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

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 o...

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Autores Principales: Adams K.D., Rincón A.M.R., Becerra Puyo L.M., Castellanos Cruz J.L., Gómez Medina M.F., Cook A.M., Encarnação P.
Formato: Artículo (Article)
Lenguaje:Inglés (English)
Publicado: SAGE Publications Inc. 2017
Materias:
Acceso en línea:https://repository.urosario.edu.co/handle/10336/23612
https://doi.org/10.1177/0308022616680363
id ir-10336-23612
recordtype dspace
spelling ir-10336-236122022-05-02T12:37:14Z An exploratory study of children's pretend play when using a switch-controlled assistive robot to manipulate toys Adams K.D. Rincón A.M.R. Becerra Puyo L.M. Castellanos Cruz J.L. Gómez Medina M.F. Cook A.M. Encarnação P. Assistive robots Assistive technology Child development Functional play Motor impairments Pretend play 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. © 2017 The Author(s). 2017 2020-05-26T00:03:38Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion 03080226 14776006 https://repository.urosario.edu.co/handle/10336/23612 https://doi.org/10.1177/0308022616680363 eng info:eu-repo/semantics/openAccess application/pdf SAGE Publications Inc. instname:Universidad del Rosario
institution EdocUR - Universidad del Rosario
collection DSpace
language Inglés (English)
topic Assistive robots
Assistive technology
Child development
Functional play
Motor impairments
Pretend play
spellingShingle Assistive robots
Assistive technology
Child development
Functional play
Motor impairments
Pretend play
Adams K.D.
Rincón A.M.R.
Becerra Puyo L.M.
Castellanos Cruz J.L.
Gómez Medina M.F.
Cook A.M.
Encarnação P.
An exploratory study of children's pretend play when using a switch-controlled assistive robot to manipulate toys
description 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. © 2017 The Author(s).
format Artículo (Article)
author Adams K.D.
Rincón A.M.R.
Becerra Puyo L.M.
Castellanos Cruz J.L.
Gómez Medina M.F.
Cook A.M.
Encarnação P.
author_facet Adams K.D.
Rincón A.M.R.
Becerra Puyo L.M.
Castellanos Cruz J.L.
Gómez Medina M.F.
Cook A.M.
Encarnação P.
author_sort Adams K.D.
title An exploratory study of children's pretend play when using a switch-controlled assistive robot to manipulate toys
title_short An exploratory study of children's pretend play when using a switch-controlled assistive robot to manipulate toys
title_full An exploratory study of children's pretend play when using a switch-controlled assistive robot to manipulate toys
title_fullStr An exploratory study of children's pretend play when using a switch-controlled assistive robot to manipulate toys
title_full_unstemmed An exploratory study of children's pretend play when using a switch-controlled assistive robot to manipulate toys
title_sort exploratory study of children's pretend play when using a switch-controlled assistive robot to manipulate toys
publisher SAGE Publications Inc.
publishDate 2017
url https://repository.urosario.edu.co/handle/10336/23612
https://doi.org/10.1177/0308022616680363
_version_ 1740172902604472320
score 12,131701