Chapter 5 discusses typical and atypical development among children, emphasizing the importance of monitoring developmental milestones from infancy to adolescence. It covers key theories of child development, including Erikson's psychosocial, Piaget's cognitive, Vygotsky's sociocultural, and Bandura's social learning theories, explaining how these frameworks contribute to understanding children's growth and learning processes. The chapter also delineates different domains of development—physical, social and emotional, language, and cognitive—along with the stages of development and the variability in children's growth trajectories.

1. Chapter 5
Typical and Atypical
Development among Children
Professional Education 02
G-5 Presentation
BSED -SCIENCE II

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Objectives
:
At the end of the chapter you will be able to:
1. identify typical and atypical milestones in the various stages of child
development; and
2. differentiate typical and atypical development of children in various stages
of their development.

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Introduction
Have you ever wondered how children develop? Maybe at one time you
have compared your development with that of a sibling or cousin of yours. If
this is the case, you are interested in child development which is the pattern
of growth, change, and stability that occurs from conception up until
adolescence. Children do not grow at the same rate at the same time. This
also goes for the students in an inclusive classroom. Knowing their
capabilities can help you better as their teacher. Find out more about their
development as this chapter focuses on the typical and atypical
development among children from infancy to adolescence.

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I. CHILD DEVELOPMENT AND IT'S 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. 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. 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. Usually, it is the
parents, teachers, and pediatricians who use the checklists.

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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. If one successfully overcomes the crisis of each stage, a
psychological virtue emerges.

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B.Cognitive Development 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 -From birth to two years old, a childs 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. However, abstract concepts are
still difficult to understand.

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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 Vygostsky
Major Themes in Sociocultural Theory
- The theory emphasizes the influence of peers, adults, and cultural beliefs on
children's learning .
- Language is considered the greatest psychological tool for communication, aiding
problem-solving via social interaction .
- The role of play, particularly pretend play, is highlighted as a contributor to creative
imagination .
- Culture plays a critical role in the development of mental abilities such as language
and social interacti
on .

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Zone of Proximal Development (ZPD)
- ZPD is defined as the space between what learners can do independently and what
they can achieve with assistance .
- It has three stages: tasks learners cannot do, tasks they can do with assistance, and
tasks they can do independently .
- Vygotsky argued that maximum potential cannot be reached without adult support
within the ZPD .
Private Speech
- Vygotsky was one of the first to stress the importance of private speech as a tool for
self-regulating behaviors and problem-solving .
- It is linked with cognitive skills, with a positive correlation found between private
speech and children's task achievement .

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More Knowledgeable Other (MKO)
- MKO refers to individuals who possess more skills in a task than the learner, whether
they are adults or more skilled peers .
Scaffolding
- Scaffolding is linked to the ZPD and is used by teachers to support student learning by
breaking tasks into manageable steps .
- It involves gradually decreasing support as students gain confidence and
independence .
Comparison with Jean Piaget
- Vygotsky and Piaget differed significantly; Vygotsky focused on cultural influence and
social interaction, while Piaget emphasized stages of development without addressing
cultural factors .
- Vygotsky's approach is social constructivist, whereas Piaget's is cognitive
constructivist .

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Classroom Applications
- The ZPD can guide educators in planning cooperative learning and
designing challenging yet achievable activities for students .
- Techniques like scaffolding and reciprocal teaching are effective in
enhancing reading abilities and collaborative learning .
Criticisms of Vygotsky's Work
- Critics point out a lack of experimental evidence, suggesting reliance on
observation rather than data .
- There is concern about the vagueness of the ZPD and its overlap with
other cognitive theories .
- Inconsistencies and contradictions in his work have been noted, although
many believe he could have clarified these if he had lived longer .

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D. Social Learning Theory of Albert Bandura
Allbert Bandura’s social learning theory (SLT) suggests that we learn social behavior
by observing and imitating the behavior of others. Bandura realized that direct
reinforcement alone could not account for all types of learning, so he added a social
element to his theory, arguing that people learn by observing others (Nabavi, 2012).
His theory is regarded as the bridge between behaviorist and cognitive learning
theories, encompassing attention, memory, and motivational processes (Muro &
Jeffrey, 2008)
The SLT states that in response to observation, imitation, and modeling, learning
can occur even without changing behavior (Bandura, 1965).

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III. TYPICAL AND ATYPICAL DEVELOPMENT
TYPICAL DEVELOPMENT: refers to the normal progression where children grow by
acquiring knowledge, skills, and behaviors called developmental milestones at a
certain time frame.
What is atypical development?
ATYPICAL DEVELOPMENT: is a term used when development does not follow the
normal course. More so, child is developing atypically when he reaches a milestone
earlier or later than other children his/her age.
Three commonly accepted principles of child development:
1. Rate of development differs among children
2. Development occurs in a relatively orderly process
3. Development takes place gradually

14. IV. DOMAINS OF DEVELOPMENT
The development milestones are categorized into four domains, namely, physical,
social and emotional, language, and cognitive.
PHYSICAL DOMAIN
The physical domain refers to the development of physical change, such as size and
strength. The development occurs in both gross and sensory motor skills. The
development of the senses and their uses are also part of the physical domain
which is influenced by illness and nutrition.
SOCIAL AND EMOTIONAL DOMAIN
A child's experience, expression, and management of emotions along with the
ability to establish positive relationships with others refer to the social-emotional
domain.

15. LANGUAGE DOMAIN
The language domain refers to the process of acquiring language in a
consistent order without the need for explicit teaching from the environment.
COGNITIVE DOMAIN
Construction of thought process which includes remembering, problem solving,
and decision making refers to the cognitive domain.

16. V. STAGES IN CHILD DEVELOPMENT
Stages, along with age are used as ranges to mark significant period in a human
development timeline. In each stage, growth and developmen 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)

17. A. Infancy ( birth - 2 years old )
Infancy and early childhood are periods of rapid physical, cognitive, and social-
emotional growth. These stages lay the foundation for a child's future
development.
Typical Development:
- Infancy (0-1 year): This is a time of incredible physical growth, with babies
nearly doubling their birth weight in the first six months. They develop crucial
motor skills like rolling, sitting, crawling, and eventually walking. Language
development begins with babbling, then progresses to first words and simple
sounds. Infants also develop strong social bonds with caregivers, showing
social smiling and demonstrating attachment behaviors.

18. B. Early Childhood ( 3 - 8 years old )
- Physical growth continues at a steady pace, and children refine their motor
skills, becoming more coordinated and able to participate in activities like
drawing, building, and playing sports.
- Language becomes more complex, with children forming longer sentences
and engaging in conversations. Social skills develop further, with children
learning to share, take turns, and cooperate with others.

19. C. Middle Childhood (9 - 11 years old )
Physical Domain
Typical:
• Growth spurt may take place
• becomes clumsy
• Increased in appetite
Atypical:
• Has limited mobilility
Socio-Emotional Domain
Typical:
• Forms stronger relationships
• Becomes aware of body changes due to
puberty
• Shows more concern about looks
• May feel stressed about schoolwork
Atypical:
• Has difficulty making an
d keeping friends.
Language Domain
Typical:
• Continues to speak clearly
• Expresses thoughts articulately
Atypical:
• Has unclear speech
• Can't tell stories articulately
Cognitive Domain
Typical:
• Increased attention span
• Sees the view of other people more clearly
Atypical:
• Experiences problems with comprehension and
attention
• Unable to keep up with school curriculum

20. D. Adolescence ( 12- 18 years old )
Physical Domain
Typical:
• Reaches adult weight and height
Atypical:
• Limited mobilility
Socio-Emotional Domain
Typical:
• Becomes interested in the opposite
sex
• Begins conflict with parents
• Shows more independence from
parents
Atypical:
• Has limited peer connections
• May exhibit inappropriate behavior
in public
Language Domain
Typical:
• Continues to speak clearly
• Expresses thoughts articulately
Atypical:
• Has unclear speech
• Can't tell stories articulately
Cognitive Domain
Typical:
• Acquires and uses defined work
habits
• Shows concerns about the future
Atypical:
• Is below grade level

21. Thank
you!