The ability to self-feed is a critical milestone in the development of infants, as it represents the transition from complete dependence on caregivers to partial independence. Self-feeding, or the process of using the hands to select food items and bring them to the mouth, is a complex process that involves many different cognitive and motor skills and is closely related to other developmental milestones, such as sitting, crawling, and hand-eye coordination. In this article, we will review the development of self-feeding skills in infants, discuss potential barriers to feeding development, and provide suggestions for interventions to promote feeding skills.
Self-feeding is typically seen in infants between the ages of six and nine months, although some infants may begin earlier or later (Chang, Chen, & Lin, 2019). At the onset, infants lack the fine motor skills and coordination to feed themselves independently, and must rely on their caregivers for assistance. During this period, infants often learn to feed themselves by manipulating their food with their hands and bringing it to their mouth. As the infant develops, their fine motor skills and hand-eye coordination improve, allowing them to select food items and bring them to their mouth with increased accuracy and control. In addition to the development of fine motor skills, the ability to self-feed is also related to the development of other skills such as sitting and crawling, as well as the infant’s level of exploration and curiosity (Chang et al., 2019).
Potential barriers to self-feeding development include food aversions, physical impairments, and sensory processing disorders. Food aversions can lead to a lack of interest in food, resulting in decreased self-feeding attempts. Physical impairments, such as cerebral palsy or muscular dystrophy, can also impede self-feeding skills, as these disorders can limit an infant’s range of motion or control of the hands. Sensory processing disorders can also affect self-feeding skills, as infants with these disorders may be hypersensitive to certain textures or tastes, leading to an aversion to certain foods (Chang et al., 2019).
To promote self-feeding skills, caregivers should provide a safe and supportive environment that encourages exploration and curiosity. Caregivers should also provide appropriate opportunities for practice, such as providing age-appropriate food items for the infant to explore. Additionally, caregivers should be aware of potential barriers to self-feeding development, such as food aversions, physical impairments, or sensory processing disorders, and seek appropriate intervention when necessary.
In conclusion, self-feeding is an important milestone in infant development, and is closely related to other skills such as sitting, crawling, and hand-eye coordination. Potential barriers to self-feeding development include food aversions, physical impairments, and sensory processing disorders. Caregivers can promote self-feeding skills by providing supportive environments, age-appropriate food items, and appropriate interventions when necessary.
References
Chang, Y. C., Chen, C. Y., & Lin, Y. C. (2019). Development of Self-Feeding Skills in Infants. Pediatrics & Neonatology, 60(1), 5-9.