Parents eagerly await their babies’ first steps, but new research suggests that the crawl—the precursor to walking—could carry more significance than previously understood. A study conducted by the Institute of Education at the University of London examined how infants’ early motor skills relate to their future learning and behavior, revealing that delays in sitting and crawling at nine months could signal increased challenges in school readiness and social adjustment.
Tracking 15,000 Children Through Early Childhood
The research team followed 15,000 children from birth through their fifth year, conducting a series of straightforward motor skill assessments at nine months. About 10% of infants displayed delays in fundamental milestones, such as sitting independently or crawling. These children, the study found, were statistically more likely to experience academic difficulties by age five and exhibit antisocial behaviors.
Yet researchers emphasize that development varies individually. While some children catch up over time, the study’s data offer compelling trends linking early motor skills to later outcomes. The numbers are striking: among the top-performing students later in school, 96% had been able to sit unaided, 92% had crawled before nine months, 69% could pull themselves to a standing position, and 95% could pass a toy from one hand to another without losing balance. Only 4% had taken their first steps earlier than average.
Why Crawling Matters
Beyond its role in physical development, crawling engages coordination, balance, and bilateral movement—skills closely connected to cognitive and emotional development. By mastering these tasks, infants practice the complex interplay of motor control and problem-solving. Essentially, crawling may lay foundational neural pathways that support later learning, concentration, and social interaction.
Although further studies are planned to clarify the exact relationship between crawling and academic achievement, early findings underscore that motor milestones are more than simple markers of physical growth. They reflect broader developmental readiness, suggesting that a delay in crawling or sitting could warrant closer observation and early interventions.
Practical Implications for Parents and Educators
While each child’s timeline differs, caregivers can benefit from encouraging safe, supervised opportunities for movement and exploration. Simple activities like tummy time, reaching for toys, and guided movement can help strengthen the muscles and coordination essential for crawling and sitting. Pediatricians and early childhood educators may also consider motor skill assessments as part of routine developmental screenings, allowing timely support for children showing early delays.
Importantly, the study does not imply determinism. Not all children who crawl late will face learning challenges, nor will all early crawlers excel academically. Rather, these motor milestones offer insight into developmental trajectories, providing an additional lens through which parents and educators can monitor and support a child’s growth.
The evidence increasingly points to a holistic view of childhood development. Physical, cognitive, and social-emotional skills are deeply interconnected. Early movement abilities can provide clues about later academic readiness, but they are only part of the complex puzzle that shapes a child’s learning potential and social behavior. Recognizing and nurturing these early abilities—without undue pressure—may enhance the foundations for a child’s future success both in school and in interpersonal interactions.
