A typical child development means that a child has the basic knowledge of normal or typical development. In typical child development, a child acquires a broad range of various skills and basic knowledge similarly to other children at the same culture and the same age bracket. According to the Freudian theory of child development, children pass through five stages of psychosexual development, namely: oral, anal, phallic, latency, and genital. Freud argues that in typical child development, every child should develop certain skills in each stage which are similar to peers and achieve developmental milestones such as social, physical and cognitive progress that ensures mastery of their surroundings or environment.
Hughes & Leekam (2004) argue that each developmental stage has its age level expectations also skills develop in a sequence. According to the Freudian theory of development, Paul, the three-year-old kid in the anal stage heading in the phallic stage. Therefore, at the moment, the boy's needs will be primarily tied to the developmental milestones in these stages. In the anal stage, children need to be various tough skills especially bowel movement skills; this will also be tied with teaching the kids cleanliness, self-control and orderliness. All these usually become impactful in their later life ( Ahumada & de Ahumada, 2017).
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Despite having ASD, Paul does not have a problem with controlling bowel movement, an indication that he might have successfully achieved the milestones for this stage. However, as he heeds to the phallic stage, it is important that the parents and the teachers now being aware of Paul’s ASD, take concerted effort to provide to the boy’s needs. First, the must understand that Paul may not socially fit in with the other kids. He may also grasp things at a lower rate compared to the other kids of his age. At this stage, the child develops different kinds of attachment towards their mothers and fathers that can influence their future sexuality. The kind will need help to learn how to socialize with the other kids. Since he is prone to secluding himself, it will be helpful to create activities that he can engage in with his peers. It will also be fruitful to create tailored learning approaches for him to help him keep up with his peers or use his imagination ( Wolfberg, 2009).
Every kid is born unique, and development occurs differently regarding style and pace. Due to variations in typical development, development milestones are attained in a range of ages (Hughes & Leekam, 2004). When children like Paul in the case study display significant delays and variations in attaining major milestones such as speech, social interaction, and movement, among others, then, they are likely to be suffering from motor development disorder. Paul delayed in achieving major milestones display atypical development. Children such as Paul who perform significantly below the average expected performance at their age in one or more stages of development have developmental delays and require testing and further evaluation by specialists such as the orthopedist, neurologist, and others.
While some atypical development patterns represent normal variations, some may represent various disorders of social functioning, language development or cognition. In such cases, autism and language disorders are likely to affect the kid as in the case of Paul. Early intervention therapies are known to address certain aspects of development in babies (Oland & Shaw (2005). Already such interventions have helped him learn to speak.
In a nutshell, Paul is getting to the phallic stage of human development base of Freudian theory, and it will be necessary for parent and teachers to ensure the boy full met the milestone for the initial stages, the anal stage. The parent will then need to ensure the boy meets the milestones for his current stage. The boy has to improve his learning skills, socialization skills communication skills, gains independence.
References
Ahumada, J. L., & de Ahumada, L. C. B. (2017). Contacting the Autistic Child: Five Successful Early Psychoanalytic Interventions . Taylor & Francis
Hughes, C., & Leekam, S. (2004). What are the links between theory of mind and social relations? Review, reflections and new directions for studies of typical and atypical development. Social development , 13(4), 590-619.
Oland, A. A., & Shaw, D. S. (2005). Pure versus co-occurring externalizing and internalizing symptoms in children: The potential role of socio-developmental milestones. Clinical Child and Family Psychology Review , 8(4), 247-270.
Wolfberg, P. J. (2009). Play and imagination in children with autism . New York: Teachers College Press.
