TYPICAL AND ATYPICA

L DEVELOPMENT

Submitted to: Mrs. Anna Maneleine Caluscusin

Sumitted by: Ms. Pamela M. Palomar
 What is What is
typical? Atypical?
 A person or thing  A person or
that has the same thing that is
characteristics of unusual.
everyone or  Not conforming
everything else in to type
the group.
 conforming to a
particular type.
 What is Development?

 Development is a situation and

sequential changes that occur
with the passage of time as an
organism grows.
 It is an event constituting a new
stage in a changing situation.
 TYPICAL
DEVELOPMENT

 The normal progression

of children grow by
acquiring knowledge,
 This implies an skills and behaviors.
ongoing process
of growing,
changing and
 Children tend to
acquiring a range
acquire these skills
complex of skills.
in an orderly
fashion and within
certain age
brackets.
 Physical
A  Rapid growth, maturity of sexual organs,
DO development of secondary sexual characteristics
L  Girls generally physically mature before boys
 Learning to accept changes in their bodies and
E adapt their behavior based on these changes
S Cognitive
C  Begin to think hypothetically and see different
points of view
E  During middle and late adolescents the ability to
T see multiple perspectives is refined
S
Social
 Group values guide individual behavior. In
early adolescence most peer groups are
still same sex
 In early adolescence social roles still
largely defined by external sources during
middle and late adolescence
 Choose friends based on personal
characteristics and mutual interest
 Experiment with social roles and explore
options for career choices
Emotional
 Depend upon peers for emotional stability,
support and to help mold their emerging
identities
 Self-esteem greatly affected by acceptance
of peers
 Early adolescents are moody, dramatic and
very vulnerable to emotional stress
 Self- esteem in middle and late adolescence
is influenced by his/her ability to live up to
internalized standards for behavior
 Physical
S
 The ability to sit still and attend
C increases as they move through this
H stage
O  Practice, refine, and master complex
motor skills
O
L Cognitive
 Thinking becomes more logical and
rational
A  Understand cause and effect and
G begin to understand ramifications of
E their acts
 Develop the ability to understand
other people’s perspectives
Social
 Relationships outside the family increase in
importance
 Imitate, learn and adopt age appropriate social
roles, including those gender specific
 Develop understanding of rules, relied on to
dictate proper social behavior Emotional
 Develop the ability to be self-directed in
beginning and finishing projects
 Developing better sense of themselves as
individuals, with likes/dislikes and special
interest
 Evaluate their self worth by their ability to
perform. Derives self-esteem from perceived
ability
 Physical
 Height & weight gain consistent
P  Cannot sit still for long periods of time
R  Begin to loose protruding stomach
E Social
-  Must learn social rules of sharing and
S taking turns before they will be able to
C cooperate with others
H  Begin to understand, explore, imitate and
O practice social roles. Play often reflects
experimentation of social roles
O
 Learns the concepts of right and wrong and
L understands the nature of rules. Experience
guilt when they’ve done something wrong.
Cognitive
 Receptive & expressive language develops
rapidly, Grammar & syntax is refined, Vocabulary
increases rapidly
 Limited understanding of cause and effect, and
sequencing events
 Thinking is egocentric
 Have vivid imaginations; engage in magical
thinking and fantasy. Difficulty distinguishing
between fantasy and reality
Emotional
 Beginning of impulse control and
ability to delay gratification
 Self-directed and self-starters.
Very curious and willing to try
new things
 Self-esteem largely dependent
upon other people’s reaction to
them
 Physical
I
N  Birth to one year of age, development
F of control and mastery of gross and
A
N
fine motor skills
T  One to two years of age, perfected
skills; balance, coordination, stability,
A
N
ability to manipulate objects
D  Two to three years of age, increase in
motor skill; master challenges in the
T
O environment such as bicycles, stairs,
D balls, eating utensils, crayons, etc. By
D the end of this year ready to master
L toilet training.
E
R
Cognitive
 Birth to one year of age, alertness,
recognition, and interest in visual,
auditory and tactile stimuli.
Develop object permanence
toward end of year
 One to two years of age, ability to
understand and produce
language. Acquire understanding
skills before spoken skills
 Two to three years of age,
language is used to communicate
with others. Language skills
perfected.
Social
 Birth to one year of age, most
important task is development of
attachment to primary caretaker.
Stranger anxiety develops at about
six months of age.
 One to two years of age, affectionate
and trusting relationships with other
family members and adults outside
the family. Engage in simple games
and play.
 Two to three years of age, begin to
imitate social roles. Playing in the
presence of other children but not
interacting with them (parallel play).
Toilet training represents a
significant internalization of social
rules
Emotional
 Birth to one year of age, task is to
develop trust through positive
attachment with primary
caretakers
 One to two years of age, Primary
task involves the beginning
development of autonomy,
understanding that they exist as a
separate entity from the caretaker.
Begins exploring but often checks
back with caregiver.
 Two to three years of age,
autonomy is solidified. Experience
pride and pleasure at being “good”
and embarrassment, shame, and
distress at being “ bad”.
 ATYPICAL
DEVELOPMENT  occurs when a
person develops an
unusual pattern of
behavior, emotion
or thought.

 occurs when the child

appears to lag behind
or is way ahead of
same-age peers in any
of the different skills.
 A child is unable to
perform like typically
developing peers, but
the potential for
growth is still present.
 Assessing Atypical Behavior

 Identify skill levels that  Record the age at which skills

indicate that a child’s emerge, sequence of skills,
development is atypical – and quality of skill level as well
either advanced or delayed – as how they contribute to a
in comparison to the average
child of the same age. child’s ability to function.
Make a note of dates and
 Assess whether patterns of times of occurrences to
behavior are reflections of a
identify patterns, duration and
child’s personality, are
culturally influenced, or if frequency of behavior, types of
they indicate an area of activities, setting, interactions
concern. with peers, or other
influences.
 Share collected  Adapt the learning
information and program or
concerns with parents environment to
support the child’s
and ask them to strengths and
contribute any weaknesses while
observations or providing external
insights they may have resources or ideas
about the behavior. that may help
parents
SIGN OF AN ATYPICAL DEVELOPMENT

 Absence of reciprocity
 lack of sharing enjoyment or interests
 problems with joint attention and apparent
disinterest in parents or other children are
also concerning atypical characteristics of
social development.
 Other examples include intense separation
anxiety, unusual fearfulness of people, and
extreme shyness.
Why do you think kn
owing these develop
ments important?
 Importance of studying these type of development

 Benefit 1: Knowledge of child development and

learning provides the best foundation for
planning for a group of children.
 Benefit 2: Knowledge of child development and
learning provides the best starting point for
planning for a new child.
 Benefit 3: Knowledge of child development and
learning helps to plan next steps for supporting
children’s progress.vides
 Benefit 4: Knowledge of child development and
learning enables providers to create curriculum
and environment that aligns to state
standards/guidelines for early childhood
programs.
 Benefit 5: Knowledge of child development and
learning helps providers feel confident that their
professional practice has a solid basis that aligns
with the larger child care professional
community.
 REFERENCES
https://www.michigan.gov
https://www.moms.com/typical-atypical-children-
difference/
https://va.gapitc.org/marking-milestones-
recognizing-typical-vs-atypical-behaviors-in-early-
childhood/
https://extension.psu.edu/programs/betterkidcar
e/news/2015/why-learn-about-child-development