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Normal and Exceptional Development

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Property 'rights' issues. Conflicts with limits. Preschool 3-6 years of age, p.100-102 ... 5.Bodily-kinesthetic. 6.Interpersonal. 7.Intrapersonal. 8. ... – PowerPoint PPT presentation

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Title: Normal and Exceptional Development


1
CHAPTER 4
  • Normal and Exceptional Development

2
Introduction
  • Different definitions of normal and
    exceptional
  • Typical preferred term
  • Atypical different from others the same age
  • Exceptional terms developed in 1930 White House
    Conference
  • Same meaning as atypical
  • 2 Principles
  • A child is a child
  • Every child is unique, different, and therefore
    exceptional

3
What is Normal or Typical Development?
  • Ongoing process that follows a predictable
    pattern of growth and acquisition of skills along
    a developmental continuum
  • Considerations
  • Individual pace
  • Cultural expectations

4
What is Normal Dev
  • Developmental Sequence
  • Principles that serve as guidelines
  • Skills are mastered in a predictable order
  • Certain skills are learned before others are
    attempted

5
What is Normal Dev
  • Developmental Milestones
  • Significant events or points of development
  • Causes for concern
  • Not reaching a milestone
  • Serious delay

6
Developmental Milestones
  • Infancy p. 98 - 100
  • Early response of visual and auditory stimulus
    from environment
  • Social smile 4-10 weeks
  • Absence by 12-16th week cause for concern
  • Reciprocity (give and take) in verbal and visual
    communications
  • Important in attachment process
  • Sensorimotor stage importance of motor skills
    to healthy development

7
Developmental Milestones
  • Toddlers 18-30 months, p. 100
  • Increasing mobility
  • Property rights issues
  • Conflicts with limits
  • Preschool 3-6 years of age, p.100-102
  • Increasing independence
  • Slower growth, decreased appetite
  • Speech dysfluency
  • Autonomy self-directing individuality

8
Developmental Milestones
  • Primary school years p. 102
  • Becoming more competent in taking care of their
    own personal needs
  • Learning to read and write is a major task
  • Reversal of letter shapes and sounds is common
  • Having friends is important
  • By 7 or 8 most enjoy team group activities

9
What is Atypical or Exceptional Development?
  • Language used for children who are not typical
    presents problems
  • People-first language is preferred and most
    respectful
  • All children are children first
  • Children with disabilities are different because
    they need environments that are specifically
    adjusted to minimize their disabilities and to
    promote learning of a broad range of skills.
  • Fig. 4-1 p. 103

10
Dev. Disabilities and Delays
  • PL99-457 uses the terms developmental disability
    and delay
  • Be careful of labeling a young child
  • Early intervention can overcome early serious
    problems
  • Impairment may not be a handicap
  • Delay in this text when a child is performing
    like a typically developing child of a much
    younger age p. 105

11
Children at Developmental Risk
  • At-risk reason to believe some serious
    problems likely to develop
  • Developmental risk almost certain in cases of
  • Malnutrition
  • Inadequate shelter
  • Poor health care
  • Many at-risk children have the potential for
    healthy development
  • Early intervention is important

12
Developmental Risk
  • 2 types of Risk factors
  • 1.Biological caused by accident, injury, stress
    before, at, or after birth
  • RDS respiratory Distress Syndrome
  • Premature birth or low birth weight
  • Genetic and chromosomal disorders
  • 2.Environmental
  • Poverty
  • Child abuse and unfit living conditions
  • Religious or cultural beliefs
  • Remote locations

13
Developmental Risk
  • A facilitative environment may help vulnerable
    children
  • Those who have trouble dealing with traumatic
    situations
  • Resilient children may overcome effects of a poor
    environment
  • Those who are able to deal with traumatic
    situations

14
Children with Special Gifts and Talents
  • Defined children that do exceptionally well in
    one or more areas of development
  • Gardners 8 types of intelligence
  • 1.Linguistic,
  • 2.Logical-mathematical
  • 3.Musical
  • 4.Spatial
  • 5.Bodily-kinesthetic
  • 6.Interpersonal
  • 7.Intrapersonal
  • 8.Naturalist

15
Special Gifts and Talents
  • Abilities usually do not emerge because of early
    training
  • Origins
  • Probably a combination of genetic inheritance and
    environment
  • Gifted and and talented children need specific
    services/programs
  • Not required by federal law
  • Determined by state or community

16
Special Gifts and Talents
  • Characteristics
  • Generally a combination of
  • Advanced verbal skills
  • Curiosity
  • The ability to concentrate
  • Learn rapidly
  • Enjoy problem solving
  • Others listed on page 109,110

17
Special Gifts and Talents
  • Gifted Minority Children
  • May not be identified because of
  • Lack of white, middle-class language skills
  • Attitude that giftedness does not exist in
    low-income children
  • Definition that reflects majority culture
  • Biased identification procedures
  • Few opportunities to enhance giftedness in
    minority children

18
Special Gifts and Talents
  • Children with development disabilities who are
    gifted
  • Gifts and talents are often missed because the
    focus is on the disability
  • Ex. P. 112
  • Importance of early intervention
  • Training in identifying and nurturing children
    from every socioeconomic level
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