Child development refers to the sequence of physical, language, thought

(cognitive) and social and emotional changes that occur in a child from birth to the
beginning of adulthood. During this process a child progresses from dependency on
their parents/guardians to increasing independence. Child development is strongly
influenced by genetic factors and events during prenatal life. It is also influenced by
environmental facts and the child’s learning capacity.

Observing and monitoring child development is an important tool to ensure that

children meet their ‘developmental milestones’. By checking a child’s
developmental progress at particular age markers against these arbitrary time
frames, it allows a ‘check in’ to ensure that the child is roughly ‘on track’ for their
age. If not, this checking of developmental milestones can be helpful in the early
detection of any hiccups in development. The earliest possible detection of
developmental challenges can be helpful in minimizing the impact these
developmental hiccups can have on a child’s skill development and subsequently
their confidence, or serve as an indicator of a possible future diagnosis.

Childhood mental and developmental disorders encompass neurodevelopmental,

emotional, and behavioral disorders that have broad and serious adverse impacts
on psychological and social well-being. Children with these disorders require
significant additional support from families and educational systems; the disorders
frequently persist into adulthood. These children are more likely to experience a
compromised developmental trajectory, with increased need for medical and
disability services, as well as increased risk of contact with law enforcement
agencies.

We will talk about one such disorder – Autism. Autism, or autism spectrum disorder
(ASD), refers to a broad range of conditions characterized by challenges with social
skills, repetitive behaviors, speech and nonverbal communication.

There is not one autism but many subtypes, most influenced by a combination of
genetic and environmental factors. Because autism is a spectrum disorder, each
person with autism has a distinct set of strengths and challenges. The ways in which
people with autism learn, think and problem-solve can range from highly skilled to
severely challenged. Some people with ASD may require significant support in their
daily lives, while others may need less support and, in some cases, live entirely
independently.

Several factors may influence the development of autism, and it is often

accompanied by sensory sensitivities and medical issues such as gastrointestinal
disorders, seizures or sleep disorders, as well as mental health challenges such as
anxiety, depression and attention issues.

Indicators of autism usually appear by age 2 or 3. Some associated development

delays can appear even earlier, and often, it can be diagnosed as early as 18
months. Research shows that early intervention leads to positive outcomes later in
life for people with autism.

Autism are of different types. Asperger's syndrome. This is on the milder end of
the autism spectrum. A person with Asperger's may be very intelligent and able to
handle her daily life. She may be really focused on topics that interest her and
discuss them nonstop. But she has a much harder time socially.

Pervasive developmental disorder, not otherwise specified (PDD-NOS). This mouthful of

a diagnosis included most children whose autism was more severe than Asperger's
syndrome, but not as severe as autistic disorder.

Autistic disorder. This older term is further along the autism spectrum than Asperger’s
and PDD-NOS. It includes the same types of symptoms, but at a more intense level.

Childhood disintegrative disorder. This was the rarest and most severe part of the
spectrum. It described children who develop normally and then quickly lose many
social, language, and mental skills, usually between ages 2 and 4. Often, these
children also developed a seizure disorder.

To conclude, numerous treatments have been developed that help children with
autism spectrum disorder to maximize their potential to learn and become socially
fluent, no matter how strong their impairments may be. There is cause for hope.