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Area of Science:

  • Developmental Psychology
  • Infant Social Cognition
  • Neonatal Behavior

Background:

  • Recent research highlights significant social capabilities in newborns within the first 28 postnatal days.
  • These include mutual gaze, social smiling, and vocalizations, suggesting communicative expectations and action prediction.
  • However, progress in newborn developmental science faces several barriers.

Purpose of the Study:

  • To review key barriers hindering progress in newborn developmental science.
  • To advocate for research that includes interindividual differences and diverse populations.
  • To challenge the notion of newborns as passive beings and emphasize the role of early social learning.

Main Methods:

  • Review of empirical evidence on newborn sociality over the past 25 years.
  • Analysis of common research practices and assumptions in developmental science.
  • Critique of the focus on "average" development and neglect of interindividual variability.

Main Results:

  • Newborn social behavior research predominantly focuses on "average" development from limited demographics, ignoring crucial interindividual differences.
  • There is a lack of research on newborn sociality beyond the first postnatal week, partly due to misconceptions of newborns as reflexive and passive.
  • Newborns' behaviors are significantly shaped by early social experiences, contrary to the assumption of independence from experience.

Conclusions:

  • Current research practices in newborn development are insufficient, neglecting the diversity and plasticity of early social learning.
  • Over-reliance on "average" development and limited study duration hinder a comprehensive understanding of infant social potential.
  • Future research must embrace interindividual variability and diverse populations to accurately characterize newborns' social repertoires and developmental trajectories.