Parents are often worried if their babies are not talking or saying certain words by a particular age, or if they are not walking by themselves at such age – comparing them with other children in the family and neighborhood.
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The Conversation writes that parents whose children are able to talk or walk at a very early age are delighted at the “milestone” or “rites of passage” their kids have achieved, speculating that the early actions indicate that the kids in question would develop great developmental and other life skills by the time they grow up – even becoming geniuses if possible.
The truth however is that several studies conducted on developmental disorders suggest the age at which a child starts showing the problems might indicate subsequent outcomes in later life, with an association found between early motor skills and later language abilities.
To this extent, most children who grow up to have developmental problems can be seen to have started displaying these very early in their childhood in forms of poor movement and lack of coordination among others. This means that in some respects, people who grow up with language disorders can be identified by the early language tendencies they show.
But it is still very difficult to judge the future skills of an individual by the early traits they show as a child. This is largely because children achieve basic motor milestones are significantly different rates. So very little can be done to influence the time and age at which an infant turns over or crawls, except for the parents to stimulate such activities by providing the kids with encouraging cues.
So researchers agree the best way to judge how a kid would perform in later life in terms of motor skills and other attendant abilities is not necessarily to judge its early skills but actually to look into family histories in order to find a pattern with which to base judgments.
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More studies are still needed to fully establish the roles of early child development on later growth development and to find if there are proven links between very early skills and subsequent relationships to educational, behavioral, and social outcomes in life.