Lesson 5

TYPICAL
AND ATYPICAL
DEVELOPMENT AMONG
CHILDREN

Instructor: Michelle Cueto, PhD

At the end of the lesson, you should be able to:
a. Identify typical and atypical milestones in the various stages of
child development.
b. Differentiate typical and atypical development of children in
various stages of their development.
c. Compare and contrast the four theories of Child development.
d. Connect the self and be encouraged more in teaching through
learning about typical and atypical milestone development.
LET’S GET MOTIVATED!
https://www.youtube.com/watch?v=hMyDFYSkZSU
FOLLOW UP QUESTION:
If you could do one
thing , the most
important thing , to
influence the life of a
young child, what
would that be?
Child development is very important to be observed
especially in special and inclusive education. Tracking
the development is significant for teachers to formulate
the right treatment for the learners and to help them to
excel in learning. In this lesson, we will tackle about the
typical and atypical milestone development and the
different theories that tackles child development.
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 a 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.
VIDEO PRESENTATION
https://drive.google.com/file/d/1sIqb4hnnnGk7aZW6cbECJAcrf1MNAc7i/view?usp=sharing
CHILD DEVELOPMENT
THEORIES
During the early 20th century, interest in child
development began, specifically, that which focused
on detecting abnormalities. Certain theories were
discovered based on this interest to appreciate the
growth that children experience from birth to
adolescence.
 PSYCHOSOCIAL DEVELOPMENT
THEORY OF ERIK ERIKSON
This is an eight-stage theory that describes the
changes goes through in a lifetime. The main
focus of Erikson's theory is the conflicts or crises
on experiences through social interaction..
Figure 5.1. Stages of Psychosocial Development by Erik Erikson
 COGNITIVE DEVELOPMENTAL
THEORY OF JEAN PIAGET

This theory is concerned with the

thought processes of a person and how
they are used to understand and interact
with the environment.
 What happens at this
Stage Age
stage?
A child’s knowledge is
From birth
Sensorimotor limited to his or her use
to of 2
Stage of the senses.
years old

A child learns through

the use of the language.
Preoperational 2-6 years However, mental
Stage old, manipulation of
information does not
take place yet
Table 5.1 Cognitive Developmental Theory of Jean
Piaget
 What happens at this
Stage Age
stage?
Concrete From 7 to A child begins to think
Operational 11 years logically and have better
Stage old understanding of mental
operations. However
abstract concepts are
still difficult to
understand.
Formal From 12 A person has the ability
Operational years old to to think in abstract
Stage adulthood concepts.
 SOCIOCULTURAL THEORY
OF LEV VYGOTSKY

This theory believes that actively through

hands-on experiences. Vygotsky highlights the
importance other people such as parents,
caregivers, and peers in the development of
children.
 “What a child can do today with
assistance, he will be able to do it
by himself tomorrow.”

Lev Vygotsky
 Major principles
•Social Interaction

•Zone of Proximal Development

•The More Knowledgeable Other
(MKO)
•Language
Figure 5.2. Sociocultural Theory of Lev Vygotsky
 Proximal Development
The portion in between what
one can do on his or her own
and with help. Children best
learn when are in this zone.
 Scaffolding
Assistance provided by a
more competent peers or
adults to enable the task to be
done successfully.
Instruction allows the learner
to move through the ZPD.
 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.
Figure 5.3. Social Learning Theory of Albert Bandura
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.
 TYPICAL DEVELOPMENT
It refers to the normal
progression where children
grow by acquiring knowledge,
skills, and behavior called
developmental milestones
at a certain time frame.
 Developmental
milestones
These are important clues
about a child's developmental
health. Reaching milestones at
the typical ages shows a child is
developing as expected.
VIDEO PRESENTATION
https://www.youtube.com/watch?v=KIyWt_qtcnM&feature=share&t=206
Atypical Development
 Is 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.
 Developmental Delay and Developmental Disorder
Developmental Delay
• A developmental delay refers to a child who has not
gained the developmental skills or milestone expected
of him or her, compared to others of the same age.
• This can show up in the way children move,
communicate, think, and learn, or behave with others.
• It might also be a short term or a long term problem.
Developmental Disorders
• Are impairments in a child’s physical, cognitive, language, or
behavioral development.
• Some types of developmental disorders include:
-Attention-Deficit/Hyperactivity Disorder (ADHD), Autism
Spectrum Disorder, Cerebral Palsy, Hearing loss, Intellectual
disability, Learning disability and Vision impairment.
There is no clear 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-emotional,
language, and cognitive.
Physical Domain:
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.
 Catching a bounced
Crawling ball most of the time Eating with a spoon
Social-Emotional Domain:
A child's experience, expression, and
management of emotions along with the ability to
establish positive relationships with others refer to
the social-emotional domain. This includes both
the intrapersonal and interpersonal processes that
take place in a child.
Smiling spontaneous, Cooperating with other Showing affection for
especially at people children friends without prompting
Language Domain:
The language domain refers to the process
acquiring language in a consistent order without
the need for explicit teaching from the
environment.
 Pointing to show others Singing a song from memory
Cooing, babbling such as the “Itsy Bitsy Spider”
what she wants
Cognitive Domain:
Construction of thought process which
include remembering, problem solving,
and decision making refers to the domain.
 Exploring things in different
Reaching for a toy Building towers of
ways, like shaking, banging,
at least four blocks
with one hand throwing
Key points:
 The best way to monitor children’s development is to track their
developmental milestones.
 Developmental milestones are things most children can do by a
certain age.
 Developmental milestones offer important clues about a child’s
developmental health.
 Developmental milestones fall into categories of development
called “domains”.
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
and 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)
INFANCY (birth to 2 years)
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 stage is also known as building
block for the succeeding stages in the attainment of
crucial knowledge, skills and behaviors.
Table 5.2. Typical and atypical development during infancy

Domains Typical Atypical

Physical • Holds head without • Does not hold head up
support • Does not put weight on
• Pushes legs down legs
when feet are on flat • Cannot sit without
surface support
• Rolls over • Does not walk steadily
• Sits without support
• Crawls
• Walks
• Begins to run
Table 5.2. Typical and atypical development during infancy
Domains Typical Atypical
Socio-Emotional • Smiles at people • Does not smile
• Likes to play • Shows no affection
• Shy or afraid of • Does not recognize
strangers familiar people
• Cries when a
caregiver leaves
• Copies other
• Show independence
Table 5.2. Typical and atypical development during infancy

Domains Typical Atypical

Language • Makes cooing and • Does not coo and
babbling sounds babble
• Responds to own • Does not say a single
name word
• Makes different • Does not speak in
sounds sentences
• Responds to simple
requests
• Tries to say words
• Says sentences
Table 5.2. Typical and atypical development during infancy
Domains Typical Atypical
Cognitive • Watches things as • Does not watch things
they move as they move
• Uses eyes and • Does not know what to
hands together do with common objects
• Recognizes people
at distance
• Transfers object from
one hand to another
• Explores things in
various ways
• Uses things correctly
(eats with spoon)
• Finds hidden things
EARLY CHILDHOOD (3 to 8 years old)
Early Childhood ( 3 to 8 years old)
-is a period of life with slow growth and rapid
development. Most psychologists label this stage as the
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.
Table 5.3. Typical and atypical development during early childhood

Domains Typical Atypical

PHYSICAL • Runs well • Falls down often
• Climbs easily • Needs help in
• Hops and stands on physical activities
one foot
• Can use toilet on
his/her own
SOCIO-EMOTIONAL • Shows affection • Does not want to play
• Takes turn in games with others
• Cooperates with other • Usually withdrawn
children
• Shows concern and
sympathy
• Shows more
independence
Table 5.3. Typical and atypical development during early childhood

Domains Typical Atypical

LANGUAGE • Follows two to three step • Has unclear speech
instructions • Can’t tell stories
• Uses pronouns articulately
• Tells and retell stories
Speaks clearly

COGNITIVE • Plays make believe • Does not play with

• Works with simple toys simple toys
• Names colors and • or make-believe
numbers • Loses skills once had
• Draws a person
• Names letters
• Shows development of
mental skills
MIDDLE CHILDHOOD (9 to 11 years)
Middle Childhood ( 9 to 11 years)
-is a stage that brings various changes in a child’s life.
Independence is a characteristic that children in this
stage assert. Developing friendships is another
milestone that is evident in this stage. Children should
be given more tasks to develop their sense of
responsibility to further develop their growing
independence.
Table 5.4. Typical and atypical development during middle childhood

Domain Typical Atypical

PHYSICAL • Growth spurt may • Has limited mobility

take place
• Becomes clumsy
• Increased in appetite
SOCIO-EMOTIONAL • Forms stronger • Has difficulty making
friendships and keeping friends
• Becomes aware of
body changes due to
puberty
• Shows more
concern about looks
• May feel stressed
about school work
Table 5.5. Typical and atypical development during middle childhood

Domain Typical Atypical

LANGUAGE • Continues to speak • Has unclear speech

clearly • Can’t tell stories
• Expresses one’s articulately
thought articulately
COGNITIVE • Increased attention • Experiences
span problems with
• Sees the view of comprehension and
other people more attention
clearly • Unable to keep up
with the school’s
curriculum
ADOLESCENCE (12 to 18 years)
Adolescence (12 to 18 years)
-is the period where puberty begins. By the end of
this stage, most will have completed puberty. The child is
now called teen during this stage. The teen is becoming
more vocal about his/her opinion due to the development
of a unique personality. Peer pressure, however, will be
present, which is why guidance from parents and
guardians is very much needed.
Table 5.6. Typical and atypical development during adolescence
Domain Typical Atypical

PHYSICAL • Reaches adult • Limited mobility

weight and height

SOCIO-EMOTIONAL • Becomes • Has limited peer

interested in connections
opposite sex • May exhibit
• Begins conflict inappropriate
with parents behaviour in public
• Shows more
independence
from parents
Table 5.6. Typical and atypical development during adolescence

Domain Typical Atypical

LANGUAGE • Continues to speak • Has unclear speech

clearly • Can’t tell stories
• Expresses one’s articulately
thought articulately
COGNITIVE • Acquires and uses • Is below grade level
defined work habits
• Shows concern
about the future
 APPLY IT!
1. Choose two between the four theories of
Child development and creatively
compare and contrast them through a
Venn diagram. In one paragraph, explain
what theory you believe the most.

2. Also, in a Venn diagram, compare and

contrast the typical and atypical
milestone development. In one
paragraph, explain your diagram and cite
examples to support your comparison.
 CRITERIA FOR EACH QUESTION

Content and
30 points
relevance
Cleanliness and
15 points
Creativity

Timeliness 5 points

TOTAL 50 points
 TEST IT!
Direction: Answer the short quiz which
will be taken through Google form. Follow
the given link. After taking the quiz, take a
screenshot of your score and attach it to
your Google Drive folder.

Link:
https://docs.google.com/forms/d/e/1FAIpQLScKlNqwgwPA9ZQZMgenhp
GFtqM5zO2ULJ-m5ig86_qsqYz_FA/viewform?usp=pp_url
 REFLECT ON IT!
Direction: As a future educator,
how it is important for you to
understand the distinction
between typical and atypical
development? How could you
apply this understanding in the
future?
 CRITERIA

Content 10 points

Grammar and
5 points
Spelling

Timeliness 5 points

TOTAL 20 points
• https://www.cdc.gov/ncbddd/watchmetraining/module2.html
• https://www.cdc.gov/ncbddd/watchmetraining/module2.html
• https://www.ck12.org/book/ck-12-biology-advanced-concepts/section/17.88/
• https://www.redwoods.edu/cte/ece
• https://www.gracepointwellness.org/1272-child-development-theory-middle-childhood-8-11
• https://www.bbc.com/news/health-42732442
• https://www.coursehero.com/file/81309941/C5-Typical-and-Atypical-Developmentdocx/
• https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.psychologynoteshq.com%2Fvygotsky-
theory%2F&psig=AOvVaw2f1NYGz3M5ZNjE4hZley2a&ust=1633867788780000&source=images&cd
=vfe&ved=0CAsQjRxqFwoTCKDm7f6lvfMCFQAAAAAdAAAAABAW
• https://www.google.com/url?sa=i&url=https%3A%2F%2Feducationaltechnology.net%2Fsocial-
learning-theory-albert-
bandura%2F&psig=AOvVaw1SYIHxqCCJzuZTDNDECri4&ust=1633867629539000&source=images
&cd=vfe&ved=0CAsQjRxqFwoTCOi7lP-mvfMCFQAAAAAdAAAAABAD
• https://www.simplypsychology.org/Zone-of-Proximal-Development.html
 THANK YOUR
FOR LISTENING!
PREPARED BY:
GROUP 1 GROUP 2
ABAS, LEE ANNE BADUA, GLYZA
ABRERA, KHATERINE BALDIVIANO, ROSE
ALAMAG, MAUREEN BANDOLA, MARY ANN
ALCANTARA, ADELFA BELLO, DEZARIE
ALDEA, HERVIE JOY CABILE, LEA
ARGUELLES, MARITES CALLOS, KIEM