TYPICAL AND

ATYPICAL
DEVELOPMENT
 GUESSTIMATE-MY-AGE

1 2 3 4 5 6 7 8
 involves both a gradual unfolding of biologically
determined characteristics and the learning
process
 the pattern of change that occur in the way
humans grow and develop beginning at
conception and continues through the life span
 involves the understanding of sequential growth
patterns and qualitative (and/or quantitative)
changes
Aspects of Development
Physical development
 gross motor skills Cognitive Development
 fine motor skills
 physical growth Social-emotional Development

Language Development

Adaptive Behavior: Self-Care/DLS

Physical Development
(Physical Health, Well-being and Motor Dev’t)
 child’s physical growth, health and safety, and the
development of skills related to the use of large and
small muscle groups

 Physical Health
 Gross Motor Skills Development
 Fine Motor Skills Development
 Personal Care and Hygiene
Cognitive Development
 refers to a child’s curiosity, the ability to perceive and
think, memory, attention span, general knowledge,
problem-solving, analytical thinking, beginning
reading, and computing skills

 Attention and Activity Level

 Higher-Ordered Mental Abilities
Concept Formation, Cause-Effect Relationships
Logical Reasoning, Planning and Organizing
Creative Thoughts, Cognitive Flexibility
 Memory
Language Development
 refers to a child’s ability to understand and use
language to communicate ideas, learn to acquire
language skills in preparation for reading, writing
and counting.

 Receptive Skills Development

 Expressive Skills Development
 Pre-Reading and Pre-Math
(Matching, Rote Sequencing)
 Copying Letters and Numbers
Social-Emotional Development
refers to the child’s ability to know one’s self, express
and understand feelings (self-concept, self-esteem)
and relate to others
• Emotional Expression
• Receptivity to Other’s Emotions
• Emerging Sense of Self
• Forming Attachments
• Interactions with Adults and Other Children
• Sensitivity
• Appreciating Diversity
Creative and Aesthetic Development
 refers to the child’s awareness of and development
of their innate talent and creative skills. This
includes music, visual arts, drama, dance and
creative movements

Adaptive Behavior: Self-Care/DLS

 refers to the ability of the developing child to care
for himself or herself in age-appropriate ways
 Principles of Development

“Allgrowth and development follow an

orderly sequence and direction.”
• Cephalocaudal
• Proximodistal

“Development is a sequential,
continuous process.”
Developmental milestones are a set
of functional skills or age-specific tasks
that most children can do at a certain age
range. Although each milestone has an
age level, the actual age when a normally
developing child reaches that milestone
can be very quite different. Every child is
unique!
• Birth to 3 months
• 3 to 6 months
• 6 to 9 months
• 9 to 12 months
• 12 to 18 months
• 18 to 24 months
• 2 to 3 years
• 3 to 4 years
• 4 to 5 years
 Age Physical Development Social and Intellectual Language
Emotional Development Development
Development
At birth • motor devt is related to •Bonds with •Becomes aware of • Cries vigorously
to infantile reflexes mother physical sensations (e.g. hunger,
•Lies in fetal position •Smiles at mother such as hunger discomfort)
with knees tucked up • distinguishes •Explores using his • Responds to
•Head falls backwards if smell of own senses high-pitched
pulled to sit mother •Make eye contact tones by moving
•Reacts to sudden sound • cries when and cry to indicate his limbs
•Closes eye to bright feeling needs • turns in the
light uncomfortable SENSORY- general direction
•Opens eye when held in (hunger, pain) PERCEPTUAL of a sound
an upright position •Responsive to
• when held upright, touch and pain
holds head erect and • can distinguish
steady (3wks-4mos) objects placed in
• when prone, lefts self palm
by arms (3wks-4mos) • distinguishes
• rolls from side to back odors, prefers
(3ks-5mos) sweet-tasting food
Child's Mastered Skills (most kids Emerging Skills (half of Advanced Skills (a few kids
Age can do) kids can do) can do)
Follows objects briefly with
Lifts head when lying on
eyes Smiles, laughs
tummy
1 month Vocalizes: oohs and aahs Holds head at 45-degree
Responds to sound
Can see black-and-white angle
Stares at faces
patterns
Vocalizes: gurgles and coos
Holds head steady
Follows objects across field Smiles, laughs
Can bear weight on legs
of vision Holds head at 45-degree
2 months Lifts head and shoulders
Notices his hands angle
when lying on tummy (mini-
Holds head up for short Makes smoother movements
pushup)
periods
Recognizes your face and Rolls over, from tummy to
Squeals, gurgles, coos
scent back
Blows bubbles
3 months Holds head steady Turns toward loud sounds
Recognizes your voice
Visually tracks moving Can bring hands together,
Does mini-pushup
objects bats at toys
Imitates sounds: "baba,"
Smiles, laughs Can grasp a toy
"dada"
4 months Can bear weight on legs Rolls over, from tummy to
Cuts first tooth
Coos when you talk to him back
May be ready for solid foods
Distinguishes between bold Sits momentarily without
Recognizes own name
colors support
5 months Turns toward new sounds
Plays with his hands and Mouths objects
Rolls over in both directions
feet Separation anxiety may begin
Is ready for solid foods
Turns toward sounds and Lunges forward or starts
Sits without support
voices crawling
6 months Mouths objects
Imitates sounds Jabbers or combines syllables
Passes objects from hand to
Rolls over in both directions Drags objects toward himself
hand
Child's Mastered Skills (most kids Emerging Skills (half of Advanced Skills (a few
Age can do) kids can do) kids can do)
Lunges forward or starts Waves goodbye
crawling Stands while holding onto
Sits without support Jabbers or combines something
7 months
Drags objects toward herself syllables Bangs objects together
Starts to experience Begins to understand object
stranger anxiety permanence
Stands while holding onto Pulls self to standing,
Says "mama" or "dada" to something cruises
parents (isn't specific) Crawls Picks things up with thumb-
8 months
Passes objects from hand to Points at objects finger pincer grasp
hand Searches for hidden Indicates wants with
objects gestures
Stands while holding onto
Cruises while holding onto
something Plays patty-cake and peek-
furniture
Jabbers or combines a-boo
9 months Drinks from a sippy cup
syllables Says "mama" or "dada" to
Eats with fingers
Understands object the correct parent
Bangs objects together
permanence
Waves goodbye
Says "mama" or "dada" to
Picks things up with pincer Stands alone for a couple of
10 the correct parent
grasp seconds
months Indicates wants with
Crawls well, with belly off Puts objects into a container
gestures
the ground
Says "mama" or "dada" to
the correct parent
Understands "no" and Says one word besides
Plays patty-cake and peek-a-
11 simple instructions "mama" or "dada"
boo
months Puts objects into a Stoops from standing
Stands alone for a couple of
container position
seconds
Cruises
Walks alone
Imitates others' activities Takes a few steps
12 Scribbles with a crayon
Indicates wants with Says one word besides
months Says two words besides
gestures "mama" or "dada"
"mama" or "dada"
Child's Mastered Skills (most kids Emerging Skills (half of Advanced Skills (a few
Age can do) kids can do) kids can do)
Washes and dries own
Uses a spoon and fork Understands as many as
hands with help
Runs 200 words
19 Points to picture or object
Throws a ball underhand Recognizes when
months when you call it by name
Enjoys helping around the something is wrong (e.g.,
May know when she
house calling a dog a cat)
needs to pee
Feeds doll
Learns words at a rate of May start exploring
Takes off own clothes
20 ten or more a day genitals
Dumps an object in imitation,
months Can walk up stairs (but Draws a straight line
such as throwing garbage
probably not down) Names several body parts
away
Can walk up stairs
Throws a ball overhand Names simple picture in a
21 Able to set simple goals (e.g.,
Kicks ball forward book
months deciding to put a toy in a
Stacks six blocks Can walk down stairs
certain place)
Puts on loose-fitting
Kicks ball forward clothes
Does simple puzzles
22 Follows two-step requests Might be ready for a big
Draws a straight line
months (e.g., "Get your doll and bring bed
Names several body parts
it here") Understands opposites
(e.g., tall vs. short)
Opens doors
Names simple picture in a Talks about self (likes,
23 Sings simple tunes
book dislikes)
months Takes more of an interest
Uses 50 to 70 words Asks "why?"
in playing with other kids
Begins to understand
Names at least six body parts
Talks about self abstract concepts (e.g.,
Half of speech is
24 Arranges things in sooner and later)
understandable
months categories Becomes attuned to
Makes two- to three-word
Can walk down stairs gender differences
sentences
Learns to jump
Reflexes
– an inborn, automatic response to a particular form of
stimulation
-Are the newborn’s (neonate) most obvious organized
patterns of behavior:
 Eye blink
 rooting
 sucking
 swimming
 moro
 palmar grasp
 tonic neck
 stepping
 babinski
Moro Reflex (startle reflex)

Babinski Reflex
Parachute Reflex

Galant reflex
 Rooting reflex

Tonic Neck Reflex

Grasping/Palmar Reflex

Sucking reflex
Stepping/walking Reflex
 IMPORTANT CONSIDERATIONS IN
UNDERSTANDING CHILD DEVELOPMENT
 Recognize that infants and toddlers are not
miniature adults.
 Keep in mind that “normal” growth and
development milestones are based on averages.
 Consider the whole child to assess what is
normal for each child.
 Take into account gender, socioeconomic,
cultural and family background, including
nutritional and health history, to determine what is
normal for individual children.
Three Year-olds
Makes mechanical toys work
Matches an object in her hand or room to a
picture in a book
Plays make-believe with dolls, animals, and
people
Sorts objects by shape and color
Completes puzzles with three or four pieces
Understands concept of "two"
Four Year-olds
Correctly names some colors
Understands the concept of counting and may
know a few numbers
Can work at something for 15-20mins or longer
Begins to have a clearer sense of time
Follows three-part commands
Recalls parts of a story
Understands the concepts of "same" and
"different"
Engages in fantasy play
Five Year-olds
Can count 10 or more objects
Correctly names at least four colors
Better understands the concept of time
Knows about things used every day in the
home (money, food, appliances)
Three Year-olds
Climbs well
Walks up and down stairs, alternating
feet (one foot per stair step)
Kicks ball
Runs easily
Pedals tricycle
Bends over easily without falling
Four Year-olds
Hops and stands on one foot up to five
seconds
Goes upstairs and downstairs without support
Kicks ball forward
Throws ball overhand
Catches bounced ball most of the time
Moves forward and backward with agility
Five Year-olds
 Stands on one foot for 10 seconds or longer
 Hops, somersaults
 Swings, climbs
 May be able to skip
Three Year-olds
 Understands the concept of sharing and taking
turns
 becomes more cooperative
 Mostly complies with an adult’s requests more
often than not
 relates with other children, sometimes engage
in parallel play
 enjoys group activities
 Negotiates solutions to conflicts
 initiates activities with peers
Four Year-olds
Shows interest in new experiences
Cooperates with other children
Plays "Mom" or "Dad"
Increasingly inventive in fantasy play
Negotiates solutions to conflicts
Can engage in cooperative activities and projects
with other children
Understands when they have done something
wrong; sometimes offer an apology without being told
to
Five Year-olds
Aware of gender
Able to distinguish fantasy from reality
Sometimes demanding, sometimes eagerly
cooperative
Wants to please friends
Wants to be like her friends
Often shows agreement to rules
Likes to sing, dance, and act
Shows more independence and may even visit
a next-door neighbor by himself/herself
Three Year-olds
 Follows a two- or three-part command
 Recognizes and identifies almost all common
objects and pictures
 Understands most sentences
 Uses 4- to 5-word sentences
 Can say name, age, and sex
 Uses pronouns (I, you, me, we, they)
 Strangers can understand most of her words
Four Year-olds
Has mastered some basic rules of grammar
Speaks in sentences of five to six words
Speaks clearly enough for strangers to
understand
Tells stories
Five Year-olds
Recalls part of a story
Speaks sentences of more than five words
Uses future tense
Tells longer stories
Says name and address