Please forward this error screen to 172. Elisabeth L The basis for the development of children of early age receives funding from The Leverhulme Trust but the views expressed here are her own.
She also received funding from the British Academy. Goldsmiths, University of London provides funding as a founding partner of The Conversation UK. The Conversation UK receives funding from Hefce, Hefcw, SAGE, SFC, RCUK, The Nuffield Foundation, The Ogden Trust, The Royal Society, The Wellcome Trust, Esmée Fairbairn Foundation and The Alliance for Useful Evidence, as well as sixty five university members. Developing motor skills allows the child to become more independent.
It makes sense that the ability to move affects how children see, think about and talk about their physical and social environments. Indeed, over recent years, it has become increasingly clear that cognitive development is more closely related to the development of gross motor skills, such as crawling or walking, and fine motor skills, such as grasping and manipulating objects, than many have previously considered. In fact, it has been suggested that rather than assessing motor and cognitive development separately, they should be viewed as two connected cogs within a large, complex system, each dependent on the other and working together to make small steps forward in development. It is therefore vital that more research investigates the relationship between motor and cognitive development, rather than focusing on these as separate parts. This will not only be important for understanding typical development, but could also help to explain the difficulties that some children face when the connections in the system are disrupted.
Early links Learning language is a very long process for infants. They have to go through a period of working out how to use their mouths to make sounds, such as blowing raspberries. Finally, children are able to build sentences and, later, to hold conversations. Research has shown that before each of these language milestones, there is usually a change in motor actions. In the few weeks before babbling starts, infants show a lot of arm movements, such as banging, shaking or waving.