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Opportunities for learning and social interaction in infant sitting: Effects of sitting support, sitting skill, and gross motor delay.

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Title: Opportunities for learning and social interaction in infant sitting: Effects of sitting support, sitting skill, and gross motor delay.
Authors: Kretch, Kari S. (AUTHOR), Marcinowski, Emily C. (AUTHOR), Hsu, Lin‐Ya (AUTHOR), Koziol, Natalie A. (AUTHOR), Harbourne, Regina T. (AUTHOR), Lobo, Michele A. (AUTHOR), Dusing, Stacey C. (AUTHOR)
Source: Developmental Science. May2023, Vol. 26 Issue 3, p1-16. 16p.
Subjects: Social interaction, Age differences, Social impact, Social skills education, Infants, Sitting position, Gymnastics
Abstract: The development of independent sitting changes everyday opportunities for learning and has cascading effects on cognitive and language development. Prior to independent sitting, infants experience the sitting position with physical support from caregivers. Why does supported sitting not provide the same input for learning that is experienced in independent sitting? This question is especially relevant for infants with gross motor delay, who require support in sitting for many months after typically developing infants sit independently. We observed infants with typical development (n = 34, ages 4–7 months) and infants with gross motor delay (n = 128, ages 7–16 months) in early stages of sitting development, and their caregivers, in a dyadic play observation. We predicted that infants who required caregiver support for sitting would spend more time facing away from the caregiver and less time contacting objects than infants who could sit independently. We also predicted that caregivers of supported sitters would spend less time contacting objects because their hands would be full supporting their infants. Our first two hypotheses were confirmed; however, caregivers spent surprisingly little time using both hands to provide support, and caregivers of supported sitters spent more time contacting objects than caregivers of independent sitters. Similar patterns were seen in the group of typically developing infants and the infants with motor delay. Our findings suggest that independent sitting and supported sitting provide qualitatively distinct experiences with different implications for social interaction and learning opportunities. Highlights: During seated free play, supported sitters spent more time facing away from their caregivers and less time handling objects than independent sitters.Caregivers who spent more time supporting infants with both hands spent less time handling objects; however, caregivers mostly supported infants with one or no hands.A continuous measure of sitting skill did not uniquely contribute to these behaviors beyond the effect of binary sitting support (supported vs. independent sitter).The pattern of results was similar for typically developing infants and infants with gross motor delay, despite differences in age. [ABSTRACT FROM AUTHOR]
Copyright of Developmental Science is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Opportunities for learning and social interaction in infant sitting: Effects of sitting support, sitting skill, and gross motor delay.
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  Data: <searchLink fieldCode="AR" term="%22Kretch%2C+Kari+S%2E%22">Kretch, Kari S.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Marcinowski%2C+Emily+C%2E%22">Marcinowski, Emily C.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hsu%2C+Lin‐Ya%22">Hsu, Lin‐Ya</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Koziol%2C+Natalie+A%2E%22">Koziol, Natalie A.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Harbourne%2C+Regina+T%2E%22">Harbourne, Regina T.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lobo%2C+Michele+A%2E%22">Lobo, Michele A.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Dusing%2C+Stacey+C%2E%22">Dusing, Stacey C.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Developmental+Science%22">Developmental Science</searchLink>. May2023, Vol. 26 Issue 3, p1-16. 16p.
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  Data: <searchLink fieldCode="DE" term="%22Social+interaction%22">Social interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Age+differences%22">Age differences</searchLink><br /><searchLink fieldCode="DE" term="%22Social+impact%22">Social impact</searchLink><br /><searchLink fieldCode="DE" term="%22Social+skills+education%22">Social skills education</searchLink><br /><searchLink fieldCode="DE" term="%22Infants%22">Infants</searchLink><br /><searchLink fieldCode="DE" term="%22Sitting+position%22">Sitting position</searchLink><br /><searchLink fieldCode="DE" term="%22Gymnastics%22">Gymnastics</searchLink>
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  Data: The development of independent sitting changes everyday opportunities for learning and has cascading effects on cognitive and language development. Prior to independent sitting, infants experience the sitting position with physical support from caregivers. Why does supported sitting not provide the same input for learning that is experienced in independent sitting? This question is especially relevant for infants with gross motor delay, who require support in sitting for many months after typically developing infants sit independently. We observed infants with typical development (n = 34, ages 4–7 months) and infants with gross motor delay (n = 128, ages 7–16 months) in early stages of sitting development, and their caregivers, in a dyadic play observation. We predicted that infants who required caregiver support for sitting would spend more time facing away from the caregiver and less time contacting objects than infants who could sit independently. We also predicted that caregivers of supported sitters would spend less time contacting objects because their hands would be full supporting their infants. Our first two hypotheses were confirmed; however, caregivers spent surprisingly little time using both hands to provide support, and caregivers of supported sitters spent more time contacting objects than caregivers of independent sitters. Similar patterns were seen in the group of typically developing infants and the infants with motor delay. Our findings suggest that independent sitting and supported sitting provide qualitatively distinct experiences with different implications for social interaction and learning opportunities. Highlights: During seated free play, supported sitters spent more time facing away from their caregivers and less time handling objects than independent sitters.Caregivers who spent more time supporting infants with both hands spent less time handling objects; however, caregivers mostly supported infants with one or no hands.A continuous measure of sitting skill did not uniquely contribute to these behaviors beyond the effect of binary sitting support (supported vs. independent sitter).The pattern of results was similar for typically developing infants and infants with gross motor delay, despite differences in age. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Developmental Science is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Text: English
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      – SubjectFull: Age differences
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      – SubjectFull: Social impact
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      – SubjectFull: Social skills education
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      – SubjectFull: Gymnastics
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              Text: May2023
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