Play for Success: An intervention to boost object exploration in infants from low-income households |
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| Affiliation: | 1. Chair of Developmental Psychology, University of Bamberg, Bamberg, Germany;2. Leibniz-Institut für Bildungsverläufe e.V., Bamberg, Germany;1. Vanderbilt University, Nashville, TN 37203, USA;2. Central Piedmont Community College, Charlotte, NC 28235, USA;3. University of Pittsburgh, Pittsburgh, PA 15260, USA;1. Human Movement Sciences Graduate Program, Department of Heath Sciences, Methodist University of Piracicaba (UNIMEP), Rodovia do Açúcar, km 156, 13400-970, Piracicaba, São Paulo, Brazil;2. Department of Physical Therapy, University of Delaware (UD), 540 S College, 19713, Newark, DE, USA;1. Institute for Education, Upbringing, and Care in Childhood | Rheinland-Pfalz, Department of Social Sciences, University of Applied Sciences Koblenz, D-56075 Koblenz, Germany;2. Institute of Child Development, College of Education and Human Development, University of Minnesota, Minneapolis, MN 55455, USA;3. Department of Developmental Psychology, University of Bern, CH-3012 Bern, Switzerland |
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| Abstract: | Infants from low-income households typically spend less time exploring objects and use less mature strategies when they do explore compared to their higher-income peers (e.g., Clearfield et al., 2014). The current study tested a novel intervention designed to boost early object exploration in infants from low-income households. The intervention, called Play for Success, was administered through the Early Head Start home visiting program, and asked all infants to explore a toy with a caregiver for 10 min a day every day for two weeks. Forty-two 6- to 10-month-old infants were randomly assigned to one of three intervention groups: Social (unstructured direction), Teach Two (simple structured direction), or Teach Many (complex structured direction). Infants’ exploratory behaviors were tested three times: before the intervention, immediately following, and again four weeks later. The results demonstrated that only infants in Teach 2 maintained their level of exploration at both the post-test and 4 weeks later while infants in the other groups showed significant decreases in exploration over time. These results suggest that Play for Success is a promising new intervention, but only in the condition that included repeated simple structured direction. |
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| Keywords: | Infant development Object exploration Poverty Intervention |
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