Relationship Between Prone Skills and Motor-Based Problem-Solving Abilities in Full-Term and Preterm Infants During the First 6 Months of Life.
cognition
motor skills
prematurity
problem‐solving
prone play
tummy time
Journal
Developmental psychobiology
ISSN: 1098-2302
Titre abrégé: Dev Psychobiol
Pays: United States
ID NLM: 0164074
Informations de publication
Date de publication:
Sep 2024
Sep 2024
Historique:
revised:
03
06
2024
received:
16
01
2024
accepted:
16
06
2024
medline:
11
7
2024
pubmed:
11
7
2024
entrez:
11
7
2024
Statut:
ppublish
Résumé
Motor experiences shape cognitive development in infancy, with the prone position being one such crucial motor experience in the first 6 months of life. Although the motor benefits of the prone position are well-documented, its influence on early cognitive abilities remains insufficiently explored. This study quantified the relationship between prone motor skills and motor-based problem-solving abilities in 48 full-term and preterm infants aged 3-6 months. Prone skills were assessed using the Alberta Infant Motor Scale's prone domain. The Assessment of Problem-Solving in Play was utilized to measure motor-based problem-solving by observing how motor actions were used to solve toys. Advanced prone motor skills were correlated with an increase in sophisticated exploration skills and a concurrent decline in lower order exploration skills in all infants, with correlations being stronger in preterm infants. Notably, a 1-point increase in prone skills was associated with a 1.3-point increase in total motor-based problem-solving abilities in all infants. Our findings provide preliminary evidence for the contribution of prone play to cognitive development in infants, prompting considerations for assessment and intervention strategies. Further research is needed to ascertain if the delayed acquisition of prone motor skills is indicative of poor early problem-solving abilities in preterm infants.
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
e22525Subventions
Organisme : Eunice Kennedy Shriver National Institute of Child Health and Human Development
ID : 1R01HD093624
Organisme : Virginia Commonwealth University
Informations de copyright
© 2024 The Author(s). Developmental Psychobiology published by Wiley Periodicals LLC.
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