Dyadic interactions during infant learning: Exploring infant-parent exchanges in experimental eye-tracking studies

Tomalski, Przemysław; Pérez, David López; Radkowska, Alicja; Malinowska-Korczak, Anna

doi:10.1016/j.infbeh.2022.101780

Cited by 3 publications

(3 citation statements)

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“…It acknowledges that the primary agent for a child’s developmental change is the parent–child relationship [ 86 , 90 , 91 ]. A parent’s contingent responsiveness, or ability to read and respond to their child’s cues, is related to both secure relationships and the degree to which very young children explore their environments [ 91 , 92 , 93 ]. Responsive parents extend play and promote early learning through attentive but non-directive interactions [ 93 ].…”

Section: Embedding Play To Enrich and Individualize Physical Therapymentioning

confidence: 99%

“…Responsive parents extend play and promote early learning through attentive but non-directive interactions [ 93 ]. These carefully nuanced interactions enhance the child’s mastery motivation, tolerance to frustration, and focused attention: all skills associated with stronger cognitive, communication, and self-regulatory/adaptive developmental outcomes [ 92 , 93 ]. Partnering between professionals and parents implies transparency, equality in decision making, and absolute ‘presence’ [ 87 ].…”

Section: Embedding Play To Enrich and Individualize Physical Therapymentioning

confidence: 99%

“…Additionally, children rely on familiar caregivers to understand the context of any social interaction. When separated from their parents, they are not as likely to read the subtle shifts in gaze or to respond to the tactile cues that familiar caregivers use to direct, attenuate, and shift attention [ 92 , 93 , 95 ] needed for both social-emotional regulation and learning [ 93 , 96 ].…”

Section: Embedding Play To Enrich and Individualize Physical Therapymentioning

confidence: 99%

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Embedding Play to Enrich Physical Therapy

Fiss

Håkstad

Looper

et al. 2023

Behavioral Sciences

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Play is an active process by which an individual is intrinsically motivated to explore the self, the environment, and/or interactions with another person. For infants and toddlers, engaging in play is essential to support development across multiple domains. Infants and toddlers with or at risk of motor delays may demonstrate differences in play or challenges with engaging in play activities compared to typically developing peers. Pediatric physical therapists often use play as a modality to engage children in therapeutic assessment and interventions. Careful consideration of the design and use of physical therapy that embeds play is needed. Following a 3-day consensus conference and review of the literature, we propose physical therapy that embeds play should consider three components; the child, the environment, and the family. First, engage the child by respecting the child’s behavioral state and following the child’s lead during play, respect the child’s autonomous play initiatives and engagements, use activities across developmental domains, and adapt to the individual child’s needs. Second, structure the environment including the toy selection to support using independent movements as a means to engage in play. Allow the child to initiate and sustain play activities. Third, engage families in play by respecting individual family cultures related to play, while also providing information on the value of play as a tool for learning. Partner with families to design an individualized physical therapy routine that scaffolds or advances play using newly emerging motor skills.

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