The document discusses typical and atypical child development across different stages from infancy to adolescence. It covers key theories of child development, domains of development, and developmental milestones in each stage. The stages discussed are infancy, early childhood, and middle childhood. For each stage, typical development milestones are outlined alongside atypical development examples. The purpose is to understand how to identify and differentiate typical versus atypical development in children.
The document discusses typical and atypical child development across different stages from infancy to adolescence. It covers key theories of child development, domains of development, and developmental milestones in each stage. The stages discussed are infancy, early childhood, and middle childhood. For each stage, typical development milestones are outlined alongside atypical development examples. The purpose is to understand how to identify and differentiate typical versus atypical development in children.
The document discusses typical and atypical child development across different stages from infancy to adolescence. It covers key theories of child development, domains of development, and developmental milestones in each stage. The stages discussed are infancy, early childhood, and middle childhood. For each stage, typical development milestones are outlined alongside atypical development examples. The purpose is to understand how to identify and differentiate typical versus atypical development in children.
The document discusses typical and atypical child development across different stages from infancy to adolescence. It covers key theories of child development, domains of development, and developmental milestones in each stage. The stages discussed are infancy, early childhood, and middle childhood. For each stage, typical development milestones are outlined alongside atypical development examples. The purpose is to understand how to identify and differentiate typical versus atypical development in children.
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Chapter 5:
Typical and Atypical Development among Cainong, Glena Mae C. Objectives
At the end of the chapter you will able to:
Identify typical and atypical milestones in the various
stages of child development; and Differentiate typical and atypical development of children in various stages of their development. I. Child Development and its Importance To ensure that a child meets his/her development milestones, it is crucial to observe and monitor his/her 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. II. Child Development Theories During the early 20 century, interest in th
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. A. Psychosocial Development theory of Erik Erikson •This is an eight-stage theory that describes the changes one goes through in a lifetime. The main focus of Erikson’s theory 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 stage. Psychosocial Stages: A Summary Chart Age Conflict Important Events Outcome Infancy (birth to 18 Trust vs. Mistrust Feeding Hope months) Early Childhood (2 to 3 Autonomy vs. Shame and Toilet Training Will years) Doubt Preschool (3 to 5 years) Initiative vs. Guilt Exploration Purpose
School Age (6 to 11 years) Industry vs. Inferiority School Confidence
Adolescence (12 to 18 Identity vs. Role Social Relationships Fidelity
years) Confusion Young Adulthood (19 to Intimacy vs. Isolation Relationships Love 40 years)
Middle Adulthood (40 to Generativity vs. Work and Parenthood Care
65 years) Stagnation
Maturity (65 to death) Ego Integrity vs. Despair Reflection on Life Wisdom
B. Cognitive Development Theory This theory is of Jean concerned with the thought processes of a person and how Piaget they are used to understand and interact with the environment. Piaget’s theory focuses on children’s intellectual development and has four stages. A.Sensorimotor Stage – From birth to two years old, a child’s knowledge is limited to his or her use of the senses. B.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. C.Concrete Operational Stage – From 7 to 11 years old, a child begins to think logically and have better understanding of mental operations. 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 This theory believes that children learn actively through hands-on experience. 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. D. Social Learning Theory of Albert Bandula 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. Typical Development The normal progression where children grow by acquiring knowledge, skills and behaviors called development milestones at a certain time frame. Atypical 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 clear way to identify if a child is developing typically or atypically. However, there are three commonly accepted principle od child development that one should look into. The principle 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. A child’s experience, expression, and management of emotions along with the ability to establish positive relationships with others refers to the social-emotional domain. 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.
Construction of thought process which includes
remembering, problem solving, and decision making refers to the cognitive domain. V. Stages in child Development Stages, along with age are used as ranges, 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)
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 the building block for the succeeding stages in the attaining of crucial knowledge, skills and behaviors. Domains Typical Atypical Physical Hold head without support Does not hold head up Pushes legs down when feet are on flat surface Does not put weight on legs Roll over Cannot sit without support Sits without support Does not walk steadily Crawls Walks Begins to run Socio-emotional Smiles at people Does not smile Likes to play Shows no affection Shy or afraid of strangers Does not recognize familiar people Cries when caregiver leaves Copies others Shows independence Language Makes cooing and babbling sounds Does not coo and babble Responds to own name does not say a single word Makes different sounds Does not speak in sentences Responds to simple requests Tries to say words Says sentences Cognitive Watches things as they move Does not watch things as they move Uses eyes and hands together Does not know what to do with common recognizes people at a distance objects 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) 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 surrounding. Interactions with family and the people around them will help shape their development. Domains Typical Atypical Physical Runs well Falls down often Climbs easily Needs help in physical Hops and stands on one foot activities Can use toilet on his/her own Socio-emotional Shows affection Does not want to play with Takes turns in games others Cooperates with other children Usually withdrawn Shows concern and sympathy Shows more independence Language Follows two to three step instructions Has unclear speech Uses pronouns Can’t tell stories articulately Tells and retell stories Speaks clearly Cognitive Plays make-believe Does not play with simple Works with simple toys toys or make-believe Names color and numbers Loses skills once had Draws a person Names letters Show development of mental skills 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. Domains Typical Atypical Physical Growth spurt may take place Has limited mobility Becomes clumsy Increased in appetite Socio- Forms stronger friendships Has difficulty making and emotional Becomes aware of body changes due keeping friends to puberty Shows more concern about looks Make feels stressed about school work Language Continues to speak clearly Has unclear speech Expresses one’s thought articulately Can’t tell stories articulately Cognitive Increased attention span Experiences problems Sees the view of other people more with comprehension and clearly attention Unable to keep up with the school’s curriculum 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 a teen during this stage. The teens is becoming more vocal about his/her opinions due to the development of a unique personality. Domains Typical Atypical Physical Reaches adult weight and limited mobility height Socio- Becomes interested in opposite Has limited peer emotional sex conncetions Begins conflict with parents May exhibit Shows more independence from inappropriate parents behavior in public Language Continues to speak clearly Has unclear speech Expresses one’s thought Can’t tell stories articulately articulately Cognitive Acquires and uses defined work Is below grade level habits Shows concern about the future Thank you!