Infants learn to move in the context of continual development. Moreover, developmental changes in motor behavior generate new opportunities for learning. A fruitful way to study these processes is to consider learning as embodied in the reality of infants’ growing and changing bodies, embedded in the practical exigencies of an ever-expanding physical environment, and enculturated by social interactions and culturally determined childrearing practices. In adopting this perspective, surprising findings have emerged that provide new insights into the relations between perception and action, and between learning and development.
