PALAWAN STATE UNIVERSITY

College of Teacher Education

Department of Elementary Education

ED 7: FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION

CHAPTER 5: TYPICAL AND ATYPICAL
DEVELOPMENT AMONG CHILDREN
SECOND SEMESTER || A.Y. 2023-2024

FRANCISCO, SALVACION
PAACO, DEVINE GRACE A.
RICON, KIMVERLY F.
TALON, AIRA B.
 TOPIC OUTLINE
I. Child Development and its importance
II. Child Development Theories
III. Typical and Atypical Development
IV. Domains of Development
V. Stages in Development
 LEARNING OBJECTIVES
At the end of the chapter you will be able to:

a. identify typical and atypical milestones in

the various stages of child development; and

b. differentiate typical and atypical

development of children in various stages of
their development.
 " I believe,
Child
Development
is important
because
_____________".
I. 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.

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.
II. 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.
 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 stages.
 B. 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. Piaget's
theory focuses on children's
intellectual development and
has four stages.
 A. SENSORIMOTOR STAGE B. Preoperational Stage

From birth to two years From two to six years

old, a child's knowledge old, a child learns
is limited to his or her through the use of
use of the senses. language. However,
mental manipulation
of information does
not take place yet.

C. Concrete Operational Stage D. Formal Operational Stage

From 7 to 11 years old, a
child begins to think From 12 years old to
logically and have better adulthood, a person
understanding of mental has the ability to
operations. However, think in abstract
abstract concepts are still concepts.
difficult to understand.
 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.
 D. SOCIAL LEARNING
THEORY BY 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.
III. TYPICAL AND
ATYPICAL
DEVELOPMENT
AMONG CHILDREN
TYPICAL DEVELOPMENT

refers to the normal

progression where children
grow by acquiring
knowledge, skills, and
behavior called
developmental milestones at
a certain time frame.
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.
PRINCIPLES OF CHILD DEVELOPMENT

Development
Rate of
occurs in a Development
development
relatively takes place
differs among
children. orderly process. gradually.
 IV. DOMAINS OF DEVELOPMENT

PHYSICAL DOMAIN LANGUAGE DOMAIN

SOCIAL- EMOTIONAL
COGNITIVE DOMAIN
DOMAIN
 PHYSICAL DOMAIN SOCIAL-EMOTIONAL DOMAIN
A development of physical changes A child's experience,
such as size and strength. The expression, and management of
development occurs in both gross emotions along with the ability
to establish positive
and fine motor skills. The
relationships with others.
development of the senses and It includes both the
their uses are also part of the intrapersonal and
physical domain which is interpersonal processes that
influenced by illness and nutrition. take place in a child.

LANGUAGE DOMAIN COGNITIVE DOMAIN

The language domain refers to

Construction of thought
the process of acquiring
process which includes
language in a consistent order
remembering, problem
without the need for explicit
solving, and decision making
teaching from the
refers to the cognitive
environment.
domain.
 Stages, along with age are used as ranges to
V. Stages of mark significant periods in a human
development timeline. In each stage, growth

Development 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
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 attainment
of crucial knowledge, skills and
behaviors.
TABLE 5.1: TYPICAL AND ATYPICAL DEVELOPMENT DURING INFANCY
DOMAINS TYPICAL ATYPICAL

•Holds head without support

•Pushes legs down when feet are on flat
surface •Does not hold head up
•Rolls over •Does not put weight on legs
PHYSICAL •Sits without support •Cannot sit without support
•Crawls • Does not walk steadily
• Walks
•Begins to run

•Smiles at people
• Likes to play
•Does not smile
SOCIO- •Shy or afraid of strangers
•Shows no affection
EMOTIONAL •Cries when caregiver leaves
•Does not recognize familiar people
•Copies others
•Shows independence
 •Makes cooing and babbling sounds
•Responds to own name •Does not coo and babble
LANGUAGE •Makes différent sounds •Does not say a single word
• Responds to simple requests •Does not speak in sentences
• Tries to say words
• Says sentences

•Watches things as they move

•Uses eyes and hands together
•Recognizes people at a distance •Does not watch things as
•Transfers object from one hand to they move
COGNITIVE another •Does not know what to do
•Explores things in various ways with common objects
•Uses things correctly (eats with spoon)
•Finds hidden things
EARLY CHILDHOOD

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.
TABLE 5.2: TYPICAL AND ATYPICAL DEVELOPMENT DURING EARLY CHILDHOOD
DOMAINS TYPICAL ATYPICAL

•Runs well
•Climbs easily •Falls down often
PHYSICAL •Hops and stands on one foot •Needs help in physical activities
•Can use toilet on his/her own

•Shows affection
•Cooperates with other children
•Does not want to play with others
SOCIO-EMOTIONAL •Takes turns in games
•Shows concern and sympathy •Usually withdrawn
•Shows more independence

•Follows two to three step instructions

•Uses pronouns •Has unclear speech
LANGUAGE •Tells and retell stories •Can't tell stories articulately
•Speaks clearly

•Plays make-believe
•Works with simple toys •Does not play with simple toys or
•Names colors and numbers
COGNITIVE •Draws a person
make-believe
•Names letters •Loses skills once had
•Shows development of mental skills
MIDDLE CHILDHOOD
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.
TABLE 5.3: TYPICAL AND ATYPICAL DEVELOPMENT DURING MIDDLE CHILDHOOD

DOMAIN TYPICAL ATYPICAL

•Growth spurt may take place

PHYSICAL •Becomes clumsy •Has limited mobility
•Increased in appetite

•Forms stronger friendships

•Becomes aware of body changes due to puberty
SOCIAL-EMOTIONAL •Has difficulty making and keeping friends
•Shows more concern about looks
•May feel stressed about school work

•Continues to speak clearly •Has unclear speech

LANGUAGE
•Expresses one's thought articulately •Can't tell stories articulately

•Increased attention span •Experiences problems with comprehension

•Sees the view of other people more and attention
COGNITIVE
clearly •Unable to keep up with the school's
curriculum
 ADOLESCENCE
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
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.
TABLE 5.4: TYPICAL AND ATYPICAL DEVELOPMENT DURING ADOLESCENCE

DOMAIN TYPICAL ATYPICAL

PHYSICAL • Reaches adult weight and height • Limited mobility

•Becomes interested in opposite sex •Has limited peer connections

SOCIAL-
• Shows more independence from parents • May exhibit inappropriate
EMOTIONAL • Begins conflict with parents behavior in public

•Continues to speak clearly •Has unclear speech

LANGUAGE
• Expresses one's thought articulately •Can't tell stories articulately

•Acquires and uses defined work habits

COGNITIVE •Is below grade level
•Shows concern about the future
 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
warning signs of needs. The observed patterns will
be useful to confirm if there is such a need.
CONCLUSION
Understanding child development is
essential for supporting children's
growth, learning, and well-being. By
recognizing the unique characteristics
and needs of each child, we can create
nurturing environments that promote
their full potential.