PROF-ED-02_Chapterrrrrrrrrrrrrrrr_5.pptx
- 1. Chapter 5 Typical and Atypical Development among Children Professional Education 02 G-5 Presentation BSED -SCIENCE II
- 2. 2 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.
- 3. 1 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.
- 4. 3 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.
- 5. 4 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.
- 6. 5
- 7. 6 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.
- 8. 7 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 .
- 9. 9 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 .
- 10. 10 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 .
- 11. 11 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 .
- 12. 12 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).
- 13. 13 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!