Right Time for Crawling

The following image and article reflect the genuine opinion of a young student who sincerely desires the best for Mitchell. These thoughts are conveyed with honesty and respect, intending to frame the complexities of Mitchell's situation in a way that is thoughtful and considerate. This perspective does not aim to demean or misrepresent but strives to approach the topic with objectivity and a genuine concern for Mitchell's well-being.

Analyzing a child’s development is one of the most fascinating observations one can make. Each milestone in a young life feels monumental—first steps, first words, and even the simple act of crawling can spark a range of emotions and debates among caregivers, educators, and parents. For me, having taken up an early childhood development class in my community college, I find myself repeatedly reflecting on the stages of growth that young children undergo. There is perhaps no better case study in my immediate sphere than Mitchell, a two-year-old boy whose developmental stage has evoked both curiosity and concern among those around him. Amid all this, I firmly believe that as Mitchell continues to grow, he needs to first and foremost master the act of crawling, particularly in situations when he is alone in his room or under the guidance of just one preschool instructor.

Crawling seems like such a basic, almost unremarkable skill at first glance. After all, most babies transition from lying on their backs to crawling on their bellies to finally walking on two feet without much deliberate intervention. We expect this sequence to play out naturally, without much fanfare. And yet, the more we look into early childhood development, the more we realize just how critical crawling is, both as a physical and cognitive skill. Crawling isn't merely about mobility; it's about strengthening the very foundations upon which the rest of the child’s growth relies. From gross motor development to bilateral coordination and even brain organization, crawling lays the groundwork for success in subsequent developmental stages.

Mitchell, however, presents a unique situation. At two years old, he is at an age where most children have already moved on from crawling to walking and even running. Yet, there’s reason to believe that he may have skipped some of those crucial steps in the crawling stage. I don’t say this to judge or criticize Mitchell’s progress. Every child is a unique individual with their own pace, and it’s important to respect that fact. However, it is equally important not to gloss over these developmental delays and pretend it's not worth attention. I’ve been encouraged to think critically during my academic experience, and so I ask myself, what would be best for Mitchell, not just now, but for his overall trajectory?

I believe that Mitchell should be encouraged to crawl more, even at two years old, particularly when he has the space and time to do so alone in his room. There’s something essential about giving children the freedom to explore their environment without immediate adult intervention. Crawling teaches spatial awareness and decision-making. When a child moves their hands and knees to cross the room, they are not only exercising physically but also engaging mentally. They’re determining the path to their goals, whether that’s reaching for a toy or navigating around obstacles in their way. This autonomy and self-directed activity are crucial for a child’s development, and they are best reinforced in moments when the child has the opportunity to be alone.

Of course, safety is always paramount. Leaving a two-year-old completely unsupervised for long periods is not something I would advocate under any circumstances. Even if Mitchell were crawling in his own bedroom, which is presumably designed to be childproof, it would be important to check on him consistently. However, giving him small, manageable stretches of time to crawl and explore independently—free from the influence of adults who might unconsciously steer his actions—allows him to develop a sense of confidence and capability that no amount of direct instruction could instill.

The other scenario that has occupied my thoughts is Mitchell’s time spent with preschool instructors. Here, too, I strongly feel that crawling should be part of the picture. While one-on-one time with an instructor should ideally be geared toward the child’s needs, in Mitchell’s case, I think this should involve structured activities that encourage crawling. One of the most valuable aspects of a preschool environment is the opportunity for guided growth. Educators in these settings are equipped with tools and techniques to gently steer children toward developmentally appropriate behaviors and skills. Mitchell being alone with one instructor allows for a level of focus that might not be possible in a group setting. With targeted guidance, the act of crawling could become an engaging and rewarding experience for him, rather than something he feels pressured to do.

I want to stress here that encouraging crawling at this stage doesn’t mean holding Mitchell back. Some might argue that by focusing on a skill usually associated with younger children, we risk keeping him from advancing to other milestones like running or climbing. I don’t believe this to be the case. The human brain and body are remarkably adaptive, and emphasizing crawling now will only strengthen the foundation upon which these other skills are built. Crawling incorporates cross-lateral movements, where one arm and the opposite leg move simultaneously. This action bridges connections between the two hemispheres of the brain, aiding in balance, coordination, and even future activities like reading and writing. Skipping over crawling doesn’t just leave a gap in physical mobility; it leaves a gap in cognitive and neurological development.

More than anything, I believe that this matter boils down to respect for Mitchell as a developing individual. Too often, societal standards dictate a rigid timeline of when children should achieve certain goals or how quickly they should reach maturity. While benchmarks and guidelines have their place, they should never overshadow the unique needs of a specific child. For Mitchell, encouraging crawling even at the age of two isn’t about making him fit a mold—it’s about giving him the tools he needs to grow into the best version of himself.

Perhaps the hardest part of this situation is the responsibility it places on adults. We live in a world that rarely rewards patience and nuance, yet those are precisely the qualities Mitchell needs from us. Whether it’s his parents, his preschool instructors, or even someone like me who is observing from a distance, the best thing we can offer him is a supportive and understanding environment. Crawling might seem like a small thing on the surface, but it’s part of a much larger picture—one that requires careful thought and intentional effort.

As I reflect on this topic, I’m reminded of how much we stand to learn from observing children like Mitchell. Their challenges force us to reconsider our assumptions about growth and success and to reevaluate what it means to truly support someone in their developmental journey. If nothing else, Mitchell’s situation serves as a reminder of why it’s so important to approach childhood development with both an open mind and a compassionate heart.

Journal Prompt: Reflect on a time when someone supported you through a challenge at your own pace instead of rushing you to achieve a particular goal. How did this affect your experience and outcome? How might you extend that same approach to someone in your life today?