Course:KIN355/2020 Projects/Unassisted Standing
Defining the Concept and Its Importance
Unassisted standing, also recognized as independent standing, is when an infant acquires the ability to stand in a stable, upright bipedal position without support from objects or people surrounding them (Hedberg, Schmitz, & Forssberg, 2017). Typically, this occurs when the infant is approximately one year old, although it is not uncommon for an infant to begin unassisted standing anywhere between 9-16 months (Sigmundsson, Lorås, & Haga, 2017). Transitioning from assisted standing to unassisted standing is not an easy task to achieve; it requires immense muscle strength and postural control for an infant to gain control of their stability (Sigmundsson et al., 2017).
Moreover, multiple factors aid in the success of independent standing, such as the infant’s head size compared to their body, vestibular system, and strategy selection of how to respond to their situation (Sigmundsson et al., 2017). Acquiring the ability to stand upright while unassisted is critical for an infant to continue furthering both motor and cognitive development. When a child can stand independently, the objective view of the world around them changes immensely. Their motor development, social development, and somatosensory development rely heavily on an infant’s ability to interact with the environment around them, which is vastly greater if they are standing rather than sitting (Bradshaw, Klaiman, Gillespie, Brane, Lewis, & Saulnier, 2019). If the unassisted standing milestone appears to be delayed, it will likely delay multiple other crucial milestones to come, such as walking, due to hindered muscle development.
Interestingly, adjusting an infant’s postural position and stability may elicit unassisted standing as they approach the milestone age. There is increasing (yet, still limited) evidence to emphasize incorporating a “direction-specific postural adjustment” to encourage the activation and strengthening of muscles used in standing in order to help facilitate independent standing (Hedberg et al., 2017). To promote similar effects, caregivers can help activate necessary standing muscles by encouraging an infant to cruise (i.e., holding onto surfaces while standing) or promoting movement-based games (Mayo Clinic, 2020). Not only does this strengthen and recruit essential postural muscles, but it also activates neural components used in muscle control and stability. Direction-specific postural adjustment should be considered essential to observe for teachers, coaches, parents, and early childhood educators as it is simple to incorporate into daily activities (Hedberg et al., 2017), as unassisted standing is a pivotal stepping stone for improvements in motor, cognitive, and social development.
Role in Childhood Development and Contemporary Considerations
Unassisted standing is considered a vital part of an infant’s development, as numerous developmental milestones that proceed depend on an infant’s ability to stand upright by themselves. The development of unassisted standing is the fundamental foundation for an infant to acquire goal-directed behaviours and movements, such as walking, pointing, reaching, and various forms of play. (Claxton, Haddad, Ponto, Ryu, & Newcomer, 2013). There are many insights into when an infant may begin standing alone, such as advancing motor skills (i.e., cruising), improved hand-eye coordination, and evolving communication (Mayo Clinic, 2020). Additionally, there are many recommendations on how to elicit unassisted standing in an infant, such as exploratory play, narrating movements, and creating movement-based games (Mayo Clinic, 2020). However, if independent standing is not adequately acquired, it shows significant delays in multiple other milestones that allow an infant to develop typically.
Typical motor and cognitive development will likely suffer detrimental consequences if an infant cannot support themselves (Claxton et al., 2013). Underdeveloped motor skills may arise from many factors; however, it often occurs due to an infant’s limited ability to increase motor and cognitive development from a lowered position instead of standing (Sigmundsson et al., 2017). While an infant can point and reach for things while sitting, an upright standing position allows them to interact further with their environment by increasing their field of view, therefore increasing the number of movements that can be performed (Bradshaw, Klaiman, Gillespie, Brane, Lewis, & Saulnier, 2019). An infant proficient in unassisted standing should be able to point, show, and reach for objects that could not be seen when creeping/crawling. Similarly, the importance of unassisted standing plays a crucial role in social development. Independent standing allows an infant to successfully communicate with their caregivers and friends to develop crucial language and social acquisition that would likely be undeveloped if independent standing was not proficient (Bradshaw et al., 2019). Additionally, unassisted standing is vital for independent walking, which allows an infant to increase their social and language development due to improvements in social cues and language development (Walle. 2016). These factors contribute to a plethora of milestones that will continue after unassisted standing is achieved and allows for the stimulation needed for infant growth.
Like reaching for higher-up objects, various activities require stable bipedal stances and generally must be performed for extended periods. Increasing evidence suggests that unassisted standing can be encouraged in various ways by parents, coaches, teachers, and early childhood educators. For example, promoting postural control and stability in infants by creating various activities and tricks that directly improve their muscle development may encourage independent standing (Algra, 2013). For instance, placing an infant’s toys on a countertop to encourage them to reach may promote independent standing by enticing them with something they recognize as fun. Similarly, handing the infant a toy while attempting to stand unassisted may help minimize postural sway, maintain overall equilibrium, promote muscle development, and allow standing to become more manageable (Claxton et al., 2013). Another study conducted on three to five-month-olds in 2017 shows that water exercises, such as placing infants in water and allowing them to reach for objects, can improve muscle strength and postural flexibility (Sigmundsson, Loras, & Haga, 2017). Results in this particular study allude to the importance of postural flexibility in infants learning to stand independently. While these infants are far too young to begin unassisted standing, the results showed that they could stand unassisted when it was task-specific, meaning that promoting a task-specific learning environment while the infant is developing could encourage muscle and neural activation required for eventual unassisted standing (Sigmundsson et al., 2017).
One contemporary issue that individuals working with children should be aware of is the cultural differences that affect the age at which children are able to sit unassisted (Adolph & Franchak, 2016). It has been found that in cultures like Africa where parents deliberately exercise their children’s upright skills as part of their daily massage and bathing routines, infants perform unassisted sitting and progress to walk sooner than children from other backgrounds who do not receive this daily exercise (Adolph & Franchak, 2016). Unassisted sitting requires development of postural muscles which are also essential for the later development of unassisted standing (Hedberg et al., 2017). Therefore, if infants develop these muscles sooner and with more proficiency, they will be better equipped to develop unassisted standing at hit important developmental milestones on time, or earlier, compared to children who do not have this advantage (Hedberg et al., 2017).
Conclusively, there is gathering evidence to show that numerous activities can encourage muscle and neural activation needed for unassisted standing (Hedberg et al., 2017). If an infant cannot successfully develop unassisted standing, there is potential for multiple other proceeding milestones to be delayed and underdeveloped, such as independent walking (Walle, 2016). An infant’s ability to be sufficient in unassisted standing is essential for acquiring typical motor, cognitive, and social development.
Practical Applications
Activity 1 - Baby squats
Purpose:
This activity will strengthen the muscles that are required for an infant to stand unassisted. By performing a squatting motion, this will strengthen the hip, thigh and core muscles as well as increase the infants postural stability. All of which contribute to unassisted standing. This activity will also allow the infant to be more comfortable standing on their own without being afraid of falling since they will be able to learn that if they are about to fall they can simply lower themselves into a squatted position.
Target age:
9 - 16 months
Equipment:
Intriguing toy and a wall or sturdy furniture (such as a couch)
Space/Set up:
The space should be open. It does not have to be a lot of space, as the infant is simply going from a standing position to a deep squat. The space however should be baby proofed, meaning no sharp corners or hard objects nearby.
To set up the space, a wall can be used (or any sturdy furniture such as a couch) as support for the baby to lean against. Have the baby stand with its back slightly away from the wall and a toy to place between their legs.
Instructions:
The infant should be barefoot when doing this activity as it allows the infant to feel the ground which helps with intrinsic feedback. Help the infant into a standing position with their back towards the wall or a couch. The infant should be slightly away from the wall depending on their ability to stand. To start, as the infant is standing against the wall, place a toy of interest between the infants feet. This will encourage the infant to bend their knees, and lower their body in order to grab the toy, ultimately performing a squat. Once the infant picks up the toy, encourage the infant to come back up into standing position. Repeat as necessary to build up the hip and thigh muscles.
Modifications:
If the infant is having a hard time standing with the assistance of the wall, the instructor can help the infant by holding the infant's hip to help them stabilize. If the infant is able to perform this squatting exercise with ease, try taking the infant further away from the wall, therefore having to use more of their postural muscles to maintain stability. Another modification that can be done is to use an exercise ball behind the infant's back instead of the wall. The athletic ball acts as dynamic support as well as decreasing the infant's dependence on objects to help it stand. Further, by using an athletic ball, it will cause the infant to develop better body awareness. Along with these two modifications, a change of environment can also be done to perform this squatting exercise. For example, have the infant try this activity on the carpet, or in sand. Different surfaces require different amounts of muscles and joints used.
Activity 2 - The Bouncy Dance
Purpose:
This activity’s purpose is to build strong legs and core muscles necessary for an infant to stand unassisted.
Target Age:
9-16 months
Equipment:
A device to play music, sturdy furniture
Space/ Set up:
Open space is required, but it does not have to be a large amount of space. The space should also be safe and baby-proofed as well.
Instructions:
For this activity, the infant can be standing with the assistance of a couch or object, or they can be holding the instructors hands for assistance. Play music targeted towards infants, or if a certain song is known to get the infant to dance. Essentially the music should encourage the baby to want to dance eliciting a bouncing motion. The instructor should also bounce to show the infant what they should do. This should be a fun activity that the infant enjoys.
Modifications:
If this activity is easy for the infant to execute and is able to bounce with ease, this activity can be tried in a shallow swimming pool. By changing the environment to a pool, the water will make it harder for the infant and will help increase strength in their muscles as well as increase their ability to stabilize themselves when standing.
Activity 3 - Activity wall
Purpose:
To get the infant comfortable standing on their own, while also building their hip, legs and postural muscles to increase stability when standing. This activity will also build the infant's ability to stand for a longer period of time.
Target age:
9-16 months
Equipment:
An empty wall, magnetic board and fun magnets that are not too small
Space/Set up:
The space needed for this activity is a blank wall with a sturdy magnetic board attached to it. The magnetic board should be at a height that is high enough that the infant can not play with it without standing but not higher than the infant. Not a lot of space is needed for this activity.
Instructions:
Have the infant stand in front of the wall by guiding them to a standing position. To show that the magnets are moveable and can be played with, the instructor should demonstrate to the infant that the magnetic pieces are moveable. The infant may be able to stand without the assistance of the instructor/ caregiver by holding the wall while still being able to play with the toys. This activity allows the infant to play with toys but also work the muscles necessary for standing.
Modifications:
If the infant is having trouble standing on their own the instructor/caregiver may hold the infant at their hips or thighs. If standing becomes too easy while holding the hips or thighs, the instructor can lower their hands and hold the infant at their knees. The lower the placement of the hands, the more postural stability the infant needs to use to keep themselves up to stand.
The wall also does not have to be magnetic but for the purpose of this activity, a magnetic wall seemed easy to recreate in image , a different activity wall has been built for the infant to play with.
Summary
Unassisted standing appears around age one and is critical for motor and cognitive development as it provides opportunities for the infant to interact more with their environment. Unassisted standing is a precursor for walking/running and improves language development by increasing exposure to social cues/speech. Parents can promote unassisted standing with games like “Baby Squats”.
References
Adolph, K.E., & Franchak, J.M. (2016) The development of motor behaviour. WIREs Cognitive Science, 8(1-2), 1-18. doi: 10.1002/wcs.1430
Bradshaw, J., Klaiman, C., Gillespie, S., Brane, N., Lewis, M., & Saulnier, C. (2018). Walking ability is associated with social communication skills in infants at high risk for autism spectrum disorder. Infancy: the official journal of the International Society on Infant Studies, 23(5), 674–691. https://doi.org/10.1111/infa.12242
Claxton, L. J., Haddad, J. M., Ponto, K., Ryu, J. H., & Newcomer, S. C. (2013). Newly standing infants increase postural stability when performing a supra-postural task. PLoS One, 8(8) doi:http://dx.doi.org.ezproxy.library.ubc.ca/10.1371/journal.pone.0071288
Hadders‐Algra, M. (2013), Typical and atypical development of reaching and postural control in infancy. Dev Med Child Neurol, 55: 5-8. doi:10.1111/dmcn.12298
Hedberg, A., Schmitz, C., Forssberg, H., & Hadders-Algra, M. (2007). Early development of postural adjustments in standing with and without support. Experimental brain research, 178(4), 439–449. https://doi.org/10.1007/s00221-006-0754-6
Infant development: Milestones from 7 to 9 months. (2020, June 25). https://www.mayoclinic.org/healthy-lifestyle/infant-and-toddler-health/in-depth/infant-development/art-20047086.
Sigmundsson, H., Lorås, H. W., & Haga, M. (2017). Exploring Task-Specific Independent Standing in 3- to 5-Month-Old Infants. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.00657
Walle E. A. (2016). Infant social development across the transition from crawling to walking. Frontiers in Psychology, 7, 960. https://doi.org/10.3389/fpsyg.2016.00960