Typical And Atypical Development Flashcards
Typical Development
A predictable pattern of growth in cognitions, feelings and behaviour
A great deal of variation in children’s development rates should be expected
As well as individual differences, the role of culture should be considered
At what age does a child typically start sleeping through the night?
Atypical Development
However, the developmental process may be disrupted by biological or environmental factors
Influences on Atypical Development
- Damage, abnormalities or dysfunction to the brain
- Genetic factors
- Critical or sensitive period
- Damage, abnormalities or dysfunction to the brain
- Impact of brain damage on development
- Timing of the damage
- Young children recover from brain injury better due to greater plasticity (e.g. Stiles et al, 2005)
- Not just brain injury, disruption to brain development may cause autism and ADHD.
Autism and ADHD
Autism
Spectrum disorder, usually display difficulties in aspects of communication, social skills and repetitive behaviour
Brain abnormalities in cerebellum
ADHD
Characterised by inattention, impulsivity and in some cases hyperactivity
Brain abnormalities in frontal lobes, basal ganglia & cerebellum
Genetic factors
46 chromosomes and genes form DNA
Two out of three conceptions spontaneously aborted (natural selection)
Recessive and dominant gene conditions are inherited from the parents at conception
Chromosomal disorders
E.g. Down syndrome a result of an additional
chromosome (47)
Critical or Sensitive Periods
A time that an organism may be affected by an experience or event more than another time of development (Colombo, 1982)
During a critical period, children are more susceptible to environmental stimulation
Disruption at this time may affect development
Lorenz (1981) demonstrated this with geese
Idea of critical and sensitive periods has shown to be valuable in attachment (Bowlby, 1944; 1969), language development (e.g. case of ‘Little Genie’)
External Influences on Atypical Development
Research on poverty displays effects on a child’s development
Divorce and family separation can also affect social, behavioural and academic development
But not in all situations
Focus on three external influences
Providing opportunities
Expectations
Labelling
Providing Appropriate Learning Contexts
Vygotsky’s theory
Cognitive processes are developed during interaction with others (observe, practice and experiment with behaviours)
Piaget’s theory
Cognitive processes are developed as the child matures and interacts with their environment
Recognising individual differences:
For example, a child with autism may be very sensitive to noise and sounds…
A noisy classroom may be very distressing for them, causing them to behave in what a teacher may view as a ‘disruptive’ manner
Expectations
Expectation and the self-fulfilling prophecy
Individuals and children will act in a way that others expect of them (Merton, 1957)
This is true in a school environment and teachers’ expectations of their pupils in terms of behaviour and academic achievement
Other’s expectations might be a possible outside influence on a child’s behaviour and cause atypical development.
Labelling
Identifying a particular atypical behaviour and attaching a diagnosis (e.g., dyslexia and autism)
+ Ensures appropriate education, financial help, social support and an understanding for all involved
- Criticisms include providing a child with an ‘excuse’ for that behaviour, others expecting certain types of behavior (expectations)
Summary
Range of factors can contribute to children following atypical trajectory of development.
Internal (brain damage and genetics) and external (societal expectations and the self-fulfilling prophecy) explanations important.
Roles of individuals and their influence, such as parents, teachers and society, can influence atypical development.
