What Changes in Infant Walking and Why

Research output: Contribution to journalArticle

Abstract

This study compared the relative contributions of growing body dimensions, age, and walking experience in the development of walking skill in 9- to 17-month-old infants (N = 210), 5-6-year old kindergartners (N = 15), and college students (N = 13). Kinematic measures derived from participants' footprints showed characteristic improvements in walking skill. As children became bigger, older, and more experienced, their steps became longer, narrower, straighter, and more consistent. Improvements reflected a narrowing base of support and increasing control over the path of progression. Although both infants' age and the duration of their walking experience contributed to improvements in walking skill, experience was the stronger predictor. This finding suggests that practice is the more important developmental factor for helping infants to conquer their weak muscles and precarious balance.

Original languageEnglish (US)
Pages (from-to)475-497
Number of pages23
JournalChild Development
Volume74
Issue number2
StatePublished - Mar 2003

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Walking
infant
experience
Biomechanical Phenomena
Students
student
Muscles

ASJC Scopus subject areas

  • Psychology(all)
  • Developmental and Educational Psychology

Cite this

What Changes in Infant Walking and Why. / Adolph, Karen E.; Vereijken, Beatrix; Shrout, Patrick E.

In: Child Development, Vol. 74, No. 2, 03.2003, p. 475-497.

Research output: Contribution to journalArticle

Adolph, KE, Vereijken, B & Shrout, PE 2003, 'What Changes in Infant Walking and Why', Child Development, vol. 74, no. 2, pp. 475-497.
Adolph, Karen E. ; Vereijken, Beatrix ; Shrout, Patrick E. / What Changes in Infant Walking and Why. In: Child Development. 2003 ; Vol. 74, No. 2. pp. 475-497.
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