Typical vs. Atypical Child Development: What Every Child Care Provider Should Know - post

What is Typical Development?

Typical development means a child is growing and learning skills at the expected time. We call these "milestones." Milestones are things most children can do by a certain age.

For example:

• By 1 year old: Most babies can pull themselves up to stand and say simple words like "mama" or "dada."
• By 2 years old: Most #toddlers can kick a ball and put two words together.
• By 3 years old: Most children can dress themselves (with help) and play make-believe.

It is important to remember that every child is different. Typical development is a range, not a strict rule. Some children walk at 10 months, and some walk at 14 months. Both are considered typical. Just because a child is a little slower to learn a skill does not always mean there is a problem. This understanding of #ChildDevelopment is the foundation of your work.

What is Atypical Development?

Atypical development means a child’s #growth is happening differently than expected. It might mean they are far behind on milestones. It could also mean they are developing in an unusual way.

Atypical development does not mean a child is "bad" or "broken." It just means they might need extra support. They might have a #developmental delay or a condition like autism or ADHD. As a provider, you are often the first person to notice these signs because you see the child every day in a social setting.

What are the Red Flags to Look For?

You do not need to be a doctor to spot potential issues. You just need to be a good observer. There are certain signs, often called "red flags," that suggest a child might need an evaluation. 

Here are some common red flags broken down by age: 

Infants (0–12 months):

• Does not turn their head to hear sounds.
• Does not make eye contact or smile at you.
• Body feels very stiff or very floppy (like a ragdoll).

Toddlers (1–3 years):

• Does not point to show you things.
• Loses skills they once had (for example, they used to wave bye-bye but stopped).
• Does not play with toys; instead, they might line them up or spin them repeatedly.

Preschoolers (3–5 years):

• Cannot wash and dry hands or use the toilet (accidents are normal, but no progress is a flag).
• Does not play with other children or seems to live in their own world.
• Speech is very hard to understand.

Recognizing these signs #early is crucial. The sooner a child gets help, the better their future will be. This is often called #EarlyIntervention.

Why is Observation Your Superpower?

You see the children in your care for many hours a week. You see them when they are tired, hungry, happy, and frustrated. You see how they interact with friends. This makes your opinion very valuable.

To know if a child is on track, you must observe them intentionally. This means writing down what you see. Do not just rely on your memory. Keep a notebook or use a checklist.

We have a great free resource to help you practice your observation skills. The Observation Reflection Jar is a fun tool to help you think about what you are seeing in your #classroom each day.

Download the resource here

How Do You Talk to Parents?

This is the part many providers fear the most. Telling a #parent that you are concerned about their child is hard. You might worry they will get angry or sad.

Here are some tips to make the conversation easier:

• Wait for the right time: Do not bring it up during a busy pick-up time. Ask for a private meeting.
• Use the "Sandwich" method: Start with something positive ("I love how creative Sam is"). Then share your concern ("I noticed he struggles to hold a crayon"). End with something positive ("We want to work together to help him succeed").
• Stick to the facts: Do not say, "I think he has autism." You are not a doctor. Instead say, "I noticed he covers his ears when the music #plays, and he doesn't answer to his name."
• Offer support: Remind them that you are on their team.

Where Can You Learn More?

The best way to feel confident is to get training. When you understand the science of how children grow, you will feel much calmer when you see something different.

ChildCareEd offers specific courses that dive deep into this topic. We recommend starting with:

• The Science of Growing Up: Typical and Atypical Development – This course is exactly what you need. It explains the stages of development and how to spot when things are off track.
• Tracking Progress, Shaping Futures: Observation & Assessment Skills – This training teaches you how to document what you see so you can share clear, helpful information with #parents.
• CDA: Special Needs: Understanding the Whole Child – If you want to specialize in helping children with diverse needs, this course is essential.

Find these courses here 

For more reading on the professional knowledge required to support development, check out our article on CDA Subject Areas Explained for Early Childhood Educators in Minnesota. Even if you are not in Minnesota, the information about child development (Subject Area 8) applies to everyone.

You Make a Difference

Spotting atypical development is not about labeling a child. It is about understanding what they need. When you notice a child struggling and speak up, you are being their hero. You are helping them get the tools they need to succeed in school and in life.

Keep watching, keep caring, and keep learning. Your #SpecialNeeds knowledge changes lives!

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