In everyday life there is unpredictability. An infant may go from crawling to walking and skip cruising. It is typical for infants to experience the “stages” out of order or skip certain “stages” altogether. Similarly, environmental factors, historical changes, and cultural preferences may affect an infant’s process of learning to walk. Adolph and Robinson give several examples in support of their argument. For example, in a sample of infants in Jamaica, 29 percent of the infants skipped crawling and just learned to walk, while the remaining infants learned to crawl and walk concurrently. In a similar study with British infants, 17 percent skipped crawling altogether, while 7 percent began to walk. Then in an eighteenth century descriptive text, it was reported that 40 percent of American infants skipped crawling. These examples portray how variable the process of walking
In everyday life there is unpredictability. An infant may go from crawling to walking and skip cruising. It is typical for infants to experience the “stages” out of order or skip certain “stages” altogether. Similarly, environmental factors, historical changes, and cultural preferences may affect an infant’s process of learning to walk. Adolph and Robinson give several examples in support of their argument. For example, in a sample of infants in Jamaica, 29 percent of the infants skipped crawling and just learned to walk, while the remaining infants learned to crawl and walk concurrently. In a similar study with British infants, 17 percent skipped crawling altogether, while 7 percent began to walk. Then in an eighteenth century descriptive text, it was reported that 40 percent of American infants skipped crawling. These examples portray how variable the process of walking