The eyes are anatomically complete at birth but functionally immature. Newborns have limited visual capabilities, responding through basic reflexes, for example, turning toward light and blinking in response to bright light. Pupils constrict and dilate in response to the intensity of the light. The infant can see approximately 10 to 25 cm in the first week post-birth (opinions in the literature vary)—roughly the distance between the infant’s face and their caregiver’s during feeding.
Eye Coordination
These early weeks post-delivery, an infant’s eyes may occasionally wander or cross, giving the appearance of being cross-eyed. Eye muscles are learning how to coordinate. Depth and colour perception are also continuing to develop.
In the first four weeks the infant responds to some facial expressions, in the following few weeks the infant begins to maintain some constant eye contact with caregivers.
Eye contact in these first few weeks is the beginning of early signs of communication and the building of emotional connections. Early tongue movements begin during this period.
Two to Four Months
An infant lying on their back (supine), can follow a moving object from side to side. These early milestones develop between 4 and 8 weeks. The vigorous arm and hand movements facilitate early spatial learning. These interchanges between caregiver and infant, involving simultaneous looking, listening, vocalising, and bodily movements, can be seen as early stages of play.
Between 2 and 3 months, the infant begins to fixate on objects with both eyes intermittently. Depth perception at this stage continues to develop and remains lacking. Eye coordination continues to improve as both eyes work together more effectively. The infant can turn their head to follow sounds in particular voices.
Three to Four Months
At approximately three months of age, perception of faces develops with an interest in human faces, especially the eyes and facial expressions of their caregivers.
Hand-eye coordination and how to use both their hands begins. Swiping their hand toward an object provides information about how far they need to reach to grasp it (occurs around 4 months of age). Grasping a rattle or an object, but at this stage, they are unable to coordinate holding the toy with any visual attention.
In the above picture the infant is seen reaching for the objects in the play gym. Grasping the toy can be seen in this picture.
Hand -eye coordination at this stage involves developing an awareness of their own hands and fingers, and hands to mouth is observed. They are now opening and closing their hands now and are following movements in their visual field.
Reflection
Notice the changes that are occurring as the infant progresses through these first four months of their development. Consider how hard the infant is working to explore and trying to make sense of the world around them, through everyday moments. Reflect on how important the role of the significant people in their lives are on development. Respond to the needs of the infant through everyday moments and experiences continue to build on early foundations of their development.
References
- Anderson. E.M. Rowna Candy., Gold. J.M. Smith. L.B., An edge-simplicity bias in the visual input to young infants. Developmental Neuroscience. Science Advances. 2024.https://www.science.org (accessed 10th June, 2025)
- Hunter.B. K, Kizildere., E., Klotz. S., Nelson. C.M., Markant. J., Oakes. L.M., What have we learned about infant visual attention in the first 25 years of the 21st century? 2025. Infant Behaviour and Development 81 (2025)1021.35. https://doi.org/10.1016/j.infbeh.2025.102135. (accessed 10th April2025)
- Hyvaerinen. L., Walthes.R., Jacob, N. Nottingham Chaplin.K., Leonhardt. M., Paediatric Ophthalmology (S. Robbins, Section Editor). Curr Ophthalmology Rep (2014) 2:142-149. Doi:10.1007/s40135-014-0056-2 (accessed 10th April, 2025)
- Sharma, A., Cockerill, H., From Birth to 5 Years. 2nd edition. Routledge. 2
- Images bought under Licence from Shutterstock
Disclaimer
All information provided is for informational purposes only. It is not a replacement for advice from medical or allied health professionals. Any concerns about your child’s development should be directed to the appropriate professional for further assessment. The information provided does not cover children with a disability or children born prematurely, as their stages of development will differ. It should be monitored and directed to the appropriate.
