THEORIES OF COGNITIVE DEVELOPMENT

PIAGET AND VYGOTSKY

MARY ANN M. MAGDAY
 WHO IS PIAGET?

-Jean Piaget was born in 1896 in Neuchâtel, Switzerland, and

died in 1980 in Geneva, Switzerland

-The author of the theory of Cognitive Development . While

studying his children, Piaget developed theories concerning how
children learn. His theory of Cognitive Development consists of
four stages of intellectual development.
SUMMARY OF PIAGET’S 4 STAGES OF COGNITIVE DEVELOPMENT

STAGE AGE DESCRIPTION

SENSORI-MOTOR 0-2 Prominence of senses and muscle movements,
Object permanence
PRE- 2-7 Symbolic Functions, Egocentrism, Centration,
OPERATIONAL Irreversibility, Animism, Transductive Reasoning
CONCRETE- 8-11 Decentering, Reversibility, Conservation, Seriation
OPERATIONAL
FORMAL 12-15 Hypothetical Reasoning, Analogical Reasoning,
OPERATIONAL Deductive Reasoning
 SENSORI-MOTOR STAGE
(0-2 YEARS OLD)

During this stage, the child begins to develop:

• Reflexes
• Habits
• Hand-eye coordination
• Object Permanence
(knowing something exists,
even though it can’t be seen)
• Experimentation and creativity. Piaget referred
to the children in this stage as “little scientists.”
• Trial and error experiments
 PRE-OPERATIONAL STAGE
(2-7 YEARS OLD)

During this stage, the child begins to develop:

• SYMBOLIC FUNCTION-drawing, written or spoken
word, Ability to represent objects with images and
words, making mental representations
• Egocentrism-only see his/her point of view and
assumes all has the same point of view
 PRE-OPERATIONAL STAGE
(2-7 YEARS OLD)

• CENTRISM-tendency to focus on only one thing and

exclude other aspects (glass of water illustration)
• IRREVERSIBILITY-inability to reverse thinking (e.g
1+2=3 but when reversed to 3-2=1, the child can’t
easily understand)
 PRE-OPERATIONAL STAGE
(2-7 YEARS OLD)

• ANIMISM-tendency to attribute human-like traits or

characteristics to inanimate objects (e.g .Mr. Sun is
asleep illustration)
• TRANSDUCTIVE REASONING-reasoning from specific
cases to general cases
e.g. A child hears a dog bark and then sees a train
arrive. He concludes that the train comes because the
dog barks. 
 CONCRETE-OPERATIONAL STAGE
(8-11 YEARS OLD)

• DECENTERING-ability to perceived different features of objects and

situations
• REVERSIBILITY-can now follow certain operations done in reverse
• CONSERVATISM-ability to know that certain properties of objects like
number, mass, volume and area do not change even if there is a change
in appearance
• SERIATION-ability to arrange or to order things in series based on one
dimension such as weight, volume or size

 
 FORMAL OPERATIONAL STAGE
(12-15 YEARS OLD)

• HYPOTHETICAL REASONING-ability to come up w/ different hypothesis

about a problem and gather and weigh data in order to make final decision
or judgment
• ANALOGICAL REASONING-ability to perceived relationship in one instance
and use the relationship to narrow down possible answers in another similar
situation or problem
• DEDUCTIVE REASONING-ability to think logically by applying general rule
to a particular instance.

Children begin thinking in a formal, logical

systematic way
 Basic cognitive concepts

• SCHEMA-cognitive structures by which individuals intellectually adapt to

and organize their environment
• ASSIMILATION-fitting a new experience into an existing or previously
created cognitive structure
• ACCOMMODATION-creating a new schema
• EQUILIBRATION-is achieving a proper balance between assimilation and
accommodation
* when our experiences do not match our schemata or a discrepancy on
what is perceived and understood, we then exert effort through
assimilation and accommodation to establish equilibrium. It is a continuous
effort to adapt to the environment.
 Resources:

www.slideshare.net

www.wikepedia.com

CHILD AND ADOLESCENT DEVELOPMENT, BRENDA B.

CORPUZ ET. AL
 CULTURAL FACTORS

Vgotsky looked in the wide range of experiences that a

culture would give to a child.
How children are trained early in life all can contribute to the
cognitive development of a child.
 LANGUAGE
Opens the door for learners to acquire knowledge that others already have. It serves a
social function but also has an individual function.

Private speech is a form of self talk that guides the child’s thinking and action.

Vgotsky believed in the essential role of activities in learning.

 PROVERBS 18:21 (MSG)
Words kill, words give life; they’re
either poison or fruit-you choose.
 RESOURCES: :

Colby & Kohlberg, 1984; Colby et al., 1983; Kohlberg,

1976, 1984, 1986;
 Information Processing
Theories and Bio-Cultural
Theories
Presented by: Ver Aloysius O. Ricafo
Information Processing Theory
Information Processing
 Information Processing- The human mind’s activity of taking in, storing, and using
information.
 The whole system is guided by Control processes that determine how and when information will flow
through the system.
 Early information processing views of memory used the computer as a model.
 Like the computer, the human mind takes in information, performs operations on it to change its form
and content, stores the information, retrieves it when needed, and generates responses to it.
The memory process
3 step process…

1. Encoding: The processing of information into the memory

system.

2. Storage: The retention of encoded material overtime.

3. Retrieval: The process of getting the information out of

memory storage.
Sensory Memory
 Stimuli from the environment (sights, sounds,
smell, etc.) constantly bombard our body’s

mechanism for seeing, hearing, tasting,

smelling, and feeling.

 Sensory memory is the initial processing that transforms these incoming stimuli into
information so we can make sense of them.
Short Term AKA “Working” Memory

 The stuff we encode from the sensory goes to STM>

 Events are encoded visually, acoustically or semantically.

 Holds about 7(plus or minus 2) items for about 20 seconds.

 We recall digits better than letters.

Short Term AKA “Working” Memory

 Short Term Memory, on the other hand, refers

only to the temporary storage of information in
memory.

 Itjust usually means storage, the immediate

memory for new information that can be held for
15-20 seconds.
Elements of Working Memory

1. Central Executive – that control attention and other

mental resources (the “worker” of working memory).

2. Phonological Loop – that holds verbal and acoustical

(sound) information.

3. Visuospatial Sketchpad – for visual and spatial

information.
Retaining Information

 Chunking – organizing items into familiar, manageable units.

 Maintenance Rehearsal involves repeating the information in our

mind (phone number or a location on a map).

 Elaborative Rehearsal involves connecting the information you are

trying to remember with something you already know, with knowledge
from long-term memory. (ex. You meet someone at a party whose
name is the same as your brother’s-you make the ASSOCIATION).
Forgetting

 Information may be lost from working memory through:

a. Interference
b. Decay

Interference – processing new information interferes with old

information.

a.Retroactive: new information blocks out old information.

b. Proactive: old information blocks out new information.
Forgetting

 Decay
– the weakening and fading
memory of with the passage time.
Long Term Memory

 Unlimited storehouse of information.

 Permanent store of knowledge.

Contents of LT Memory:
1. Declarative knowledge
2. Procedural Knowledge
3. Conditional Knowledge
Contents of Long Term Memory

1. Declarative Knowledge – is knowledge that can be declared, through words and symbol
systems of all kinds
- verbal information; facts; “knowing that” something is the case.

2. Procedural Knowledge – knowledge that is demonstrated when we perform a task

“knowing how”.
Contents of Long Term Memory

3. Conditional Knowledge – “knowing

when and why” to use declarative and
procedural knowledge.
Long Term Memory:
Explicit and Implicit
Explicit Memory Implicit Memory
Information that you have to (non-declarative) memories.
consciously work to remember.
 information that you
Long-term memories that
remember unconsciously and
involve deliberate or conscious effortlessly
recall.
Explicit Memories

 Episodic memory: These are the your long-term memories of specific events,
such as what you did yesterday or your high school graduation. (YOUR OWN
EXPERIENCE)

 Semantic Memory: These are the memories of facts, concepts, names, and
other general knowledge information.
Implicit Memories

 Classical
Conditioning Effects – some out-of-awareness
memories may cause you to feel anxious as you take a test
or make your heart rate increase when you hear a dentist’s
drill.

 Priming
– activating information that already is in long-
term memory through some out-of-awareness process.
Implicit Memories

 Procedural Memories – such as how to perform a

specific task like swinging a baseball bat or making
toast, are one type of implicit memory since you
don’t have to consciously recall how to perform
these tasks.
Bio-cultural Theory
Bio-Cultural

 an integration of both biological anthropology and social/cultural

anthropology.
 involves integrating how cultures approach health and healing based on
gender, class, age, education, and their own traditional experience with
illness and healing.
Bio-Cultural

 Microgenetic Anaysis – a detailed examination of

how a child solves a problem on a particular
learning situation or in the succeeding learning
activities that immediately follow.

 Metacognition – individual’s knowledge and

control of cognitive activities.
Bio-Cultural

Nativisim – views human with their genetic

traits seen in all members of the species,
regardless of differences in their environments.

Sociobiology – focuses on the study of society

using the methods and concepts of biological
science.
Bio-Cultural

Ethology – points to genetically survival

behaviors assumed to have evolved
through natural selection.

- emotional relationships are

important for survival.
 Factors that Affect
Development
o Early Stimulation
o Genetic and Biological Factors

BY MARK JERALD L. MACUGAY

What is Early Stimulation?

 The result of exposing the babies and toddlers to any activity tht contribute
to boosting development.

 Stimulation – an interesting or fun activity can be described as “stimulating”,

regardless of its physical effects on senses.
Important Factors to stimulate the
properly

 Every child is different

 Your baby’s immediate surroundings will have the greatest impact on his
development
 Interaction is better than observation
 You child’s attentiveness is important
 Parameters of child development
 Do not force the child
Important Factors to stimulate the
properly
 Play with child.
 Aim for Repition, not habituation
 Satisfying your baby’s curiosity will keep her wanting more.
How to Develop the skills of the baby?

 From the moment your baby is born starts a developmental stage that
converts to a defenseless person in an independent being that goes where you
want to go and express what you want or what you feel. This change does not
happen suddenly, but is a process of maturation and skills that will be gaining
every month.
Here are what you can expect your baby month to
month according to the different groups of skills:

 Basic skills
Those that most babies have (95%)

 Advanced skills
It occurs in half the infants (50%)

 Superior skills
Only some develop them in early (10%)
What about premature babies?

 If a baby is born prematurely, their development must be measured according

to their age and not adjusted according to chronological age.
 Month Basic Skills Advanced skills Superior Skills
New Born Baby Move limbs Raise a little head for a Keep objects with his
uncontrollably while few seconds, responds to eyes, emits some sounds.
awake, squeezes his certain sounds look at
hand, emits screams and the faces.
cries to communicate
what they want or feel.
The 1 month Baby Lift head, responds to Keep objects with his He smiles, laughs, keeps
sounds, watch the faces. eyes, makes sounds “u “ head upright at 45
and “a”, distinguishes degrees.
black and white pattern.
The baby of two months Vocalized sounds, follow He smiles, laughs, keeps Keeps head firmly holds
objects with his eyes, head upright at 45 some weight in your legs,
keeps heads up for short degrees, their lift their head and
periods. movements are smooth. shoulders in prone.
The 3-month Laugh, Maintains head Croons and warbles, Look at the source of
firmly raised at times, recognize your voice, loud sounds, folds his
recognize your face and raise your head and hands and hit toys, turns
your scent. shoulder in prone. (Grounder).
The 4- month Keeps head strongly Yu can take a toy, try Babbles some sound like
raised, hold some reaching, turns. (BA-BA), cuts his first
weight on his legs, tooth can be ready for
gurgles when you talk. your first meal.
The 5-month Distinguishes bright He turns to new sounds Sits without support for a
colors, turns, has fun and recognize his name few moments, takes
playing with his hand and when called. things in their mouth and
feet. starts stage of anxiety.
The 6-month He turns to sounds and Reach objects which Can lunge forward or
voices, imitate some then leads to the mouth, start crawl mimics
sounds, turns in both sits without support, combining speech
directions achieves full ready for the first meal syllable dragging objects
control of the head toward.
Th 7-month Sits without support, Combines syllables like Stands holding onto
drag objects to him, words, begins to crawl . something, moving his
imitates speech hand saying goodbye.
(Babble).
The 8- month Can say PA-PA or MA- Stands holding onto Stands alone, show as
Ma to anyone starts something completely what he wants with
crawl , pass objects crawls. gestures
from one hand to
another.
The 9-month Combines syllables, Take small objects like a Says mom and dad who is
holding onto something. claw, walks holding on to responsible. Playing hide
something with irregular and seek.
steps.
The 10 – month Move hands saying Says mom and dad who is Take a glass of liquid,
goodbye, making small responsible, responds to stops for a few seconds,
objects with their fingers his name and puts other objects
like a caw, crawl understands the word within.
completely, walks with NO., demonstrates what
the help of someone he wants with gestures.
with irregular and
uncertain steps.
The 11 - month Says mom or dad who Imitate what other Take a glass of liquid,
is responsible, stands people do, pu objects says a new word
alone for a few seconds inside other, besides mom and dad,
play hide and seek. understand simple crouch when standing.
orders.

The 12 - month Mimics what other Says a new word besides Scribbles with crayons
people do, babbles mom and dad begins to first, walking
syllables like words, talk, understands and completely, says two
demonstrates what he responds to simple words in addition to
wants with gestures. requests. mom and dad.
Early Sensory Stimulation

Sensory stimulation is th impact the environment has on our minds nd bodies as

we received information through our five senses.

Stimulating a child’s senses allows the brain to develop more rapidly and
extensively. Early Sensory stimulation will provide the child a developmental
advantage over other children of the same age or level in more than 85$ of
cases.
Physical stimuli and the senses.

 Visual perception

Children, most prominently infants, prefer looking at people rather than things.
They can focus on slow-moving objects. They can distinguish shapes and forms.

 Auditory perception
Very young children can recognize and discriminate sound.
Perception of taste. Perception of smell
and skin senses.
 Parents who hope to promote and hasten the mental and sensory
development of their children can make use of games and sensory playing.
Sensory activities and sensory tables enable and improve the sense of
exploration and naturally encourage children to utilize scientific processes
while they play, create and investigate and explore. Investing time in
stimulating their senses allow children to develop cognitive, linguistic, social
and emotional, as well as physical and creative abilities.
Language acquisition through Early
Sensory
 Stimulation while very young may not yet have the capability t conjure p
words to describe their experiences and emotions, sensory play can help them
develop vocabular and understand language. By using words and questions
that pertain to the child’s experience, parents and caregivers can link sensory
experiences with cognitive growth.
Factors affecting early sensory
stimulation
 Developmental Considerations
 Culture
 Personality and lifestyle
 Stress
 Illness and medication
 Sensory Deprivation
This results from: Decreased sensory input. Isolation. Impaired ability to receive
environmental stimuli. Inability to process environmental stimuli.
 Sensory Overload
This happens when a person experiences so much the brain is unable to respond
meaningfully.
 Sensory Deficits
This pertains to the impairment of perception, reception or both of the senses.
Symptoms and effects Sensory Deficits.

 Decreased attention span and difficulty concentrating

 Impaired memory
 Disorientation, confusion possible hallucinations
 Crying over small matters
 Apathy
 Constant boredom and Depression.
 Cultural Care Deprivation
This pertains to the lack of culturally assistive, supportive, or facilitative acts. It
is the absence of certain expected and acceptable cultural phenomena in the
environment which results in the failure of the individual to communicate and
respond in the most appropriate manner within the context of society.
Biological Factors

 Early child development is influenced by a wide variety of biological and

environmental factors. These factors influence a child both in positive ways
that can enhance their development and in negative ways that can
compromise developmental outcomes.
The factors that affect a child’s development
can be grouped into three main areas:

 Biological factors
 Environmental factors
 Social and Emotional factors

Let's focus on two specific biological factors that affect children's development:
nutrition and gender.
Biological Factors

 During the prenatal period, there are many biological factors that can affect
a child’s development. Research conducted at Rutgers University
demonstrated how prenatal factors affect linguistic development and how
postnatal factors are key components contributing to a child’s cognitive
development.  Gross motor development is widely considered to be the result
of innate, biological factors, with postnatal factors contributing to a lesser
extent.
Nutrition
Proper nutrition becomes a vital factor in a child’s overall development. Prior to
birth, a mother’s diet and overall health play a role in a child’s development.
Folic acid intake of 400 micrograms (mcg) daily for three months prior to
conception and during early pregnancy significantly decreases the risk of certain
birth defects of a baby’s brain (anencephaly) and spine (spina bifida).

These birth defects occur in the first few weeks of pregnancy, which is why it is
important for women in their childbearing years to ensure they are getting at
least 400 micrograms of folic acid daily—waiting until a woman finds out she is
pregnant can be too late. 
 
 A child’s physical body has distinctive reproductive organs and becomes
further differentiated as special sex hormones are produced that play a role
in gender differences
Boys typically produce more androgens (male sex hormones), while females
produce estrogens (female sex hormones).

Scientists have studied the effect of excessive amounts of sex hormones on a

child’s behavior. They have found that boys with higher than normal androgen
levels play and behave similarly to their male peers with normal androgen levels.
However, girls with high androgen levels typically exhibit more gender-
stereotypic male traits than do girls who have normal androgen levels.   
Gender

 Most people possess 23 pairs of chromosomes in their cells (with the

exception of special reproductive cells called gametes). The first 22 pairs are
called autosomes, which are the same in boys and girls. Therefore, males and
females share most of the same set of genes. However, the 23rd pair of
chromosomes is what determines the gender of an individual. Boys typically
have one X chromosome and one Y chromosome while girls have two X
chromosomes. Hence, gender differences at the biological level are found on
the Y chromosome.
 Gender plays a factor in cognitive maturation in that boys tend to develop
and learn differently than girls. Research suggests that boys have lower levels
of school readiness than girls.
 Other determinant factors include looking at gender stereotyping and how
society views men and women from various cultures and backgrounds

 The first three years of a child’s life is a period of tremendous growth and
development. Many scientists believe that the first three years have a major
impact on a child’s progress and success later in life. It is characterized by
rapid development, particularly of the brain where connections between
brain cells (neurons) are being made and provide the necessary building
blocks for future growth and development
 In order for children with disabilities to be able to best learn, become
resourceful, and independent-minded, it is important to devote attention to
early childhood development.
Factors affecting
Development 2
BY DESIREE CAMILLE RIVERA
Family

 Children grow up in a family. What children experience in the family affect

their growth and development. Children who are loved grow up with a feeling
of security.
 For children grow up to be well-adjusted and confident of themselves.
Negative experiences in the family may affect children.
 Family affects the growth and development of children. A small family can
meet its basic needs.
Parents

 Parents who are sociable themselves serve as models for their children.
Parenting

 The type of discipline use can have a dramatic effect on child’s development.
 Discipline strategies can have a big impact on the types of relationship you
have with your child.
Parenting

 Authoritarian Parenting
 They may develop self-esteem problems.
 Sometimes they become aggressive as they may focus more in being angry at their
parents for punishment rather than learning how to make decisions and solve-
problems.
Parenting

 Authoritative Parenting
 Children raised with authoritative disciplined tend to be happy and successful.
 They are often good in making decisions and evaluating safety risk on their own.
 They often grow up to be responsible adults who are confortable expressing their
opinions.
Parenting

 Permissive parenting
 Permissive parents may take on more of a friend role than a parent role.
 Kids who grow up with permissive parents tend to struggle academically.
 They may exhibit more behavioral problems as they will likely not appreciate
authority and rules.
 They often have low self esteem and may report a lot of sadness
Parenting

 Uninvolved parenting
 Uninvolved parent tend to have little knowledge of what their children are doing.
 When parents are uninvolved, children tend to lack self esteem and they perform
poorly academically.
 Exhibit frequent behavior problems
 Rank low in happiness
Siblings

 Siblings are children's first and foremost peer group. Pre-schoolers may learn
as much or more from their siblings as from their parents. Regardless of age
differences, sibling relationships mirror other social relationships, providing
basic preparation for dealing with people outside of the home.
Peers

 Children learn words from the people around them. The more words the
children hear the greater their vocabulary, which increases their ability to
communicate effectively.
 Benefits of Interactions
 Working in groups helps children develop their thoughts further, and discussing the
academic material with peers helps them to make additional connections between
the information and the world around them.
Media and Technology

 Many children view far too much violence on TV or in games, toys, stories,
and other media.
Culture

 Children who live in violent or unsafe communities may be fearful and

withdrawn when in the classroom.
Racial and Ethnic Composition

 Racial and ethnic composition may influence adolescents’ psychosocial

development is through overt racial and ethnic discrimination.
 Children who experience violence in their community will need to find the
following preschool-primary classrooms
1. Meaningful relationships with caring and knowledgeable adults
2. Schedules and environment that are as consistent as possible
3. Structure and very clear expectations and limits.
4. Many opportunities to express themselves safely in play, art, and stories,
and story telling
Education

 Education affects children’s physical, emotional intellectual and social

development.
Diseases

 Some diseases may affect babies before they are born or at birth. These
diseases may affect some parts of the body like the brain, in which case the
child may become paralyzed or mentally retarded.
 Blindness may also affect development of physical and social capabilities of
children.
Autism, Asperger syndrome,
Down syndrome

Jayvie O. Mañebog
What is autism spectrum disorder?

Autism, or autism spectrum disorder,

refers to a range of conditions
characterized by challenges with social
skills, repetitive behaviors, speech and
nonverbal communication, as well as
by unique strengths and differences.
What is autism spectrum disorder?
 We now know that there is not one autism but many types, caused by different
combinations of genetic and environmental influences.

• The term “spectrum” reflects the wide variation in

challenges and strengths possessed by each
person with autism.
What is autism spectrum disorder?
 The Centers for Disease Control and Prevention (CDC) estimates autism’s prevalence as 1
in 68 children in the United States. This includes 1 in 42 boys and 1 in 189 girls.

• An estimated 50,000 teens with autism

become adults – and lose school-based autism
services – each year.
Cause and Risk Factor
Environmental, biological and genetic factors are some factors that
make a child to more likely to have an ASD

• Children who have a sibling with ASD are at a higher risk of also
having ASD
• Children who born to older parents are at a higher risk of having ASD
• Prescription drugs valproic acid and thalidomide have been linked
with higher risk of ASD
• ASD tends to occur more often in people who have certain genetic or
chromosomal conditions, such as fragile X syndrome or tuberous
sclerosis
History of Autism:

 1943
 Eugen Bleuler coined the word
"autism" in 1908 among severely
withdrawn schizophrenic patients.
In 1943 American child psychiatrist
Leo Kanner studied 11 children.
No Refrigerator Mother:

Vaccines Do Not Cause Autism:

Late Diagnosis is Common
More Likely to have older parents
30% - 50% Also Have Seizures
Early Treatment is Important
Wandering is Common
No Medical Test for Autism
Autism has nothing to do with
Intelligence
It’s in Your Genes
Much More Common in Boys
Differences Start Young
Two to Five times more likely to Die
What is Asperger syndrome

Also known as Asperger's, is a developmental disorder characterized by

significant difficulties in social interaction and nonverbal communication,
along with restricted and repetitive patterns of behavior and interests.
What is Asperger syndrome

 The exact cause of Asperger's is unknown. While it is probably

partly inherited, the underlying genetics have not been determined
conclusively. Environmental factors are also believed to play a role.
What is Asperger syndrome

 The diagnosis of Asperger's was removed in the

2013 fifth edition of the Diagnostic and
Statistical Manual of Mental Disorders (DSM-5),
and people with these symptoms are now
included within the autism spectrum disorder
along with autism and pervasive developmental
disorder not otherwise specified. It remains
within the tenth edition of the International
Classification of Diseases (ICD-10) as of 2015.
Asperger's Symptoms

 Trouble understanding other people’s feeling or talking about their

own feeling.
 Difficulty understanding body language.
 Avoidance of eye contact.
 Want to be alone; or want to interact, but not know how.
 Narrow, sometimes obsessive, interests.
 Talk only about themselves and their
interests.
 Speak in unusual ways or with an odd tone of voice.
 Hard time making friends.
 Nervous in large social groups.
 Clumsy or awkward.
 Odd or repetitive movement.
 Unusual Sensory reactions.
Treatment for Asperger’s syndrome

 There is no single treatment, and the effectiveness of particular interventions

is supported by only limited data.
 Social skills training, cognitive behavioral therapy, physical therapy, speech
therapy, parent training
History of Asperger’s syndrome

  The syndrome is named after

the Austrian pediatrician Hans
Asperger who, in 1944,
described children in his
practice who lacked nonverbal
communication, had
limited understanding of
others' feelings, and were
physically clumsy.
Classification

 In the fifth edition of the Diagnostic and Statistical Manual of Mental

Disorders (DSM-5), published in May 2013, AS, as a separate
diagnosis, was eliminated and folded into autism spectrum
disorder. Like the diagnosis of Asperger syndrome, the change was
controversial and AS was not removed from the WHO's ICD-10.
Classification

 The World Health Organization (WHO) defines Asperger syndrome

(AS) as one of the autism spectrum disorders (ASD) or pervasive
developmental disorders (PDD), which are a spectrum of
psychological conditions that are characterized by abnormalities
of social interaction and communication that pervade the individual's
functioning, and by restricted and repetitive interests and behavior.
Violent or criminal behavior

The hypothesis that individuals with AS are predisposed to violent or

criminal behavior has been investigated, but is not supported by data.
More evidence suggests that children diagnosed with Asperger
syndrome are victims rather than offenders.
What is Down syndrome

In every cell in the human body there is a nucleus, where genetic material is
stored in genes. Genes carry the codes responsible for all of our inherited traits
and are grouped along rod-like structures called chromosomes. Typically, the
nucleus of each cell contains 23 pairs of chromosomes, half of which are
inherited from each parent. Down syndrome occurs when an individual has a full
or partial extra copy of chromosome 21.
How Common is Down Syndrome?

According to the Centers for Disease Control and Prevention,

approximately one in every 700 babies in the United States is born with
Down syndrome, making Down syndrome the most common
chromosomal condition. About 6,000 babies with Down syndrome are
born in the United States each year.
Different Types of Down Syndrome?
TRISOMY 21 (NONDISJUNCTION)
Down syndrome is usually caused by an error in cell division called “nondisjunction.”
Nondisjunction results in an embryo with three copies of chromosome 21 instead of the usual
two. Prior to or at conception, a pair of 21st chromosomes in either the sperm or the egg fails
to separate. As the embryo develops, the extra chromosome is replicated in every cell of the
body. This type of Down syndrome, which accounts for 95% of cases, is called trisomy 21.
MOSAICISM
 Mosaicism (or mosaic Down syndrome) is diagnosed when there is a mixture of two types
of cells, some containing the usual 46 chromosomes and some containing 47. Those cells
with 47 chromosomes contain an extra chromosome 21.
 Mosaicism is the least common form of Down syndrome and accounts for only about 1% of
all cases of Down syndrome. Research has indicated that individuals with mosaic Down
syndrome may have fewer characteristics of Down syndrome than those with other types
of Down syndrome. However, broad generalizations are not possible due to the wide range
of abilities people with Down syndrome possess.
TRANSLOCATION

In translocation, which accounts for about 4% of cases of Down

syndrome, the total number of chromosomes in the cells remains 46;
however, an additional full or partial copy of chromosome 21 attaches to
another chromosome, usually chromosome 14. The presence of the
extra full or partial chromosome 21 causes the characteristics of Down
syndrome.
What Causes Down Syndrome?
The cause of the extra full or partial chromosome is still unknown. Maternal age is the only
factor that has been linked to an increased chance of having a baby with Down syndrome
resulting from nondisjunction or mosaicism. However, due to higher birth rates in younger
women, 80% of children with Down syndrome are born to women under 35 years of age.
Can kids with Down Syndrome go to school?
Yes! Some may go to special schools, and others
may take special classes, but many are also part of
classrooms with other students who don’t have
Down syndrome. They may need extra time to do
their work, but they can learn the same skills as
their classmates.
What is Down syndrome?
There are trillions of cells in the human body.
They are so tiny you can only see them
through a microscope. Inside these tiny cells
are even tinier parts called chromosomes.
Most people have 46 chromosomes in each of
their cells.  People with Down syndrome have
47, and because of that they may look  and
learn differently.
How do people get Down syndrome?
You cannot “catch” Down syndrome; everyone
who has Down syndrome was born with it and
will always have it. Down syndrome affects
people from all around the world, and both
boys and girls can be born with it.
Approximately one in 700 babies born in the
United States has Down syndrome.
Why is it called Down syndrome?
Down syndrome was first studied and
described by a doctor named John Langdon
Down.
Do kids with Down syndrome like the
same things as other kids?
Yes! When you get to know someone with
Down syndrome, you will find that they have
unique personalities and interests, just like
everyone else!  If they want to, they can be on
sports teams, make art, play instruments and
join clubs at school. They want to have fun
and make new friends, like all kids do.
Are people with Down syndrome always
happy?
No! People with Down syndrome have
feelings. Just like everybody else, they can feel
hurt and upset by someone who is mean to
them.  It is never OK to use the “r-word” to
describe someone or something.
“Choose the job you love, and you will never
have to work a day in your life”

- Confucius
EXCEPTIONAL DEVELOPMENT

Prepared By: Michael Freeman H. Camat

Exceptional Children – whose physical attributes and/or learning abilities differ
from the norm (either below or above)

Exceptional development – a range of activities and therapies that helps

exceptional children unleash their potential

We are all wonderfully made

Giftedness - ability significantly higher than average

“Children and youth with outstanding talent who perform or show the
potential for performing at remarkably high levels of accomplishment
when compared with others of their age, experience, or
environment.”– US Department of Education, 1993

Gifted individuals are those who demonstrate outstanding levels of aptitude or

competence in one or more domains. Domains include any structured area of
activity with its own symbol system and/or set of sensorimotor skills.
Gifted students generally have unusual talent in one or more area:

 Creative Thinking

 General Intellectual Ability

 Psychomotor

 Specific Academic Ability

 Visual/Performing Arts

 Leadership
Albert Einstein

- Walt Disney
s and DOWN
GIFTEDNESS
s and DOWN
GIFTEDNESS
Mental Retardation – is a disability characterized by significant
limitations both in intellectual functioning and in adaptive
behavior as expressed in conceptual, social, and practical adaptive
skills.
Intellectual functioning (also known as IQ ) refers to a person’s ability to learn, reason, make
decisions, and solve problems.
Adaptive behaviors. These are skills necessary for day-to-day life, such as being able to communicate
effectively, interact with others, and take care of oneself.

MR / ID - “Significantly sub-average
general intellectual functioning, existing
concurrently with deficits in adaptive
behavior and manifested during the
developmental period, that adversely
affects a child’s educational
performance - IDEA (Individuals with
Disabilities Education Act)
IQ (intelligence quotient) is measured by an IQ test. The average IQ is 100, with the
majority of people scoring between 85 and 115. A person is considered intellectually
disabled if he or she has an IQ of less than 70

The following ranges, based on the Wechsler Adult Intelligence Scale (WAIS), are
in standard use today:
Class IQ Level
Borderline mental retardation 70–79
Mild mental retardation 50–69
Moderate mental retardation 35–49
Severe mental retardation 20–34
Profound mental retardation Below 20

Mild MR = 85%
Moderate MR = 10%
Severe MR = 3-4%
Profound MR = 1-2%
Manifestations

• Lack of or slow development of motor skills, language skills, and

self-help skills, especially when compared to peers
• Failure to grow intellectually or continued infant-like behavior
• Lack of curiosity
• Problems keeping up in school
• Failure to adapt / adjust to new situations
• Difficulty understanding and following social rules
Common Causes of Mental Retardation
 What do they need?

Relationship Building Involvement

Independence Life Skills

 - group of conditions that involve delays in the
development of many basic skills, most
notably the ability to socialize with others, to
communicate, and to use imagination.
Children with these conditions often are
confused in their thinking and generally have
problems understanding the world around
them.

5 Types of
 Autism - Have problems with social interaction, pretend play, and
communication
- Have a limited range of activities and interests

Asperger's Have difficulty with social interaction and communication,

Syndrome and have a narrow range of interests
Have average or above average intelligence, and develop
normally in the areas of language and cognition
Poor concentration and coordination

PDD not otherwise have significant problems with communication and play, and
Specified (PDD- some difficulty interacting with others, but are too social to
NOS) be considered autistic.
Rett's Syndrome diagnosed primarily in females. Development
proceeds in a normal fashion over the first 6–18
months at which point there is loss of abilities in
gross motor skills such as walking and moving,
followed by an obvious loss in abilities such as
speech, reasoning, and hand use.

The repetition of gestures or movements such as

constant hand-wringing or hand-washing (Moeschler
et al., 1990) is an important clue to diagnosing Rett's
disorder. Poorly coordinated gait and impaired
language development are also present

Childhood Begin their development normally in all areas,

Disintegrative physical and mental. At some point, usually between
Disorder 2 and 10 years of age, a child with this illness loses
many of the skills developed. In addition to the loss
of social and language skills, they may lose control of
other functions, including bowel and bladder control
What can we do as teachers?
 Research Programs

 Curriculum of Programs

 Recommendations for Education Intervention

 Accommodations in the Lesson Plans + Sessions

 Accommodations in the Classroom

 Teaching

 Assessment Practices
Thank You and God Bless 