Department of Psychology, New York University, New York, New York, USA.
Department of Physical Therapy, Hunter College, City University of New York, New York, New York, USA.
Dev Psychobiol. 2023 Dec;65(8):e22435. doi: 10.1002/dev.22435.
Children must learn specific motor actions to use everyday objects as their designers intended. However, designed actions are not obvious to children and often are difficult to implement. Children must know what actions to do and how to execute them. Previous work identified a protracted developmental progression in learning designed actions-from nondesigned exploratory actions, to display of the designed action, to successful implementation. Presumably, caregivers can help children to overcome the challenges in discovering and implementing designed actions. Mothers of 12-, 18- to 24-, and 30- to 36-month-olds (N = 74) were asked to teach their children to open containers with twist-off or pull-off lids. Mothers' manual and verbal input aligned with the developmental progression and with children's actions in the moment, pointing to the role of attuned social information in helping children learn to use objects for activities of daily living. However, mothers sometimes "overhelped" by implementing designed actions for children instead of getting children to do it themselves, highlighting the challenges of teaching novices difficult motor actions.
儿童必须学习特定的动作才能按照物品设计者的意图使用日常用品。然而，设计动作对于儿童来说并不明显，而且通常很难执行。儿童必须知道要做什么动作以及如何执行。先前的研究确定了学习设计动作的一个漫长的发展过程——从非设计探索动作到展示设计动作，再到成功实施。推测起来，照顾者可以帮助儿童克服发现和实施设计动作的挑战。12 个月、18 至 24 个月和 30 至 36 个月大的儿童的母亲（N=74）被要求教他们的孩子打开带有旋盖或拉盖的容器。母亲的手动和口头输入与发展阶段以及儿童当时的动作保持一致，这表明协调的社会信息在帮助儿童学习使用日常用品进行活动方面发挥了作用。然而，母亲有时会“过度帮助”孩子完成设计动作，而不是让孩子自己做，这突出了教授新手困难动作的挑战。
