TYPICAL AND

ATYPICAL
DEVELOPMENT
AMONG
CHILDREN
DEVELOPME
NT
ATYPICAL
TYPICAL
 TYPICAL
Describe someone or something that shows the
most usual characteristics of a particular type of
person or thing, and is therefore a good example of
that type
ATYPICAL
Irregular, unusual, not conforming to the
type, abnormal, uncommon
DEVELOPMENT
a process that creates growth, progress, positive
change or the addition of physical, economic,
environmental, social and demographic
components
TYPICAL DEVELOPMENT
■ Normal development
■ An ongoing process of growing, changing,
and acquiring a range of complex skills
■ Children tend to acquire skills in an orderly
fashion and within certain age brackets.
■ Children learns in sequence
■ Age-appropriate behavior emerge over time and
falls within these categories : awareness,
language, motor skills, social interaction
 ATYPICAL DEVELOPMENT
■ Abnormal Development
■ Developmental disabilities or delay
■ Child appears to lag behind or is a way ahead of
some age peers in any different skills
■ A child is unable to perform like typically
developing peers, but the potential for growth is
still present
Assessing your child’s development is
very vital and must be a team effort
 CHILD DEVELOPMENT refers to how a child becomes able
to do more complex things as they get older. Development is
different than growth. Growth only refers to the child getting
bigger in size. When we talk about normal development, we are
talking about developing skills like:
■ Gross motor skills: using large groups of muscles to sit, stand, walk, run, etc., keeping
balance and changing positions
■ Fine motor skills: using hands to be able to eat, draw, dress, play, write, and do many
other things
■ Language skills: speaking, using body language and gestures, communicating, and
understanding what others say
■ Cognitive skills: thinking skills including learning, understanding, problem-solving,
reasoning, and remembering
■ Social skills: interacting with others, having relationships with family, friends, and
teachers, cooperating and responding to the feelings of others
Developmental milestones

■ Developmental milestones are a set of functional

skills or age-specific tasks that most children can
do at a certain age range
■ Infancy (Birth to 2 years)
■ Early Childhood (3 to 8 years)
■ Middle Childhood (9 to 11 years)
■ Adolescence (12 to 18 years
■ In today’s generation, researches improved a lot
especially, when it comes in the studies about the
human brain. Many studies have been done on early
brain stimulation and the lasting effects. And here are
the processes or changes that happen to a child in
typical and atypical development
Infancy (Birth to 2 years)
(TYPICAL)
■ Infants (two months old) a typical development begin to smile
at people
■ Pay attention to faces
■ They can hold head up and begins to push up when lying on
tummy
■ Typically play with people and might cry when playing stops
■ They also begins to babble
■ They start reaching for toys with one hand
■ They you also start rolling over from tummy to back
■ At six months, they may begin to sit without support and rocks back
and forth, sometimes crawling backwards before moving forward
■ At nine months up to 12 months, they will show big changes with how
they communicate and how they act
■ They may be clingy and become afraid of strangers
■ They become shy or nervous with strangers
■ They can easily tell what they want by their gestures
■ They start saying minimal words and may imitate words from adults
■ At two years old, they will show big improvements and learning about
shapes and colors. They are able to climb onto and down from furniture
without help. They can make or copy straight lines and circles.
Infancy (Birth to 2 years)
(ATYPICAL)
■ At two months, they don’t smile at people, don’t respond to
loud sounds.
■ They don’t watch things as they move and don’t bring their
hands to their mouth.
■ They cannot hold their head up when pushing up when on
tummy.
■ At four months, they still won’t smile at people.
■ They will make sounds or coo
■ They’ll be having trouble moving one or both eyes in all
directions
■ At six months, they won’t show affection for caregivers
■ They don’t make vowel sounds like “ah”, “eh”, “oh”
■ They also don’t laugh or make squealing sound’s
■ They don’t respond to sounds around them
■ They’ll be having difficulty getting things to mouth
■ They seem very floppy like a rog doll
■ At nine months, they weren’t able to recognize familiar people, won’t
babble and transfer toys from one hand to another
■ They can’t also look where you point at things
■ They can’t respond to their own name.
■ They can’t bare weight on my legs with support.
■ At 12 months, they weren’t able to say single words like
mama or dada
■ They cannot point to things they cannot learn gestures like
waving or shaking head
■ They cannot crawl and cannot stand when supported.
■ At two years old, they cannot copy actions or words and
cannot follow simple instructions
■ They don’t know what to do with common things like brush,
phone, fork, spoon
■ They cannot walk steadily
3-4 YEARS OF AGE Typical Developmental Milestones Atypical Development (Missing or
not Meeting Anticipated
Milestones)
Names some colors and some numbers Generally loses skills once had

Understands the idea of counting Doesn’t follow three-part commands

COGNITIVE Remembers parts of a story Can’t retell a favorite story

(learning, thinking,
creating, problem- .Understands the idea of “same” and Doesn’t understands the idea of “same”
solving) “different.” and “different.”

Plays board or card games Shows no interest in interactive games or

make believe.
Tells you what he thinks is going to happen
next in a book
Starts to understand time

Uses scissors

Starts to copy some capital letters.

Tells you what he thinks is going to happen

next in a book
 3-4 YEARS OF Typical Developmental Milestones Atypical Development (Missing or not
AGE Meeting Anticipated Milestones)
MOVEMENT Hops and stands on one foot up to two seconds Can’t jump in place
AND Pours, cuts with supervision, and mashes own food Has trouble scribbling
PHYSICAL
DEVELOPME
NT
SOCIAL Wants to please friends. Usually withdrawn and not active
AND Wants to be like friends Doesn't respond to people, or responds
only superficially
EMOTION
Shows concern and sympathy for others Doesn’t show wide range emotions
AL
Can tell what’s real and what’s make-believe Can't tell what's real and what's make-
believe (also Cognitive)
Is sometimes demanding and sometimes very
cooperative
Shows more independence (for example, may visit a
next-door neighbor by himself, even though adult
supervision is still needed)
Likes to sing, dance, and act
More likely to agree with rules
5 YEARS OF AGE Typical Developmental Milestones Atypical Development (Missing or not
(Early Childhood) Meeting Anticipated Milestones)
COGNITIVE Says name and address Can't give first and last name
(learning, Counts 10 or more things Loses skills once had
thinking, Can draw a person with at least six body Doesn't draw pictures
parts
problem-solving)
Can print some letters or numbers Is easily distracted, has trouble focusing on
one activity for more than 5 minutes
Copies a triangle and other geometric Doesn't play a variety of games and activities
shapes
Knows about things used every day, like Can't tell what's real and what's make believe
money and food (also Social and Emotional)
MOVEMENT Stands on one foot for 10 seconds or Can't brush teeth, wash and dry hands, or get
longer. undressed without help
AND
Hops and may be able to skip
PHYSICAL
Can do a somersault
DEVELOPMEN
Uses a fork and spoon and sometimes a
T table knife.
Can use the toilet on her own
Swings and climbs
 6 YEARS OF AGE Typical Developmental Milestones Atypical Development (Missing or not
Meeting Anticipated Milestones)

SOCIAL AND Shows more independence from parents Plays best with younger children
and family
EMOTIONAL
Starts to think about the future
Understands more about his or her place in
the world
Pays more attention to friendships and
teamwork
Wants to be liked and accepted by friends
THINKING AND Shows rapid development of cognitive Can only follow single step directions
processing (mental) skills
LEARNING
Learns better ways to describe experiences Can occasionally label what he sees
and talk about thoughts and feelings

Has less focus on one’s self and more

concern for others
6 YEARS OF AGE Typical Developmental Milestones
SOCIAL AND Shows more independence from parents
and family
EMOTIONAL
Starts to think about the future
Pays more attention to friendships and
teamwork
Wants to be liked and accepted by friends
THINKING AND Shows rapid development of cognitive
processing (mental) skills
LEARNING
Learns better ways to describe
experiences and talk about thoughts and
feelings
Has less focus on one’s self and more
concern for others
Atypical Development (Missing or
not Meeting Anticipated
Milestones)
Is frequently aggressive, including
times when there is no apparent
provocation
Has behavioral outbursts that are
severe
Is withdrawn from peers.
Needs a modified curriculum at
school
Has a low IQ. Although the profile
does not provide his Full Scale IQ, his
subtest IQs are below 70
Needs small group or one-on-one
instruction at school, as he struggles
in larger groups
9 TO 11 YEARS OLD (MIDDLE
CHILDHOOD)
■ A child’s developmental path in their middle childhood years (between 6 and 12
years of age) contributes substantially to the adolescent, and adult they will become
■ Middle childhood is a stage where children move into expanding roles and
environments.
■ Children begin to spend more time away from their family and spend more time in
school and other activities. As they experience more of the world around them,
children begin to develop their own identity
■ Children in this age group are entering the ‘age of reason’ because they begin to:
– be more flexible in their thinking, develop self-awareness, and identify and
understand others’ feelings or emotions.
 During middle childhood, children work towards four important milestones, including:
o adjusting to school achieving new academic skills such as learning to read learning to
get along with peers learning the rules of our culture or society
 Emotional/Social Changes Children in this age group might:
o Start to form stronger, more complex friendships and peer relationships. It becomes
more emotionally important to have friends, especially of the same sex.
o Experience more peer pressure.
o Become more aware of his or her body as puberty approaches
o Body image and eating problems sometimes start around this age.
 Thinking and Learning Children in this age group might:
o Face more academic challenges at school
o Become more independent from the family
o Begin to see the point of view of others more clearly
o Have an increased attention span.
ATYPICAL DEVELOPMENT
■ Atypical development seen on middle childhood ages from 9-11 Social
and emotional development
■ Has difficulty with reciprocal conversations and often mimics rather than
communicating with intent
■ Is unable to speak in long sentences and may mix pronouns.
■ Thinking and learning
■ Is experiencing problems with comprehension and memory
■ Is unable to keep pace with the regular academic curriculum, and his
academic achievement is lagging
■ Has receptive language challenges, which are especially notable
when compared to his expressive skills on testing.
■ Physical and movement development
■ Needs physical help with dressing, bowel care, and bladder care
■ Has limited mobility.