1. (text: chapter 4 and Appendix C)

2.  Describe typical developmental milestones  List the areas of development  Define and describe people-first language  Describe the 2 main categories of developmental delay

3. Children’s Literature: “Llama, Llama, Red Pajama” “Llama, Llama Mad at Mama”

4. Every child is: a child (no matter how smart or delayed or troubled) uniqueexceptional different

5.  “typical” (rather than “normal”) is a more appropriate and politically correct term to use when describing a child’s development.  development-an ongoing process of growing, changing and acquiring a range of complex skills  developmental continuum  -the range of skills or behaviors among children in any one area of development  -a guideline used to show sequences of normal development  based on detailed observations of hundreds of children at various ages

6.  All children grow and develop at a different rate.  Children acquire specific skills in a fairly predictable order.  Each preceding step is usually accomplished before practice on the next begins.  Developmental milestones-points at which specific skills are acquired in a fairly predictable order.

7. gross motor skills pre-academic skills fine motor skills self-help skills social skills language skills play skills music/art/story skills

8. Infancy:  social smiling (between 4 and 10 weeks) and social sounds (between 2-3 months)  reciprocity, or “give & take” – a major step toward language & social development  reaching-a sign that eye-hand coordination is developing  rolling (5-6 months), sitting up on own (7 months), crawling (9 months), cruising, walking (12 months)

9.  walking, running, climbing stairs  toilet training  feed & undress self  friendly towards others, but tend to play alone or watch & imitate other children  eager for adult attention and becoming less wary of strangers  developmental drive for independence leads to unwillingness to accepts limits (which may lead to an increase in tantrums)

10.  basic motor skills are perfected  - gross motor-run, jump, climb  - fine motor-manipulating objects & tools such as crayons, pencils and paintbrushes  creativity and imagination increase  vocabulary, language skills and concept development occur rapidly (express ideas, solve problems, plan ahead and make judgments)  increasing independence  sharing & taking turns  displaying empathy  having “best friends”

11.  becoming very competent individuals; independent with personal needs such as dressing, grooming, bathing, getting ready for bed and eating  still tend to “dawdle,” but this lessens as they become more aware of time  learning to READ (sitting still for longer periods of time, listening attentively, recognizing & discriminating letter sounds and letter shapes)  still having “best friends,” but they come & go easily and quickly; being sought out as a friend  group and team activities

12. ACTIVITY-“Developmental Skills” Use pages 536-538: Appendix B Skill Profile (0-72 months) in our textbook: The Exceptional Child by Allen & Cowdry  Get into pairs.  Using pgs. 536-538 to find the answers, first read the developmental skills on the paper.  Then, find the appropriate area of development and age level for each particular developmental skill.  Each pair will share their results/answers with the group.

13. 1. What is atypical or non-typical development??? 2. What is the appropriate terminology to be used to refer to someone who is not developing typically?  Using the appropriate terms and the way individuals are described will continue to change over time.  It is important for individuals in the education field to remain aware of these changes.

14.  refers to people with disabilities  language that speaks of the person first rather than the disability  emphasize ability rather than limitation.  example: “a child with autism” rather than “an autistic child”  Packet-People-First Language  Pg. 87 in textbook, “Examples of People-First Language”  The early intervention segment of PL 99-457 changed the word handicapped and replaced it with developmental delay and developmental disability.

15. Developmental disabilities-a child is unable to perform like typically developing peers, but the potential for growth is still present. Developmental delay-is said to exist when a child is performing like a child of a much younger age who is typically developing. Children at developmental risk:  “at risk/high risk”-there are reasons to believe serious problems are likely to develop although they have the potential for healthy development  have a good chance at overcoming the initial setbacks with early intervention services, medical treatment, nurturance and family support

16. 1. biological-children whose systems have undergone accident, injury or severe stress, occurring before, during or after birth; genetic and chromosomal disorders (Down’s Syndrome) 2. environmental-things in the child’s everyday world that have a negative effect on development (poverty, child abuse, neglect, unfit living conditions, addicted or diseased family members, lack of access to medical care and religious or cultural beliefs that prohibit urgently needed medical treatment or surgery)