at a particular stage.

Intervention can then be given which can help in the


development of a child. Usually it is the parents,
teachers, and pediatricians who use the checklists.
II. Child Development Theories

A. Psychosocial Development Theory of Erik Erikson

An eight-stage theory that describes the changes one


goes through in a lifetime.
The focus is the conflicts or crises one experiences
through social interaction.
Starting from birth, each person is faced with a
conflict that needs to be resolved since it has an
impact on the function of the succeeding stages.
If one successfully overcomes the crisis of each stage,
a psychological virtue emerges.
B. Cognitive Development Theory of Jean Piaget

Concerned with the thought processes of a person


and how they used to understand and interact with
the environment.
Focuses on children’s intellectual development and
has four stages.

A. Sensorimotor Stage – from birth to 2 years old, a


child’s knowledge is limited to his or her use of the
senses.
B. Preoperational Stage - from 2 to 6 years old, a child
learns through the use of language. however, mental
manipulation of information does not take place yet.

C. Concrete Operational Stage - from 7 to 11 years old,


a child begins to think logically and have better
understanding of mental operations. However,
abstract concepts are still difficult to understand.

D. Formal Operational Stage – from 12 years old to


adulthood, a person has the ability to think in abstract
concepts.
C. Sociocultural Theory of Lev Vygotsky

Believes that children learn actively through hands-on


experiences.
Vygotsky highlights the importance of other people
such as parents, caregivers, and peers in the
development of children.
Culture plays an integral role as well.
Interaction with others allows learning to be
integrated in the child’s understanding of the world.
Also included in the theory is the zone of proximal
development, which is in between what one can do on
his or her own and with help.
Children best learn when they are in this zone.
D. Social Learning Theory of Albert Bandura

This theory believes that learning takes place through


observation and modelling. As a child observes the
actions of the people in his or her environment, new
information is acquired and new skills are developed.
III. 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. (Examples: sitting,
babbling, and following directions.)
However, each child is unique.
With this, not all reach a milestone at the same time,
thus the terms typical and atypical development.
Typical development

Refers to the normal progression where children grow


by acquiring knowledge, skills, and behaviour called
developmental milestones.

Atypical Development

A 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.
There is no way to identify if a child is developing
typically or atypically. However, there are three
commonly accepted principles of child development
that one should look into. The principles are as follows:

1. Rate of development differs among children

2. Development occurs in a relatively orderly process

3. Development takes place gradually


IV. Domains of Development

The developmental milestones are categorized into


four domains namely; physical, social and emotional,
language, and cognitive.

The physical domain refers to the development of


physical changes such as size and strength. The
development occurs in both gross and fine motor
skills. The development of the senses and their uses
are also part of the physical domain which is
influenced by illness and nutrition.
The social-emotional domain refers to the child’s
experience, expression, and management of emotions
along with the ability to establish positive relationships
with others. This includes both the intrapersonal and
interpersonal processes that take place in a child.

The language domain refers to the process of acquiring


language in a consistent order without the need for
explicit teaching from the environment.

The cognitive domain refers to the construction of


thought process which includes remembering, problem
solving, and decision making.
V. Stages in Child Development

Stages, along with age are used as ranges to mark


significant periods in a human development
timeline. In each stage, growth development occur in
the four domains mentioned above. The stages are
as follows:
A. Infancy (birth to 2 years)
B. Early Childhood (3 to 8 years)
C. Middle Childhood (9 to 11 years)
D. Adolescence (12 to 18 years)

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