Ed 4

FSIE

TYPICAL AND ATYPICAL

DEVELOPMENT AMONG
CHILDREN
JOHANNE SJ. ATERRADO
Subject Facilitator
Reference: Foundations of Special and Inclusive Education,
Aligada-Hala, Cristina Nieves et.al, Rex Book Store

MODULE 8
Objectives

At the end of the chapter you will be able to:

1. Identify typical and atypical milestones in the
various stages of child development; and
2. Differentiate typical and atypical development
of children in various stages of their
development.

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I. CHILD DEVELOPMENT AND
ITS IMPORTANCE

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➢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 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.
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II. CHILD DEVELOPMENT
THEORIES

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a. Psychosocial Development Theory of Erik
Erikson
➢This is an eight-stage theory that describes the
changes one goes through in lifetime.
➢The main focus of Erikson’s theory is the conflict
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.
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b. Cognitive Developmental Theory of Jean Piaget
➢This theory is concerned with the though
processes of a person and how they are used
to understand and interact with the
environment. Piaget theory focuses on
children’s intellectual development and has
four stages.

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b. Cognitive Developmental Theory of Jean Piaget
➢Sensorimotor Stage- from birth to two years, a child
knowledge is limited to his or her use of the senses.
➢Preoperational Stage- from two to six years old, a
child learns through the use of language. However,
mental manipulation of information does not take
place yet.
➢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.
➢Formal Operational Stage- from 12 years old to
adulthood, a person has the ability to think in abstract
concepts.
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c. Sociocultural Theory of Lev Vygotsky
➢This theory 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 the portion in between what
one can do on his or her own and with help.
➢Children best learn when they are in this zone.
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d. Social Learning Theory of Albert Bandura
➢This theory believes that learning takes place
through observation and modeling.
➢As a child observes the actions of the people
in his or her environment, new information is
acquired and new skills are developed.

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III. TYPICAL AND ATYPICAL
DEVELOPMENT

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➢The development of a child usually follows a
predictable pattern.
➢Developmental milestones. There are certain
skills and abilities that are observed to gauge
a child’s development.
➢However, each child is unique.
➢With this, not all reach a milestone at the
same time.
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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.

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Atypical development
➢It is a term used when development does not
follow the normal course.
➢A child is developing atypically when he/she
reaches a milestone earlier or later than other
children his/her age.

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Atypical development
➢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:
1. Rate of development differs among children
2. Development occurs in a relatively orderly
process
3. Development takes place gradually
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IV. DOMAINS OF
DEVELOPMENT

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➢The developmental milestones are
categorized into four domains namely,
physical, social and emotional, language and
cognitive.

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Physical domain
➢It refers to the development of physical
changes sch as size and strength.
➢The development occurs in both grow 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.

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Social and emotional domain
➢A 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.

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Language domain
➢It refers to the process of acquiring language
in a consistent order without the need for
explicit teaching from the environment.

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Cognitive domain
➢Construction of thought process which
includes remembering, problem solving, and
decision making refers to the cognitive above.

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V. STAGES IN CHILD
DEVELOPMENT

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➢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.
➢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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Infancy (birth to 2 years)
➢Is a critical stage in child development
because growth is rapid.
➢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 the building for
the succeeding stages in the attainment of
crucial knowledge, skills and behaviors.
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Infancy (birth to 2 years)
Domains Typical Atypical
Physical ❑Holds head without ❑Does not hold head
support up
❑Pushes legs down ❑Does not put weight on
when feet are on flat legs
surface ❑Cannon sit without
❑Rolls over support
❑Sits without support ❑Does not walk steadily
❑Crawls
❑Walks
❑Begins to run

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Infancy (birth to 2 years)
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 caregiver
leaves
❑Copies others
❑Shows independence

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Infancy (birth to 2 years)
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

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Infancy (birth to 2 years)
Domains Typical Atypical
Cognitive ❑ Watches things as they ❑ Does not watch things
move as they move
❑ Uses eyes and hands
together
❑ Does not know what to
❑ Recognizes people at a do with common
distance objects
❑ Transfer object from one
hand to another
❑ Explore things in various
ways
❑ Uses things correctly (eats
with spoon)
❑ Finds hidden things

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Early Childhood (3 to 8 years)
➢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.

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Early Childhood (3 to 8 years)
Domains Typical Atypical
Physical ❑Runs well ❑ Falls down often
❑Climbs easily ❑ Needs help in physical
❑Hops and stands on the activities
foot
❑Can use toilet on
his/her own

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Early Childhood (3 to 8 years)
Domains Typical Atypical
Socio-emotional ❑Shows affection ❑ Does not want to play
❑Takes turns in games with others
❑Cooperates with other ❑ Usually withdrawn
children
❑Shows concern and
sympathy
❑Shows more
independence

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Early Childhood (3 to 8 years)
Domains Typical Atypical
Language ❑Follows two to three ❑ Has unclear speech
step ❑ Cat tell stories
❑Uses pronouns articulately
❑Tells and retell stories
❑Speaks clearly

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Early Childhood (3 to 8 years)
Domains Typical Atypical
Cognitive ❑Plays make-believe ❑ Does not play with
❑Works with simple toys simple toys or make-
❑Names colors and believe
numbers ❑ Loses skills once had
❑Draws a person
❑Names letters
❑Shows development of
mental skills

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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 asserts.
➢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.
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Middle Childhood (9 to 11 years)
Domains Typical Atypical
Physical ❑Growth spurt make take ❑ Has limited mobility
place
❑Becomes clumsy
❑Increased in appetite

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Middle Childhood (9 to 11 years)
Domains Typical Atypical
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 word

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Middle Childhood (9 to 11 years)
Domains Typical Atypical
Language ❑Continues to speak ❑ Has unclear speech
clearly ❑ Cant tell stories
❑Expresses one’s thought articulately
articulately
Cognitive ❑Increased attention ❑ Experiences problems
span with comprehension and
❑Sees the view of other attention
people more clearly ❑ Unable to keep up with
the school’s curriculum

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Adolescence (12 to 18 years)
➢Is a period where puberty begins
➢By the end of this stage, most will have completed
puberty.
➢The child is now called a teen during this stage.
➢The teen is becoming more vocal about his/her
opinions 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.
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Middle Childhood (9 to 11 years)
Domains Typical Atypical
Physical ❑Reaches adult weight ❑ Limited mobility
and height
Socio-Emotional ❑Becomes interested in ❑ Has limited peer
opposite sex connections
❑Begins conflict with ❑ May exhibit
parents inappropriate behavior
❑Shows more in public
independence

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Middle Childhood (9 to 11 years)
Domains Typical Atypical
Language ❑Continues to speak ❑ Has unclear speech
clearly ❑ Cant tell stories
❑Expresses one’s thought articulately
articulately
Cognitive ❑Acquires and uses ❑ Is below grade level
defined works habits
❑Shows concern about
the future

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➢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 waning
signs of needs.
➢The observed patterns will be useful to
confirm if there is such a need.
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 Ed 4
FSIE

TYPICAL AND ATYPICAL

DEVELOPMENT AND
AMONG CHILDREN
ACTIVITY NO. 6
Reference: Foundations of Special and Inclusive Education,
Aligada-Hala, Cristina Nieves et.al, Rex Book Store
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PLEASE ACKNOWLEDGE YOUR REFERENCES.

1. Discuss the various child development theories.
2. What are the various child development theories in
relation to the different milestones of each stage?
3. Enumerate and discuss the various domains of
development.

Module 8 (FSIE) JSJA

Assessment
Rubrics for each answer.

Criteria Points
Answer/Argumentation/Ex 2 pts
planation
Personal Insights 2 pts
Completeness of the 1 pt
answer
TOTAL 5 pts x 3 = 15 pts

Module 8 (FSIE) JSJA