1.

Motor skill development of a baby is outwardly from the center and from head to legs (Oswalt, 2007).
Generally, the young children's motor development includes seven milestones. The first milestone is
"infant roll their body" around 4 age in months (Oswalt, 2007). "They begin to roll their body from
their belly to their back on their own." (Oswalt, 2007) The second milestone is "sitting without support",
infant should be able to sit by herself/himself without external support around 3.7 to 9.4 age in months
(World Health Organization, n.d. ). The third milestone is "standing with assistance", infant should be
able to stand by herself/himself with external support, such parent and holding a table, around 4.7 to 11.7
age in months (World Health Organization, n.d. ). The fourth milestone is "hands-&-knees crawling",
infant should be able to crawl by using her/his hands and knees around 5.0 to 13.9 age in months (World
Health Organization, n.d. ). The fifth milestone is "walking with assistance", infant should be able to
walk by herself/himself with external support, such as holding caregiver's hands, around 5.8 to 14.1 age
in months (World Health Organization, n.d. ). The sixth milestone is "standing alone", infant should be
able to stand by herself/himself without external support around 6.8 to 17.4 age in months (World Health
Organization, n.d. ). They can stand for a longer period start from 10 age in month (Oswalt, 2007).
The final milestone is "walking alone", toddler should be able to walk by herself/himself without external
support around 8.0 to 18.0 age in months (World Health Organization, n.d.).
There are six babies record from the interview.

Those baby are labelled as baby A, B, C, D, E and

F. The developmental age of baby A is around 8.0 to 18.0 age in months because baby A can already
walk by himself without assistance. The developmental age of baby B is around 4.7 to 11.7 age in

months because baby B can stand up with assistance, but baby B is still unable to walk.

The

developmental age of baby C is around 5.8 to 14.1 age in months because baby C can walk with
assistance, but baby C is still unable to stand alone without assistance.

The developmental age of baby

D is around 5.0 to 13.9 age in months because baby D can crawl but needs assistance when standing and
does not know how to walk yet.

The developmental age of baby E is around 6.8 to 17.4 ages in months

because baby E can already stand by herself without assistance, but she still needs help when walking.
The developmental age of baby F is around 4 age in months because baby F can roll his body only.
2.

Actual age of baby A, E, and F are 14, 15 and 4 age in months respectively which are within their
corresponding developmental age. Actual age of baby B, C and D are 14, 19 and 14 age in months
respectively, both of them have certain degree of delay of development by comparing actual age and
developmental age and baby C has the largest difference between actual age and developmental age.
Families of the baby A, E, and F are supportive, the babies are reared by their own parents. Supportive
family enhances infant self-esteem and well-being (LaFortune, 2014).

Higher self-esteem and well-

being encourage infant willingness to explore the environment and practice their muscle which promote
infant motor skill development. For example, parents of baby A will try to catch the attention of the
baby in order to guide the baby to crawl, stand and walk.

Higher education level of the parents also

promotes baby development because the higher education level, more likely the parents are able to get
suitable information to rear their baby and less affected by lay practices, such as crying infant should be
ignored.

Parents with occupation such as businessman, accounting, nurse etc should have higher

income allow they can provide more resources to their baby which stimulate babys development and
resources such as toys can allow baby to practice their motor skills.

As an infant needs to practice their

skill, using a baby walker may decrease the chances to practice corresponding muscles (Oswalt, 2007).
Although baby E uses baby walker, the hinder effect of baby walker to baby E is not significant.
Parents of the baby B, C and D are less supportive, babies are being take care by the grandparent or
foreign domestic helper only.

Although parents of baby C and D also reported that they have

encouraged their baby to stand and walk, they are not the main caregiver and the time of such actions are
limited. Baby C has the largest delay between actual age and developmental age may be due to relative
low education level and income. Relative low education level may affects parent ability to get suitable
information to rear their baby and more likely to affected by lay practices, such as crying infant should
be ignored, because the baby is reared by grandparents.

Occupations of parents of baby C are beautician

and freelancer which implies that their income are relatively unstable. This hindered what they can
provide to their baby for the development.
Parents of the baby A, E, and F spend time with their baby, with high parental involvement, which
lead their child to become more sociable (LaFortune, 2014), for example, baby A and E start talking in
10 and 12 age in months respectively while baby B and C start talking in 14 and 15 age in months
respectively. Baby A and D are the earliest ones who can talk among the six babies record from the
interview and parents of the baby D should be less supportive, it may imply that repeat wording to baby
may be can promote development of baby talking ability.

3.

There are several ways that the mothers view her own role in terms of the baby development.

First,

the mother has focused a lot of attention on the baby, like physical, cognitive and social development.
Second, mother has to create a proper environment for their children, it will give their children space for
movement, play and creative action. Also, mother should know when her child can be trained to use
the toilet, when her child is able to ingest solid food, when her child is able to play alone etc (BuschRossnagel, Knauf-Jensen, & DesRosiers,1995).

Third, mothers are baby's teachers, not only basic skills

as talking and walking, but also proper attitudes and behavior (Macfie, Houts, McElwain, & Cox, 2005).
Sometimes, mother may try to draw her own childhood experience to bringing up their own children.
In the childs development in motor, mother teaching their baby rolling over, crawling, sitting, and
standing.

As encouragement is important for children development in all aspects, encouragement

during infant and toddler trying to rolling over, crawling, sitting, and standing is important when infant
and toddler complete a task (Macfie, Houts, McElwain, & Cox, 2005).

Most of the mother in the

interview teach their baby to stand and walk with encouragement.

In the social area, mothers and babies begin to bond from the moment of conception (Beraldi Salgado,
& Abades Porcel, 2014) and form an attachment.

Most of the interviewees, mother of the baby, enjoy

the time with their baby because of the happiness the baby brings to her.

The interviewees enjoy

playing, cuddling, or putting the baby to sleep which increase the bonding between mother and baby.
According to Bronfenbrenners ecological model, mother included in mesosystem which is one of the
important factor in childs immediate settings and such environment are source of influence to baby

development.

According to Eriksons stage, the most important crisis to baby before 2 year-old is trust.

If baby is unable to build trust with the primary caregiver, such as mother, it will affect child social ability
in future because the child cannot trust others (Shaffer, 2010).
It is no lay practices or ideologies of child rearing being noticed during the interviews.

Reference:
Beraldi Salgado, D., & Abades Porcel, M. (2014). [Bibliographic study of bonding: caring for the motherchild attachment]. Revista De Enfermera (Barcelona, Spain), 37(1), 18-25.
Busch-Rossnagel, N. A., Knauf-Jensen, D. E., & DesRosiers, F. S. (1995). Mothers and others: The role of
the socializing environment in the development of mastery motivation. In R. H. MacTurk, G. A. Morgan
(Eds.) , Mastery motivation: Origins, conceptualizations, and applications (pp. 117-145). Westport, CT,
US: Ablex Publishing.

LaFortune, A. (2014, February 2). What Is the Family Impact on Early Childhood Development? Retrieved
February 25, 2015, from http://www.livestrong.com/article/267910-what-is-the-family-impact-onearly-childhood-development/
Macfie, J., Houts, R. M., McElwain, N. L., & Cox, M. J. (2005). The Effect of FatherToddler and Mother
Toddler Role Reversal on the Development of Behavior Problems in Kindergarten. Social
Development, 14(3), 514-531. doi:10.1111/j.1467-9507.2005.00314.x
Oswalt, A. (2007, January 10). Infancy Physical Development: Gross Motor Skills. Retrieved February 24,
2015, from http://www.mentalhelp.net/poc/view_doc.php?type=doc&id=10111&cn=461
Shaffer, D. R. (2010). Developmental Psychology (8th ed.). Wadsworth: Cengage Learning.
World Health Organization. (n.d.). Windows of achievement for six gross motor milestones. Retrieved
February 24, 2015, from http://www.who.int/childgrowth/standards/mm_windows_table.pdf?ua=1