The influence of head position and head position change on spontaneous body posture and motility in full-term AGA and SGA newborn infants

Spontaneous Orofacial Movements at Writhing and Fidgety General Movements Age in Preterm and Full-Term Infants

Background: As general spontaneous movements at the writhing and fidgety ages have been important for the early identification of neurodevelopmental impairment of both full-term and preterm infants, the knowledge of the spontaneous orofacial movements at these ages also seems to be important for the diagnosis of oral function, particularly in preterm infants. Therefore, we decided to first classify preterm and full-term infants according to general movements ages, and then to record, describe, compare, and discuss their spontaneous orofacial movements. Methods: This cross-sectional study included 51 preterm infants (born between 28 and 36 weeks) and 43 full-term infants who were classified at the writhing and fidgety ages of Prechtl’s method of general movements assessment. Their spontaneous orofacial movements were recorded on video, and The Observer XT software (Noldus) was used to record the quantitative values of the movements. Results: Poor repertoires of writhing movements were more frequent in the preterm infants (90.9%) compared to full-term ones (57.9%). Positive fidgety movements were observed in 100% of both preterm and full-term infants. Oral movements were similar for both preterm and full-term infants, regardless of their movement stage. Conclusion: All spontaneous orofacial movements were present both in preterm and full-term infants, albeit with higher frequency, intensity, and variability at fidgety age.

Spatial, But Not Temporal, Kinematics of Spontaneous Upper Extremity Movements Are Related to Gross and Fine Motor Skill Attainment in Infancy

Background: Spontaneous upper extremity movements in infancy provide insight on neuromotor development. Spatiotemporal kinematics have been used to evaluate typical development of reaching, a foundational motor skill in infancy. This study evaluates the relationship between spontaneous upper extremity movements, not elicited by a toy, and motor skill attainment. Methods: N = 12 healthy infants (2–8 months) participated in this longitudinal study (one to four sessions). Motor skills were assessed with the Bayley Scales of Infant and Toddler Development, 3rd Edition: gross motor subtest (GM) and fine motor subtest. Spontaneous upper extremity movements were collected using 3D motion capture technology. Infants were placed in supine for three to twelve 30-s trials, and their movements were recorded. Repeated measure correlation coefficients (Rmcorr) were used to evaluate relationships between variables. Results: There were significant, moderate, positive relationships between the straight distance from start to end of a movement and (a) fine motor score (Rmcorr = .55, p = .03), (b) GM score (Rmcorr = .63, p = .01), and (c) age (Rmcorr = .56, p = .02). There was a significant, moderate, negative relationship between straightness ratio and GM score (Rmcorr = −.52, p = .047). Discussion: Fine and GM skills are related to the straight distance from start to end of a movement and the straightness ratio of underlying spontaneous upper extremity movements.

Using senses to encourage head and upper limb voluntary movement in young infants: Implications for early intervention

PRIMARY OBJECTIVE

It has long been suggested that a neonate's movement and responses to external stimuli are the product of reflexive reactions rather than purposeful movements. However, several studies have demonstrated that this is not the case. Rationale of literature included: This study seeks to review reports showing that sensory stimuli resulted in newborns recognising and responding to different stimuli with active head or upper limb movements. We also discuss this in the context of current literature about early training on the advancement of movement and brain development. Results and outcomes: Taken together, it is clear that early active experience shapes learning in newborns.

CONCLUSIONS

The impact of this research is most exciting for applications that would induce infants to make purposeful movements, especially as a means for early intervention and rehabilitation for the treatment of infants with or at high risk for developmental delay.