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    prof ed 4

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    Angelie Ann Mendez Mantilla

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    © All Rights Reserved
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    prof ed 4

    Uploaded by

    Angelie Ann Mendez Mantilla
    2 views2 pages

    Copyright

    © © All Rights Reserved

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    Copyright:

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    2 views2 pages

    prof ed 4

    Uploaded by

    Angelie Ann Mendez Mantilla

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    B.

    Cognitive Developmental 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 child's 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.

    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 Vygotsky

    This theory believes that children learn actively through hands- on experiences. Vygotsky highlights
    the importance of other people such as parents, caregivers, and peers in the development of children.
    Culture plays an integral role as well. Interaction with others allows learning to be integrated in the
    child's understanding of the world.

    D. Social Learning Theory of Albert Bandura

    This theory believes that learning takes place through observation and modeling. As a child
    observes the actions of the people in his or her environment, new information is acquired and new skills
    are developed.

    III. TYPICAL AND ATYPICAL DEVELOPMENT


    The development of a child usually follows a predictable pattern. There are certain skills and
    abilities that are observed to gauge a child's development are called developmental milestones.
    Examples of these sitting, babbling, and following directions. However, each child is unique. With this,
    not all reach a milestone at the same time, thus the terms typical and atypical development. Let us
    define the two terms first before we look further into what makes a child's development typical and
    atypical.

    The term typical development refers to the normal progression where children grow by acquiring
    knowledge, skills, and behavior called developmental milestones at a certain time frame.

    Atypical development is a term used when development does not follow the normal course.
    More so, a child is developing atypically when he/ she reaches a milestone earlier or later than other
    children his/her age.

    There is no clear way to identify if a child is developing typically or atypically. However, there are
    three commonly accepted principles of child development that one should look into. The principles are
    as follows:

    1. Rate of development differs among children

    2. Development occurs in a relatively orderly process

    3. Development takes place gradually

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