1. Chapter 4 Normal and Exceptional Development Normal and Exceptional Development

2. What Is Normal or Typical Development?
This implies an ongoing process of growing, changing, and acquiring a range of complex skills.
Beginning in earliest infancy, the process moves along a developmental continuum according to a predictable pattern common to most children of the same age.

3. What Is Normal or Typical Development? (continued)
Developmental sequences
Children learn skills in a sequence.
Based on their age, we know what skills the child should learn next.
Developmental milestones
This is the order in which the child will learn the skills from the developmental sequence.

4. Six Areas of Child Development
Cognitive – acquisition of thought & knowledge
Fine motor – skills using small muscles in hands & fingers
Gross motor – skills using larger muscles in the body
Language – system of linguistic symbols (usually words) to communicate
Self-help – daily care tasks such as dressing, grooming, toileting
Social-emotional – sense of self & relationship to others

5. What Is Normal or Typical Development? (continued)
Infancy
Brain research has greatly improved.
Many studies have been done on early brain stimulation and the lasting effects.
Infants need caregivers and parents to offer activities, materials, and communication to enhance brain development.

6. What Is Normal or Typical Development? (continued)
Infancy (continued)
Attachment has begun through the give and take between the caregiver and the child.
The infant is Piaget’s sensorimotor stage of development.
Learning through movement and their senses.

7. What Is Normal or Typical Development? (continued)
Toddlerhood
This lasts from 18 to 30 months of age.
Walking is well established.
Toilet training may begin.
Independence is sought.
The word “mine” enters the vocabulary.

8. What Is Normal or Typical Development? (continued)
Preschool years—ages three to six
Children are developing creativity.
Language is used correctly and understood by most older people.
Physical skills are greatly improved.
Empathy toward others and sharing are apparent.

9. What Is Normal or Typical Development? (continued)
The primary-school years
Learning to read is a major milestone for this group.
Best friends and friendships are important.
Self-care skills are done independently.
Growth is slowed but still continues.

10. What Is Atypical or Exceptional Development?
Developmental disabilities and delays
A child is unable to perform like typically developing peers, but the potential for growth is still present.
Exist when a child is performing like a child who is typically developing of a much younger age.

11. Children at Developmental Risk
Biological risks
Birth defects
Chromosomal abnormalities
Heart defects
Environmental risks
Poverty
Child abuse and neglect

12. Children at Developmental Risk (continued)
Resilience and vulnerability
Resilient children take the worst and make the best out of it.
Vulnerable children do not recover from the worst and continue in a downward spiral.

13. Children at Developmental Risk (continued)
Children with special gifts and talents
Theory of multiple intelligences
Gardner says there are eight. Everyone has one intelligence that is stronger than the others.
Characteristics of young gifted and children
Have advanced vocabulary
Learn quickly
Are curious
Find and solve difficult and unusual problems

14. Children and Developmental Risk (continued)
Children with developmental disabilities who are gifted
Yes, you can have a disability and be gifted at the same time—sometimes even in the same developmental domain.
Children with disabilities still need to be considered for gifted programs.
Identification needs to come from classroom observations, not purely test scores.