An exploratory study of children's pretend play when using a switch-controlled assistive robot to manipulate toys

Kim D. Adams, Adriana M.Rios Rincón, Lina M. Becerra Puyo, Javier L. Castellanos Cruz, María F. Gómez Medina, Al M. Cook, Pedro Encarnação

Resultado de la investigación: Contribución a la publicaciónArtículo

  • 2 Citas

Resumen

Introduction Assistive robots could be a means for children with physical disabilities to manipulate toys and for occupational therapists to track children's play development. This study aimed to (a) establish if free play set-ups without and with a robot would elicit a developmental sequence of play in typically developing children, (b) determine if the robot affected children's play and (c) observe the play schemes that children performed. Method An experimental crossover design was conducted. Thirty typically developing children between the ages of 3 and 8 years old performed free play activities with conventional toys or unstructured materials without and with a switch-controlled Lego Mindstorms robot. Children's pretend and functional play was analyzed using a coding scheme developed for the present study. Results There was a trend, increasing with age, for pretend play without the robot with unstructured materials (p =.002), and with the robot, for conventional toys (p = 0.015) and unstructured materials (p = 0.027). Younger children exhibited more pretend play without the robot than with it. Conclusion Assistive robots and appropriate play set-ups can provide a method to measure the play development level of children with disabilities, and support pretend play. Suggestions to support pretend play when children with disabilities use assistive robots are discussed.

IdiomaEnglish (US)
Páginas216-224
Número de páginas8
PublicaciónBritish Journal of Occupational Therapy
Volumen80
Número de edición4
DOI
EstadoPublished - abr 1 2017

Huella dactilar

Play and Playthings
Disabled Children
Child Development
Cross-Over Studies
Research Design

All Science Journal Classification (ASJC) codes

  • Occupational Therapy

Citar esto

Adams, K. D., Rincón, A. M. R., Becerra Puyo, L. M., Castellanos Cruz, J. L., Gómez Medina, M. F., Cook, A. M., & Encarnação, P. (2017). An exploratory study of children's pretend play when using a switch-controlled assistive robot to manipulate toys. British Journal of Occupational Therapy, 80(4), 216-224. DOI: 10.1177/0308022616680363, 10.1177/0308022616680363
Adams, Kim D. ; Rincón, Adriana M.Rios ; Becerra Puyo, Lina M. ; Castellanos Cruz, Javier L. ; Gómez Medina, María F. ; Cook, Al M. ; Encarnação, Pedro. / An exploratory study of children's pretend play when using a switch-controlled assistive robot to manipulate toys. En: British Journal of Occupational Therapy. 2017 ; Vol. 80, N.º 4. pp. 216-224
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abstract = "Introduction Assistive robots could be a means for children with physical disabilities to manipulate toys and for occupational therapists to track children's play development. This study aimed to (a) establish if free play set-ups without and with a robot would elicit a developmental sequence of play in typically developing children, (b) determine if the robot affected children's play and (c) observe the play schemes that children performed. Method An experimental crossover design was conducted. Thirty typically developing children between the ages of 3 and 8 years old performed free play activities with conventional toys or unstructured materials without and with a switch-controlled Lego Mindstorms robot. Children's pretend and functional play was analyzed using a coding scheme developed for the present study. Results There was a trend, increasing with age, for pretend play without the robot with unstructured materials (p =.002), and with the robot, for conventional toys (p = 0.015) and unstructured materials (p = 0.027). Younger children exhibited more pretend play without the robot than with it. Conclusion Assistive robots and appropriate play set-ups can provide a method to measure the play development level of children with disabilities, and support pretend play. Suggestions to support pretend play when children with disabilities use assistive robots are discussed.",
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Adams, KD, Rincón, AMR, Becerra Puyo, LM, Castellanos Cruz, JL, Gómez Medina, MF, Cook, AM & Encarnação, P 2017, 'An exploratory study of children's pretend play when using a switch-controlled assistive robot to manipulate toys' British Journal of Occupational Therapy, vol. 80, n.º 4, pp. 216-224. DOI: 10.1177/0308022616680363, 10.1177/0308022616680363

An exploratory study of children's pretend play when using a switch-controlled assistive robot to manipulate toys. / Adams, Kim D.; Rincón, Adriana M.Rios; Becerra Puyo, Lina M.; Castellanos Cruz, Javier L.; Gómez Medina, María F.; Cook, Al M.; Encarnação, Pedro.

En: British Journal of Occupational Therapy, Vol. 80, N.º 4, 01.04.2017, p. 216-224.

Resultado de la investigación: Contribución a la publicaciónArtículo

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N2 - Introduction Assistive robots could be a means for children with physical disabilities to manipulate toys and for occupational therapists to track children's play development. This study aimed to (a) establish if free play set-ups without and with a robot would elicit a developmental sequence of play in typically developing children, (b) determine if the robot affected children's play and (c) observe the play schemes that children performed. Method An experimental crossover design was conducted. Thirty typically developing children between the ages of 3 and 8 years old performed free play activities with conventional toys or unstructured materials without and with a switch-controlled Lego Mindstorms robot. Children's pretend and functional play was analyzed using a coding scheme developed for the present study. Results There was a trend, increasing with age, for pretend play without the robot with unstructured materials (p =.002), and with the robot, for conventional toys (p = 0.015) and unstructured materials (p = 0.027). Younger children exhibited more pretend play without the robot than with it. Conclusion Assistive robots and appropriate play set-ups can provide a method to measure the play development level of children with disabilities, and support pretend play. Suggestions to support pretend play when children with disabilities use assistive robots are discussed.

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