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

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.

     

The Taciturn Exemplar

Early Confucian thinkers have an intense interest in the external aspects of moral exemplars. This article explores this interest by unpacking a complicated relation between silence, speech, and moral cultivation in the Analects. Situating Confucius’s desire to be silent in a pedagogical context, this article points out a tension between speaking of moral knowledge and personalizing it. It argues that silence is considered a desirable pedagogical practice because it fosters a more intimate relation between people and the moral knowledge they receive. This article then offers a detailed analysis of several difficult pedagogical moments between Confucius and two of his most eloquent students, Zigong and Zai Wo. Their problematic ways of speaking provide cases in point that flesh out the arguments sketched above. This article concludes by reflecting on how silence can also be alienating in moral cultivation, and on how people’s styles of speech may shape who they are.