Learning to walk allows infants to travel faster and farther and explore more of their environments. In turn, walking may have a cascading effect on infants' communication and subsequent responses from caregivers. We tested for an inflection point-a dramatic shift in the developmental progression-in infant communication and caregiver responses when infants started walking. We followed 25 infants longitudinally over 7 months surrounding the onset of walking (mean walk onset age = 11.76 months, SD = 1.56). After learning to walk, the pace of gesture growth (but not vocalization growth) increased substantially, and infants increasingly coordinated gestures and vocalizations with locomotion (e.g., by walking to a caregiver and showing off a toy bear). Consequently, caregivers had more opportunities to respond contingently to their infants during walking months compared to crawling months (e.g., "What did you find? Is that your bear?"). Changes in communication were amplified for infants who began walking at older ages, compared to younger walkers. Findings suggest that learning to walk marks a point in development when infants actively communicate in new ways, and consequently elicit rich verbal input from caregivers.
Keywords: caregiver-infant interactions; developmental cascades; gestures; infant communication; motor development; vocalizations.
© 2021 John Wiley & Sons Ltd.