DESIGN AND DEVELOPING KIDS WALK WING

BY
BEFIKADU KASSA
YARIDE SELEMONE
ASHENAFI SELEMONE

BACHELOR OF SCIENCE IN GARMENT ENGINEERING

UNDER THE SUPERVISION OF
MS. SELAM

ETHIOPIAN INSTITUTE OF TEXTILE AND FASHION

TECHNOLOGY
BAHIR DAR UNIVERSITY

BAHIR DAR
ETHIOPIA
MARCH 2019
TITLE: - DESIGN AND DEVELOPMENT BABY WALK WING FOR
ETHIOPIAN BABY

BY

BEFIKADU KASSA

YARIAD SELOMON

ASHENAFI SELOMON

SUBMITTED IN FULFILLMENT OF THE

REQUIREMENTS FOR THE DEGREE OF BACHELOR OF
SCIENCE
IN
GARMENT ENGINEERING
UNDER THE GUIDANCE OF: - SELAM TSEGAYE

ETHIOPIAN INSTITUTE OF TEXTILE AND FASHION

TECHNOLOGY
BAHIR DAR UNIVERSITY
BAHIR DAR ETHIOPIA

JULY, 2019 G.C

 DECLARATION OF ORIGINALITY

We certify that, to the best of our knowledge, our thesis does not infringe upon anyone’s copyright nor
violate any proprietary rights and that any ideas, techniques, quotations, or any other material from the
work of other people included in our thesis, published or otherwise, are fully acknowledged in
accordance with the standard referencing practices. Furthermore, to the extent that we have included
copyrighted material that surpasses the bounds of fair dealing within the meaning of the Canada
Copyright Act, we certify that we have obtained a written permission from the copyright owner(s) to
include such material(s) in our thesis. We declare that this is a true copy of our thesis, including any
final revisions, as approved by our thesis committee and the Graduate Studies office, and that this thesis
has not been submitted for a higher degree to any other University or Institution.

Students Name Signature Date (GC)

1. Befikadu Kassa. _________________ ______________

2. Yaride Selomon. _________________ ______________

3. Ashenafi Selomon. _________________ ______________

 APPROVAL BY ADVISOR

To the best of my knowledge and as I understood by the students, Befikadu kassa, yaride selomon and
ashenafi selomon in the research integrity and copyright disclaimer, this thesis/project “DESIGN AND
DEVELOPMENT BABY WALK WING” adheres to the provisions of guidelines, policies and
legislations of the Ethiopian Institute of textile and fashion technology (EiTEX) during their research
work and use of copyrighted material. The thesis is complete and can be presented to the thesis
evaluation committee.

Advisor name Signature Date(GC)

Selam Tsegaye _________________ ______________

 ACKNOWLEDGEMENT

At the very first beginning we would like to express our deep gratitude to the ALMIGHTY GOD for
giving us such strength and blessings to accomplish this work. We are very thankful to our supervisor
Ms. Selam Tsegaye for her constant guidance, constructive suggestion, help and care for the completion
of the work. Next we would like to thanks for everyone who help us by giving enough
information in our thesis next we would like to thanks all who responded to our questionnaires
and interviews. Finally, we would like to thanks to EiTEX, our juries.
 Abstract
Under obvious way of thinking we all are infants before we come up to this maturity level since we are a
common language of communication for all mother who live in our country Ethiopia there is some extent
difference between our growth and maturity as we passed. Walking is one of the most studied skills of
children’s motor achievements. For more than half a century, researchers have concocted innovative
ways to document improvements in infant walking the scratches in the floor left by hobnailed boots
(Dorgan, 1926), as infants try to walk hold the two hands of the child up this can Cause further muscle
skeletal injury around spinal cord of the individual and increase the improper growth of the child and
additionally causes injury in the hand ligaments of the child. So, this study is carried out to reduce these
problems by designing and developing baby walk wing, this baby walk wing is also cheap comparing
with current available baby walk wing. The feature of this baby walking wing is its adjustable
according to the baby’s size, also adjustable for shorter and longer man or woman who holds the baby
and teaches how to walk.
 CHAPTER ONE
INTRODACTION
Background and Justification
Under obvious way of thinking we all are infants before we come up to this maturity level since we are a
common language of communication for all mother who live in our country Ethiopia there is some extent
difference between our growth and maturity as we passed. Our mother can keep and take care with less
protection fours this is their way of thinking and believe in the help and support Of goods composition for
child’s also they we different kinds of proverbs rather than taking care they also use (wefe komech) to
make and motivate pillows and bunch of blankets to straight up their child and to develop and strength the
bones of the children’s to straight up and to set down properly with their buttocks and next to their they
hold the hands of the children’s and by singing local songs to motivate the child and to passionate babies
on walking and then they also each the children’s how to straight up by singing the local word { wefe
komech wefe komech } to motivate the child on straitening up by their legs this is every interfacing and
incredible way where most of Ethiopian children’s cared by their families and parents.
A lot of work goes into a child’s first steps; although most start walking without support by 15 months,
from their birth babies are building their strength and coordination bit by bit with every developmental
milestone. These milestones generally track along the development of an infant’s gross motor skills. The
typical, but not ubiquitous ranges include pushing up by 2 to 3 months, rolling (front to back or back to
front) by 4 to 6 months, sitting with support by 4 months, pulling up by 9 months, followed by cruising
and walking by 12 to 15 months. They may occur in a general order, but not necessarily. Some may
develop concurrently. Some may happen out of order, or not at all. “The important point to keep in mind
with developmental milestones is that there are ranges for each and every one. So just because your child
doesn’t reach a certain one at the age we typically expect them, it isn’t immediately a cause for concern,”
explains Tiffany Fischmann, MD, a pediatrician, and neonatologist. “We always look at the whole child
and if they are meeting all of their other milestones; but if they haven’t reached one particular one yet, we
tend to observe and give it a little time.”
Fischmann. “Make sure your home is properly childproofed and relatively clean and let your baby play on
the floor and explore moving. Let them try to do things, let them fall and let them explore outdoors as well.
Obviously, always with close supervision.”
Parents can create situations where babies are more likely to discover their own abilities, but the work is
up to the kid. Certain products that purport to help children walk, such as baby walkers, are not only
completely useless, they are downright dangerous.
Source: internet

Baby walking wings work by having a strap around their body with two support straps parents can
hold for additional support. This extra support can help your child develop a stronger core and trunk for
improved balance, so they can start walking independently sooner. While it shouldn’t be used to skip
important developmental stages, like creeping, crawling and sitting, walking wings have many other
benefits. It allows your child to use their arms free to learn how to balance, rather than relying too much
on holding your hands. The design also makes it easier on your own back, instead of having to bend
over to support.
The development of locomotion begins prenatally with spontaneous fetal movements. After birth,
infants learn to cope with gravity and the continual flux of physical growth and variations in the terrain.
Balance and strength are the critical factors for the emergence of new forms of locomotion and for
improvements in proficiency. Experience is the critical factor for promoting adaptive responding to
changes in body dimensions and variations in the environment. However, experience does not
generalize from one postural milestone to the next. Independent mobility both requires and facilitates
developments across multiple psychological domains.
Statement of problem
The present day in our country children’s who are in the level of six month up to one and half year were
supported by another person to support the way they straight up and to facilitate the way they stand up on
their two legs and walk this process requires the individual to be equal with the high level of the child and
to hold the two hands of the child up this can Cause further muscle skeletal injury around spinal cord of the
individual and increase the improper growth of the child and additionally causes injury in the hand
ligaments of the child. Regarding this perspective also there is no company that can produces this product
to solve this severed problems.

Source: internet
Objective
General objective
The general objective of this study is to design and development of baby walking wings for Ethiopian that
facilitates the way children’s stand up and walks without any muscular skeletal injury and also increase
proper growth
Specific objective
1. To study the current existing baby walking practice system in our target area
2. To study develop anthropometric survey
3. Product development.
Scope of the project
The scope these research targets on children with in an age level of smooth up to 1 and half year and also it
in compass the procedure satisfying from identifying the problem passes through and generate an idea that
can help to get better solution for the specified designing the product pattern and moves up to product
development stage and product testing and finish.
Significance of the project
Benefit
 Facilitate the way that the child straight up
 Reduces fatigue and muscular skeletal injury (risk)the supporter
 Comfortable and help for the children’s and facilitates the growth of the children
Beneficiary
 Ethiopian peoples and government
 EiTEX students and EiTEX campus
 Researchers
 Companies that tend to start these business
 Small scale enterprise
 CHAPTER TWO
REVIEW OF LITRATURE
Walking is one of the most studied skills of children’s motor achievements. For more than half a
century, researchers have concocted innovative ways to document improvements in infant walking the
scratches in the floor left by hobnailed boots (Dorgan, 1926)
Chalk impressions of infants’ feet on black photographic paper (Wolff)
Ink-coated corn plasters (Ogg, 1963)
Walking through talcum powder ( (Scrutton & Robson, 1969,1968 )
Capturing the placement of infants’ steps. Babies walked over an array of tiny, black, rubber cones and
white evaporated milk, sandwiched between two glass plates. As their feet contacted the glass surface,
the cones deformed and displaced the milk revealing a real-time trace of babies’ footsteps the technique
devised by (Breeze & McGraw)
Researchers widely agree that increased strength and postural control are the proximal cause of
improvement in the development of walking. Infants must acquire sufficient strength to control forward
propulsion while supporting their body on one leg and sufficient postural control to keep their bodies in
equilibrium, especially during periods of single limb support (Breniere, Bril, Pedersen, & Storksen)
In support of this argument, Brinier and Bril found that the vertical acceleration of infants’ center of
mass is negative at foot contact. New walkers literally fall downward into each step. The size of the
negative value steadily decreases, reflecting increasing postural control during the single support phase
when infants are standing on one leg. By 4 to 5 years of age, the sign of the vertical acceleration of
children’s center of mass becomes positive like that of adults, meaning that they are no longer in a
state of free fall (Breniere, Bril, Bril, & Breniere, 1993,1988,1998)
In essence, babies propel themselves forward by falling downward while they stand on one foot and
then catching themselves with their moving foot. Older children and adults, in contrast, have sufficient
strength and balance to control forward propulsion by pushing upward with the leg supporting their
body (Bril & Breniere, 1993)
Although not tested formally, several researchers have noted that the improvements in infants’
walking may be nonlinear (Bril, Breniere, & Shirley, 1992,1940,1931).
Unlike some develop- mental functions such as vocabulary acquisition where improvements are
 initially slow then spurt upward in the second year of life (Fensonetal, 1994 )
Imitation where the function is U-shaped (Bower, 1976)
Developmental changes in infant walking resemble the negatively accelerated performance curves
found typically in motor-learning tasks (Schmidt & Lee, 1999)
Improvements appear to be most rapid and dramatic in the first 3 to 6 months after walking onset then
begin to asymptote over the next several months (Bril & Ledebt, 1998)
Researchers believe that children’s gait patterns resemble those of adults after a year or so of
independent walking (Burnett, 1971 )
Others argue that walking is not fully developed until around 7 or 8 years of age (Bernstein, et al.,
(1967,1998,1998,1980))

Walking Infants Adapt Locomotion to Changing Body Dimensions

Infants acquire independent mobility amidst a flux of body growth. Changes in body dimensions and
variations in the ground change the physical constraints on keeping balance. The study examined whether
toddlers can adapt to changes in their body dimensions and variations in the terrain by loading them with
lead weights and observing how they navigated safe and risky slopes. Babies adapted to altered body
dimensions by treating the same degree of slope as safe in the feather-weight condition but as risky in the
lead-weight condition. Exploratory activity on the starting platform predicted adaptive responses on risky
slopes. Locomotion requires continual adaptation of ongoing movements. Changes in body dimensions
and variations in the properties of the ground surface change the physical constraints on maintaining
balance.

Effects of Changing Body Dimensions on Infant Locomotion

Infants' body dimensions change dramatically over the first 2 years of life. Newborns are extremely
top-heavy with large heads and torsos and short, weak legs. As infants grow, their body fat and
muscle mass are redistributed. In contrast to newborns, toddlers' bodies have a more cylindrical shape
and they have a larger ratio of muscle mass to body fat, especially in the legs. From birth to 2 years,
babies' height nearly doubles and their weight more than quadruples. Rate of growth is accelerated in
infants' lower limbs compared with their upper bodies; leg length increases by 130% from birth to 2
years, but crown-to-rump length increases by only 69% and head circumference by only 50%. As a
result, infants' body dimensions become more evenly proportioned and their center of mass lowers
from the bottom of the sternum to slightly above the navel. It is as if infants' bodies are growing to fit
their comparatively large heads. Changes in infants' body dimensions are important because they
affect the physical constraints on maintaining balance. A lower center of mass, for example, makes
the body more stable because, like a bobo doll, less muscle force is required to stay upright as the
body sways back and forth around the ankles or hips. In contrast, increased mass on top and
displacement of the center of mass upward or outward from the body's vertical axis makes the body
less stable. Both factors increase the size of destabilizing torques, and more muscle force is required
to maintain the same angle of sway before falling over. Adults experience the effects of such changes
in their functional body dimensions when they walk carrying a heavy backpack or when the center of
mass is displaced forward during late stages of pregnancy. The problem of keeping balance is
compounded as infants venture onto novel ground surfaces. Like changes in body dimensions,
variations in terrain also affect the magnitude of forces acting on the body. On a downward slope. The
base of support decreases and range of motion around the ankle joints is limited because the feet are at
an angle. The supporting leg is flexed so that muscles must lengthen, requiring more strength to exert
force. The body must be kept stiffly upright to prevent falling over. Calf and trunk muscles must work
to keep the body aligned with respect to gravity, leaving less available muscle resources for rotating
the body around the ankles or hips. With each step, gravity pulls the body down the slope, requiting
muscle force to curb forward momentum. The total available muscle torque for generating
compensatory swaying movements is limited. Thus, a lower center of mass, without adding to overall
mass, makes the body more stable on slopes by decreasing the size of destabilizing torques due to
gravity and inertia. But more weight on top and a higher center of mass require more muscle torque to
move the body the same angular distance, exacerbating the already difficult problem of maintaining
balance (avolio)

Transitions in the development of locomotion

Typically, the major milestones of infant locomotion involve a sequence of increasingly erect
postures with accompanying transitions between milestones.
1. immobility in a prone position to crawling forward with the belly dragging along the ground.
2. belly crawling to crawling on hands and knees.
3. hands-and-knees crawling to cruising sideways holding onto furniture for support.
4. sideways cruising to cruising frontward gripping onto furniture with one hand or walking
frontward with hands held by a parent for support.
5. frontward cruising/supported walking to independent walking.
progression is variable and that the sequence of milestones is not obligatory. Infants display large
individual differences in the timing of each milestone and some infants skip intermediate milestones,
revert to earlier ones, or display multiple milestones simultaneously.

Typical routes stages alternate routes

immobility

Belly crawling

Hands and knees

crawling

Sideways
cruising

Frontward
cruising

Independent
walking
Fig. I. Routes to independent walking

Contemporary Approaches
Between 1950 and 1980, research on locomotor develop-ment was dormant. Possibly, the early
pioneers had done their work too well. With reams of data recording infants’ locomotor movements at
various points in development and volumes of published works describing the ages and stages of
locomotor development, there seemed little else for investigators to do. Beginning in the 1980s,
contemporary researchers led by Eleanor Gibson and Esther Thelen resurrected the study of
locomotor development. New theories were proposed (perception–action and dynamic systems
theories for Gibson and Helen, respectively), new motion recording technologies became avail-able
(including videotape which allowed any researcher or parent to capture infants’ movements, and
sophisticated

Walks alone easily

Stands alone easily

Walks using furniture for support

Pulls self to stand

Stands with support

Sits without support

Supports some weight with legs

Rolls over

Prone, chest up, uses arms for support

Prone, lifts head

The transition from immobility to crawling

For most infants, the first success at independent mobility is crawling. Typically, crawling begins
with clumsy attempts to move forward with the belly dragging along the floor, and ends with stable
erect movement on hands and knees with the abdomen suspended in the air. The transition from
immobility to crawling proper (defined as crawling 91 cm on 3 of 4 consecutive trials without
pausing longer than 3 s between steps) was marked by a number of pre crawling movements:
Taking an occasional step or two on belly or hands and knees, pivoting in circles, rocking on hands
and knees and moving from prone to sitting positions and vice versa. Prior to crawling proper, 27 of
28 infants pivoted, 20 infants practiced occasional steps on belly, 25 rocked on hands and knees, 27
practiced occasional steps on hands and knees, 25 shifted from sitting to prone, and 15 from prone
to sitting positions. Pivoting or occasional belly steps appeared earliest (M = 6.3 months of age);
occasional hands-and-knees steps appeared latest (M = 7.7 months). On average, infants displayed
pre crawling movements for approximately one month prior to crawling proper. Fifteen infants
displayed a transition from precrawling movements to belly crawling (M = 6.9 months of age). The
most striking characteristic of belly crawling was its enormous richness in movement pattes, from
step to step, from session to session, and from infant to infant. Across infants and trials, babies used
22 different combinations of arms, belly, knees, and feet for propulsion and balance. On average,
30%-50% of displayed pattes were asymmetrical, favoring the right leg for propulsion and balance.
Despite high and continued variability in belly crawling pattes, infants' proficiency at belly
crawling increased: They moved faster and took larger steps. And, despite weeks of belly crawling
experience, no infant showed consistent pattes of interlimb timing over weeks of belly crawling.
The remaining 13 infants displayed a transition from precrawling movements to hands-and-knees or
hands-and-feet crawling (M =7.9 months of age). In contrast to the belly crawlers, these sole hands-
and-knees crawlers demonstrated low variability in crawling pattes from the very first week,
displaying only 8 different combinations of arms, knees and feet by using primarily two hands and
two knees for propulsion and balance. On average, only 0%-10% of displayed pattes were
asymmetrical. Moreover, sole hands-and-knees crawlers displayed a consistent pattes of interlimb
timing: From their first week of crawling proper, infants used a diagonal gait pate with contralateral
limbs moving simultaneously. As in belly crawling, infants ' proficiency at hands-knees crawling
increased over weeks of experience.
The transition from belly to hands-and-knees crawling
Each of the 15 infants who crawled initially on their bellies showed a subsequent transition from
belly to hands-and knees crawling (M = 8.5 months of age). Although these crawling infants
displayed no consistent pattern of interlimb timing in their last week of belly crawling, all ex belly
crawlers showed the same consistent diagonal gait pattes as the sole hands-and-knees crawlers from
their very first week on hands and knees. Overall, hands-and-knees crawling was more proficient than
belly crawling: Infants moved faster and took larger steps. Surprisingly, there was no decrement in
crawling proficiency across the transition from belly to hands-and-knees crawling. Rather, velocity
and step size increased and cycle time, swing and stance times remained at the same level from
infants' last week of belly crawling to their first week of hands-and-knees crawling. Most important,
in their first weeks on hands and knees, the 15 ex belly crawlers were more proficient at hands-and-
knees crawling than the 13 infants who skipped the belly crawling period. That is, despite dramatic
differences in every measure of interlimb coordination and timing between belly and hands-and-knees
crawling, prior experience with belly crawling resulted in more proficient hands-and-knees crawling
later on. This finding did not result from differences in the age or body dimensions of ex belly
crawlers and sole hands-and-knees crawlers. Experience with precrawling movements and belly
crawling were stronger predictors of infants' proficiency on hands and knees than their age and body
dimensions, and experience retained its predictive power with measures of age and body dimensions
partial led out. Moreover, precursors more dissimilar to hands-and-knees crawling (e.g., occasional
steps on belly, pivoting in circles, and shifting from sitting to prone positions) were stronger
predictors of hands-and-knees proficiency than more similar precursory movements (e.g., occasional
steps on hands and knees and rocking on hands and knees).

The transition from hands-and-knees crawling to sideways cruising

Typically, infants ' first success at upright locomotion is walking sideways holding onto furniture
for support. After infants can pull themselves to a stand, they experience a period of sideways
cruising. Often, the period of pulling up or cruising overlaps with the period of hands-and-knees
crawling. For example, infants pulled to a stand at an average age of 8.0 months and began sideways
cruising at 8.5 months. Despite the frequency of sideways cruising, this form of upright locomotion
has received little attention in the developmental literature. 4 infants weekly from their first success at
pulling to a stand until they walked independently. Each week, infants were placed at one end of a
wooden handrail at their chest height and enticed to cross to the far end of the handrail. The transition
from standing immobile to cruising sideways was marked by a sequence of precursory upright
movements. First, infants bounced up and down, then they rocked from side to side, and finally, they
made an occasional step in a sideways direction. Infants retained a firm grip on the rail with both
hands while displaying these precursory movements. All four infants displayed a transition from pre
cruising movements to cruising sideways (M = 9.7 months of age; range = 8.1-11.1 months). Initially,
sideways cruising required the use of both hands and both feet. In other words, infants made a
transition from crawling on four limbs to moving upright with four limbs. However, in contrast to the
consistent diagonal gait pattems observed in hands-and-knees crawling, cruising was not
characterized by a diagonal gait. On average, infants cruised sideways using separate, successive limb
movements on 62.1 % of the total trial time, interspersed with frequent, long pauses for 23.8% of the
total trial time. The typical sequence of limb movements while cruising in a righthand direction was
right hand, left foot, right foot, left hand, right hand, etc. When two limbs moved simultaneously (M =
14.2% of trial time), cruising progressed primarily in a diagonal gait pattems (M = 13.7% of trial
time)
The transition from sideways cruising to frontward cruising
On average, infants cruised sideways for 14.5 weeks (range = 7-20 weeks). During this period, limb
movements increasingly overlapped and pauses between limb movements decreased in length and
number, eventually taking only 2.3% of the total trial time. In addition, the sequence of limb
movements became more variable. During this period, infants displayed a gradual transition from
cruising sideways to frontward cruising. All infants began to turn their feet in a frontward direction
but made the transition to full frontward cruising only when one hand released the handrail for the
entire trial. This transition was made by 3 of the 4 infants. In their last week of frontward cruising,
infants typically moved two or three limbs simultaneously (M = 76.8% of trial time) in variable
sequences. On average, when two limbs moved simultaneously, they were the diagonal limbs in 30%
of total trial time, ipsilateral limbs in 20.6% of trial time, and the two hands in 9.2% of trial time.
Frontward cruising was more proficient than sideways cruising: Infants moved faster and took larger
steps.
The transition from frontward cruising to independent walking
infants as they walked frontward with a parent holding their hands and as they walked
independently. Without parents' support, infants modified their walking gait to maintain upright
balance. Although some measures show improvement - e.g., newly independent walkers maintain a
smaller lateral distance between their feet, less external rotation of the feet and hips, and less bending
at the hips several important measures show a decrement when infants are required to keep balance
without manual support. Compared with newly independent walkers, supported walkers take shorter
steps, they show a higher cadence, less synchronization of joint rotations, less variability in interlimb
phasing and more consistent step lengths, more reciprocal activation in muscle actions and less co-
contraction of muscles. In a large study of the development of walking, we collected kinematic
measures of walking gait from the footprint’s infants left as they walked over a long strip of butcher
paper wearing inked tabs on the soles of their shoes. We observed 156 infants (M = 14.4 months of
age, range = 9.4-17.5 months) with 0.1-8.3 months of walking experience (M = 2.8 months). Forty-
five of these babies were observed longitudinally. By using a moving frame of reference, we were
able to take into account infants' twists and turns in their path of progression when calculating
measures of walking skill. On average, infants exhibited the transition to independent walking
(defined as travelling 321 cm on 3 of 4 consecutive trials without pausing longer than 3 s between
steps) at 11.5 months (range = 7.9-14.9 months). From their very first weeks of walking, infants
showed strong trial to trial consistency in all gait measures. Over weeks of walking, infants took
longer steps, displayed smaller lateral distances between their feet, pointed their feet more straight
ahead, and maintained a straighter path of progression while step to step variability decreased.
Likewise, measures of interlimb timing and joint angles also show improvements over weeks of
walking. Infants show approximate 50% phasing between leg movements from their first weeks of
walking, but variability in timing decreases, and infants spend less time with both feet on the floor
during periods of single limb support. Increase in walking speed results primarily from longer step
lengths, rather than changes in cadence as is the case with adults, from their first weeks of walking
independently, infants stabilize their head and hip joints. The well-documented deficiencies in infants'
first weeks of walking may result from poor balance control during periods of single limb support.
That is, infants may have trouble keeping balance on one leg while the other leg swings forward
resulting in shorter steps, longer double support periods, shorter swing times, and higher cadence. To
maximize their base of support, infants may place their legs laterally and point their toes and hips to
the sides. (Adolph2)
INFORMATION FOR A PATH TO FIT THE BODY: OBSTACLES AND APERTURES
Locomotion requires a sufficiently open path to fit the body. Although crawling and walking are
impossible through obstructions, smooth steering around obstacles and through apertures is
surprisingly slow to develop. Visual information specifies the difference between an opening and an
obstacle (Gibson, 1979). Head-on approach toward an opening result in an expanding vista,
progressively revealing more and more background texture through the aperture. Approach toward an
obstacle results in optic expansion of the outer contours of the impasse, progressively occluding more
and more background texture until the object fills the visual field. Rate of expansion in optic flow
provides information specifying the speed of travel and the time to impending contact with the
approaching surface (e.g., Lee, 1974, 1980). Likewise, the streaming pattern of optic texture elements
provides infortion for steering a path through apertures and around obstacles (e.g., Lee & Thompson,
1982; Warren, Blackwell, Kurtz, Hatsopoulos, & Kalish, 1991; Warren, Mestre, Blackwell, & Morris,
1991; Warren, Morris, & Kalish, 1988). Steering along a straightaway result in a central locus of optic
flow with sum metrical rate of expansion to all sides; steering a curved path results in a locus to one
side with faster expansion of optic texture elements along the inner edge of the curve. Many creatures
exhibit sensitivity to visual information when searching for a clear path to fit the body (Schiff, 1965).
Even frogs detect visual information that allows them to head for open ground as opposed to beating
their heads on a solid wall (Ingle & Cooke, 1977). When lured through openings varying in width,
frogs hopped through wide apertures large enough to fit their bodies but not through openings
narrower than their largest body di mansions. Likewise, seabirds show sensitivity to visual
information revealing time to collision (Lee & Reddish, 1981). Recordings on high-speed film
showed that gannets soared downward with open wings for steering, then folded their wings prior to
diving under the surface of the water. The timing of wing movements was closely calibrated with
speed of travel and distance to the water. Human infants show sensitivity to visual information
specifying obstacles and apertures long before the onset of independent locomotion (Yonas, 1981).
Three-month-olds pushed their heads backward when faced with impending collision with a solid,
looming panel but leaned forward when faced with an approaching panel with a window cut out
(Carrol & Gibson, 1981). The solid panel and the window were identical in size to equate visual
expansion rate. Thus, differences in visual information were due only to the occasion or disocclusion
of background texture. Infants were more aroused by and oriented their bodies and arms toward the
approaching obstacle, but they more passively watched the approaching opening. Like the hopping of
frogs and the diving of seabirds, human locomotion involves more complex responses than simple
head movements for coping with obstructions in the path. Expert adult and child walkers turn
sideways to fit through a narrow doorway, step over an obstacle near the ground, crawl under a barrier
threatening overhead clearance, detour around an impassable obstacle, and so on. Experts' judgments
were based on the geometric relation between aperture dimensions and the dimensions of their bodies.
Adults executed subtle adjustments in walking as they approached doorways by rotating their
shoulders as aperture width narrowed to shoulder width (Warren & Whang, 1987). Likewise,
preschoolers negotiated obstacles by stepping over barriers lower than leg length, crawling under
barriers lower than waist height, stooping under barriers lower than standing height, and walking
normally under barriers with sufficient overhead clearance (Burton, Pick, Heinrichs, & Greer, 1989;
Heinrichs, Bigbee, & Pick
Understanding the process of development: Clues from transitions
Inspired by a dynamic systems approach, we examined changes in the kinematics of infants'
locomotor skill at five major transitions in locomotor development. In the following section, we show
how evidence from transitions provides a useful way for testing the tenets of dynamic systems theory
and for understanding the process of developmental change
Does development move toward stabie solutions?
Central to the dynamic systems framework is the notion that development is marked by periods of
stability with periods of instability and high variability at the transitions between stabie solutions (e.g.,
Thelen & Smith, 1994). Is this indeed the case? And, if so, how might the move ment system damp
down on variability with the emergence of a new behavioral milestone? Eventually, all infants settled
on a stabie solution for moving their limbs in independent walking. However, evidence from the
transitions between locomotor milestones shows that development can progress in both directions -
from more to less variable solutions and from less to more variability. Sometimes the transitions are
marked by increased variability and sometimes not. For example, in accordance with dynamic
systems tenets, the transition from sideways to frontward cruising was marked by increased variability
during the period of change. However, in contrast to
B. Vereijken and K. E. Adolph 143
dynamic systems tenets, the transition from belly crawling to hands-and-knees crawling showed no
change in variability prior to the transition and a dramatic decrease in variability of interlimb
coordination and timing after the transition. Apparently, changes in stability and variability of
performance are not dictated by a developmental principle, but rather are task-dependent. Two factors
may influence variability of performance. First, task constraints may reduce the options available for
infants ' movements. When constraints are high, whether originating in the infant, the environment, or
the goals of the task (NeweIl, 1986), there is little choice in how to perform the task. Second, infants
may recognize the need to maintain control over disruptive reactive forces, either to secure the
outcome or to preserve their own safety. One way to keep control is to freeze otherwise uncontrolled
parts of the body or degrees of freedom so that extraneous movements cannot contribute to generation
of reactive forces (Bernstein, 1967). The literature on adult motor learning points to such reduction of
degrees of freedom (e.g., McDonald, van Emmerik, & Newell, 1989; Newell & van Emmerik, 1989;
Sparrow & Irizarry-Lopez, 1987; Vereijken, van Emmerik, Whiting, & Newell, 1992; Vincken &
Denier van der Gon,1985). How might task constraints and reactive forces explain bi-directional
changes in variability in the development of infant locomotion? During belly crawling, neither factor
plays an important role. There are few constraints on how infants can move their limbs and negative
effects of reactive forces are negligible because infants rest firmly on their bellies. Thus, belly
crawlers are free to discover multiple solutions for moving and there is no reason for infants to settle
on a stabie solution. In contrast, hands-and-knees crawling has more stringent constraints on balance
control and there is risk from falling. The confluence of both factors may lead to a stable, less variable
diagonal gait pattern. In sideways cruising, balance constraints are even more serious than in hands-
and-knees crawling. There is risk of losing control over reactive forces and falling from an upright
position. Thus, beginning cruisers may clamp down on degrees of freedom, showing little variability
in performance, but with increasing experience, more degrees of freedom and more variability are
allowed into the movement patterns as infants discover that they can cruise in a frontward direction

Type of baby walking wing

1.Upspring Baby Walking Wings Learning To Walk
These walking wings by Upspring Baby have a smart design which augments your baby’s learning
process without hindering their movement. The harness wraps around your baby’s torso and features
soft, comfortable 100% cotton twill. It has two adjustable holding straps for parents on either side.
This allows you to adjust the height to decrease unnecessary back strain while supporting your baby.
It also lets your child move more freely without any tugging or twisting of their arms.
2.Handheld Toddler Walking Helper Kid Safe Walking Protective Belt
This fully adjustable handheld baby walker by IPOW is a safe way to help your baby learn to walk.
The harness fits waistlines between 50 to 65 cm and a length of 50 to 68 cm. The single bar along the
straps lets parents walk with their child at a more relaxed pace without having to bend over.
Moreover, the thickness of the torso harness offers good protection, so parents can feel safe while
using this. This unit is made from a soft, spongy material is comfy and can be hand washed and air
dried.
3.Baby Learns To Walk Moonwalk Walker Assistant Helper
Helping your kid learn how to walk is easier than ever with this walker assistant by Crazy Cart. It
features a lower harness that gives your baby an easier time balancing with their core. The waist strap
is easily adjustable, and just as simple to attach/detach. The benefits are not just for your baby either.
The holding strap on top relieves stress off of your back as you follow your kid on their journey. The
red and black design is cool, and the materials used are comfy.
4. Little Dundi My Early Steps Baby Walker
While much pricier than the competition, it features the best soft structured cradle design on the
market. The soft material is specifically designed to cradle your baby’s entire torso. This distributes
pressure more evenly compared to other models. Also, the fastening on the back is much closer to
your child’s higher center of gravity. Both of these design considerations lead to better control. This
award-winning baby walker is safety tested under US, EU, and Canadian.
5.The Juppy Baby Walker Momentum
The Jumpy Baby Walker is another excellent option available. It has a similar price tag as the Little
Dundy and likewise has similar performance. Featuring a combination upper and lower torso harness,
it helps improve your child’s balance and motor skills without compromising their independence and
sense of exploration. Its material is comprised of soft 100% cotton that is very breathable and comfy
to wear. The fully adjustable Velcro straps are safe and versatile. Even if you’re very tall, the holding
straps for parents can be adjusted to accommodate. For added value, it even comes with a matching
travel bag that can fit in a purse.
6.Hendelman Baby Walker Learn how to walk assistant Gift
This fun orange and baby blue colored baby walker by So Ho help your child learn to walk and has a
fun design to boot. The top holding strap even assists parents in following along, without having to
painfully bend over. The model features a lower body harness and adjustable waistline buckle. This fit
snug, yet do not constrain their movements, letting your baby explore and learn to move more
independently.

7.Baby Walk Walker Walking Wings Help Learn to Walk

 This model by Like Wee is another standard baby walking wing with a fairly inexpensive price tag. It
features a lower body and waist harness with an adjustable strap to ensure a snug fit. For improved
handling for parents, the upper holding strap improves your own control without harming your back
with excessive bending over. This allows you to follow along at your child’s pace to keep them safe
and balanced. This product helps your baby learn to walk in a safe, controlled environment.
8.Meeno Babies Walk Mee – Baby Walker Assistant Harness
This handheld walker by Menno Babies helps develop your child’s motor skills, foot coordination,
and sense of balance in a safe manner. This ergonomic and user-friendly design works for babies up
to 24 lbs. and touts itself as safer than other traditional baby walkers on the market. It features a lower
body harness and the standard adjustable holding strap for parents. This model is fully certified by the
Consumer Product Safety Commission and uses high-quality materials in its construction. This walker
helps your child learn without the fear of falling too much.
9.Baby Kids Walking Wings Learn How to Walk Assistant
The ZTDM Walking Wings are a decent option if you’re looking for a more convenient way to assist
your child’s natural learning curve. It features a 2 in 1 harness that safely secures your child, yet does
not restrict their movements. This is important because it does not make them over-reliant on your
assistance, and instead, helps strengthen their ability to walk independently. The shoulder pads are
comfortable and not intrusive.
10.Baby walking assistant walk helper
Viskey’s baby walking assistant is great for promoting bone development and freeing up your baby’s
focus. It comes with an adjustable strap that fastens around your child’s torso. It is safe for your child
to wear, and the elevated strap designs reduce back pains for parents. The design features an
ergonomic fit which allows a full range of motion, so your baby can explore space independently. It
comes in a fun bright yellow color and a single holding bar above

Literature gap
Inferring form the procedures we have followed to produce our product in some extent there are vital
features on the product regarding the material accessibility in low price our country. The product that
we are tending to design is low price than the products which are available in the market that are
imported, but in other bridge of thinking the better product we designed can full fill the gap to import
foreign products and saves foreign currency for our country as a beneficiary angel.

CHAPTER THEER
 METHODLOGY
Introduction

We use different materials and methods to do this research. We use quantitative and qualitative data
collection and analysis method. We use primary and secondary data to fulfill our thesis.

Materials used
No List of materials
1 Fabric (velvet, stretch
fabric)
2 Hand strips
3 Adjustable buckle
4 Trims (interlining, Velcro)
5 Shoulder strap
6 Hook and fastener
7 Safety buckle
8 Comfort cushion
9 Support visit
10 Safety strip and
Equipment
No List of equipment
1 Measurement tip
2 301 SNLS machine
3 Ironing machine
4 scissor
5 Papers and other
6 Camera

Material Selection and Detail Explanation

Velvet is a type of woven tufted fabric in which the cut threads are evenly distributed, with a short
dense pile, giving it a distinctive soft feel. By extension, the word velvety means smooth like velvet can
be made from either synthetic or natural fibers.

Stretch fabric is a synthetic fabric that stretches. Stretch fabrics are either 2-way stretch or 4-way
stretch.
2-way stretch fabrics stretch in one direction, usually from selvedge to selvedge (but can be in other
directions depending on the knit). 4-way stretch fabrics, such as spandex, stretches in both directions,
crosswise and lengthwise.
Polyester Cotton thread-the special future of this thread is its:

 Improved sewing performance because it is less harsh.

 Cotton rap acts as insulation against needle heat.
 Gives extra seam grip.
 fills the needle hole completely

Sponge/foam is extremely soft and gentle on baby’s skin. We use light weight sponge with a thickness
of 1cm.

Buckle-Plastic quick-release buckles are the best type of nylon strap fasteners and there is no danger of
accidental release.

Elastic material (nylon tape) -When we come to belt, good quality, it is light weight.

Velcro –used as a fastener over the back support belt.

 Research methods

General working method

Problem identification Idea Literature review

generation Presentation

Design and
development baby
Materials selection Data collection and
walking wings sample
analysis
prototype

Final documentation Final presentation

Developing the
baby walking wings

Sampling technique

Anthropometric
Design method
survey study

Material Product
experiment test development
Anthropometric survey study method
 Sampling technique
Quantitative and qualitative methods of data collection techniques used to gather the relevant data by
systematic intentional sampling technique in selected areas.
 Instruments
The methodologies used to collect quantitative and qualitative information included: interviews and
observation and documents. The data collected from the interview, observation and secondary data will
be analyzed using different analysis methods.
 Primary Data
 Interview
 Observation
 questioner
 Secondary data
 Textbooks
 articles and journals from internet
Population and Sample Size
 Target population Bahir Dar University kids garden
 Target group children's from six month to one and half year.
 Sample size 34 children's
Sample size determination
The target responded of this study are parents. our sampling technique is random sampling technique.
To determine the total number of the sample size
n= N/1+n(e)2
n= the sample size from the given population
N= total number of population (34 the total number of baby)
E= marginal error 5%
n=34/1+34(0.05)2
=31
As per the equations 31 samples were selected
We distributed the questioner for 31 parents and from that 31 questions 25 are respond.
Data Collection

Age Chest(cm) shoulder(cm) length(cm) sleeve(cm) waste(cm) arm hole Nike length(cm
length(cm)
6 month 40 24 47 23 58 26 33
7 month 40 23 60 24 46 28 35
7 month 40 22 54 24 50 26 31
7 month 42 24 49 23 61 26 32
8 month 44 23 62 22 50 28 31
9 month 44 23 63 23 51 25 33
1 year 44 23 57 27 64 24 34
1 year 44 23 59 26 54 29 33
1 year 42 24 60 26 59 30 31
1.1 year 46 23 48 27 65 33 32
1.1 year 46 22 59 24 53 32 34
1.1 year 48 27 59 29 64 29 35
1.2 year 42 23 60 23 50 27 31
1.2year 46 21 62 26 48 31 32
1.2 year 46 25 57 26 51 32 33
1.2 year 46 26 56 28 62 30 36
1.2 year 48 22 58 24 57 33 34
1.3 year 50 24 55 24 67 29 31
1.3 year 46 26 51 25 63 33 33
1.3 year 50 29 54 26 56 32 33
1.3 year 44 23 59 24 65 31 35
1.3 year 48 26 62 24 51 33 34
1.4 year 46 23 60 26 50 28 31
1.4 year 50 22 57 23 54 33 34
1.4 year 48 24 67 25 53 32 33
1.4 year 44 24 57 26 55 31 32
1.5 year 50 28 53 25 59 33 33
1.5 year 44 23 48 25 54 29 31
1.5 year 48 26 60 26 56 32 35
1.5 year 46 24 67 26 51 31 34
1.6 year 48 27 52 27 59 31 33
1.6 year 50 27 62 56 31 34
Average 45.625 24.1875 57.3125 25.09375 56.3125 29.9375 33

Data Analysis
 6 month up to 18 month
average

57.3125 56.3125

45.625

33
29.9375
24.1875 25.09375

chest (cm) shoulder(cm length(cm) sleeve (cm) waste(cm) arm hole nike
) length(cm) length(cm)

According to the data collected after distributing the prepared questioners for the parent.

can your baby walk?

yes
no
40%

60%

Inference: 60% of parent Sayed their baby are not walking and 40 % are walking
.
 mechanism that used for walking

8% by caching baby hand

16% by holding chair or bed
by using different house materials
44%
never used

32%

Inference: the 32% are walking by holding chair or bed, 44% by catching hand, 16%are walking by
using different house materials and the other 8% are not using anything for walking.

challenges involved when the chiled walking

fall
25% afeard
begrime

55%
20%

Inference: 55% of baby’s are fall during walking, 20% are afeard to walking and the other 25%
are begrime for walking.
 problems appears in parent during hellping
their babys to walk

yes
15%
no

85%

Inference: 85 % parents have a problem during supporting their baby’s to walk and the rest 15 %
Sayed no for the questions.

kind of problems during suporting babys for

walk

40
38

22

fatigue leg pain back pain

Series 1 Column1 Column2

Inference: 40 % of the parents have fatigue during supporting their baby for walk, 38% have back pain
and the rest 22% have leg pain.
 do you know about baby walk wing

yes
30% no

70%

Inference: 70% of parents are not any hint about baby walk wing and the rest 30% know about it.

do you use baby walk wing if you got access

10% yes
no

90%

Inference: 90 % of parents say yes and the other 10% Sayed no.
Observation result
Observation is one of the methods which are main part for research as fulfillment of a relevant
information and data related to thesis work by going to baby garden in poly campus. Observation is
used to generated new ideas.
According to this research work the researchers try to observe the relevant source through out different
direction.

Data interpretation
32% babies are walking by holding chairs or bed and the other 44% are by caching hand and the 16%
are walking by different house material. So that to fill this gap our project is the best way.
There are some challenges happens to the parent during helping their baby’s for walking the problems
like fatigue, leg pain and back pain is happened so to prevent this problem this baby walk wing is the
best way.
When the child walking there is some problems happen like fall, afeard to walk so to fill this gap our
project is the best way.
70% of the parents are not knowing about the baby walk wing so for the introduction purpose this
project is the best.
90 % of the parents are interested to buy this baby walk wing so the product is more profitable in the
market
Product 2D sample

Design method

Analize and
Antropmtric Development of Production design
arrange Grading pattern
data survey basic pattern pattern specifications
mesurment
 Product prototype development

Based on the design discussed above the product prototype is produce according the procedure
stated below

Final
Problem Idea Design Sample teck pack
product
identification generation method product development
produce

EXPECTED OUTCOMES

 Gives baby a sense of control and freedom

 Builds baby’s confidence and stability

 Reduces back strain for parents

 Product development of baby walk wing

 CHAPTER FOUR
RESULT AND DISCATION
Develop appropriate pattern for baby walk wing
From the body measurements that we are taken from poly baby garden we develop the appropriate
pattern for developing the baby walk wing, which is we develop pattern for production pattern develop.

Production pattern

Product
After designing, pattern making and grading also passing through all the process involve
in the making baby walking wing this figure below is the final product we get.
Feedback after implementation

Discussion

The previous way of growing child and practicing them to walk, around the sample are we have
selected have a various backwardness like the children’s loose their balance during practicing and there
is occurrence of muscular skeleton disorders to their shoulder bone and there is also ligamental and
tendon dis alignment on their radius bones. and creates subsequent pains and leg swelling to the handler
due to high fatigue caused by frequent caring of the baby, but during testing this product child gaits
better confidence and the handler can holds handle design to catch during practicing the baby rather
than their hands and reduce.

Functions of baby walk wing

To the child

 Balance loss during walk practicing

 Reduce tendon and ligament pains
 Prevent Muscular-skeletal disorders
 Reduce failing on dusts and collision with beds
To the handler (parent)

 Better mechanism to handle and carrying the baby

 Reduce back pain, muscular- skeletal disorders
 Prevent swelling of legs and swollen glands around hip caused by frequent fatigue

Differentiate the previous product and the new

 The new product is lower cos than the previous product.

 We make the anthropometric survey for product development for our canty baby but the
existing product is not made based on our standard.
 The product is easily made by easy accessed materials.

Technical package (Teck pack)

Specification sheet
Category baby walk supporter
Fabric velvet and stretched fabric
Color blue black
Season any time
Model poly baby garden baby
Brand befikadu,yareid, ashenafi
Designer befikadu,yareid, ashenafi
Style no 3418
 Description
Cost sheet
Fabric velvet and stretched fabric
Waist band
Buckles
Velcro
Inter lining

Material meter price/birr amount

Velvet 35cm 200 70birr
Stretched fabric 30cm 120 36birr
Fabric cost=106birr

Trimming quantity price amount

Waist band 1m 35 35birr
Inter lining 25cm 40 10birr
Buckles 3 10 30birr
Thread 0.021 25 0.525birr
Velcro 6cm 20 1.2birr
Trimming cost=76.725birr
Labor minute wage amount
Pattern making 20 0.35 7birr
Marking 5 0.35 1.75birr
Cutting 5 0.35 1.75birr
Sewing 40 0.35 14birr
Ironing 5 0.35 1.75birr
Trimming 5 0.35 1.75birr
Packing 5 0.35 1.75birr
Labor cost=29.75birr

Total cost = material cost + labor cost =212.475birr

Overhead cost =12% of total cost = 17.70625birr
Total production cost =total cost +overhead
cost=230.18125birr
Mark up =25%of total cost=57.545 birr
Selling price=TPC + markup =287.72625 birr
Operation break down
Operation Machine Stich type Stich class Seam type Seam class

Attach interlining to Ironing

velvet fabric
Attach sponge to SNLS Lock stich Class 301 Ss Class 1
stretched fabric
Attach sponge, SNLS Lock stich Class 301 Bound Class 3
stretched and velvet
Sew the main part SNLS Lock stich Class 301 Bound Class3
Over lock small part Over Cover Class 501 Serged seam Class 4
lock stich
Attach small part to SLNS Lock stich Class 301 Ss Class1
main part
Attach buckles SNLS Lock stich Class 301 Ss Class 1
Attach Velcro SNLS Lock stich Class 301 Ss Class 1

Measurement chart
Measuremen in (cm) flat sketch
t
Chest 45.625
Shoulder 24.185
Length 57.3125
Sleeve 25.0937
5
Waste 56.3125
Arm hole 29.9375
Neck length 33
 CHAPTER FIVE
CONCLUSION AND RECOMMENDATION
CONCLUSION
In the continues loop cycle of human life and survival physical and mental health. Have
a care value to be survive and perform any activity that can enables every she to stay in
our planet earth. Hence it’s batter in to care of ourselves health to reach our intentional
passion and destination and also to grow (developed) mentally and physically well
supported generation it’s better to focus on the development mechanism of our childes,
and step by step until they become great man, or women to do this and to get better
result it’s better to use modified and technologically advanced baby care products like
the baby walking rings and of hers to save our children’s from failing injuries muscle-
skeleton disorders and tendon and ligament pains additionally to create better winding
mechanism to the handler of the baby and supporters to reduce fatigue from frequent
carrying of the babies.
RECOMMENDATION
According to the findings investigator believer on the performance of the product to
reduce and eliminates the above assessed problems and also tend to recommend any
baby care organizations and families to use these product to speed up the walk practice
of the baby and to save there physiological mental health.
 REFERENCE

Adolph2, B. V. (n.d.). Transitions in the development of locomotion.

avolio, k. E. (n.d.). human perceptions and performance. new york.
Bernstein, Breniere&Bril, Bril&Ledebt, Sutherland, Olshen, & Cooper, W. ((1967,1998,1998,1980)).
Bower. ( 1976).
Breeze, & McGraw. (n.d.). 1941.
Breniere, Bril, Bril, & Breniere. (1993,1988,1998).
Breniere, Bril, M. T., Pedersen, & Storksen. (n.d.). 1988,1935,1945,1984,2002.
Bril, & Breniere. (1993).
Bril, & Ledebt. (1998).
Bril, Breniere, & Shirley, M. (n.d.). 1992,1940,1931.
Bril, L. ( 1998).
Burnett, J. (1971 ). london.
Dorgan. (1926).
Fensonetal. (1994 ).
Ogg. ( 1963).
Schmidt, & Lee. (1999).
Scrutton, S., & Robson. (1969,1968 ).
Wolff. (n.d.). 1929.
Appendix