Soft Toy Research Articles

Towards an AI-driven soft toy for automatically detecting and classifying infant-toy interactions using optical force sensors.

Introduction: It is crucial to identify neurodevelopmental disorders in infants early on for timely intervention to improve their long-term outcomes. Combining natural play with quantitative measurements of developmental milestones can be an effective way to swiftly and efficiently detect infants who are at risk of neurodevelopmental delays. Clinical studies have established differences in toy interaction behaviors between full-term infants and pre-term infants who are at risk for cerebral palsy and other developmental disorders. Methods: The proposed toy aims to improve the quantitative assessment of infant-toy interactions and fully automate the process of detecting those infants at risk of developing motor delays. This paper describes the design and development of a toy that uniquely utilizes a collection of soft lossy force sensors which are developed using optical fibers to gather play interaction data from infants laying supine in a gym. An example interaction database was created by having 15 adults complete a total of 2480 interactions with the toy consisting of 620 touches, 620 punches-"kick substitute," 620 weak grasps and 620 strong grasps. Results: The data is analyzed for patterns of interaction with the toy face using a machine learning model developed to classify the four interactions present in the database. Results indicate that the configuration of 6 soft force sensors on the face created unique activation patterns. Discussion: The machine learning algorithm was able to identify the distinct action types from the data, suggesting the potential usability of the toy. Next steps involve sensorizing the entire toy and testing with infants.

A Friend to Milli Mörriäinen

Arts-based and creative learning processes should be utilised more in craft education. With the NaCra approach, craft processes are connected to other creative content, mainly narratives. This NaCra study explored pupils' holistic craft processes that incorporated stori-fied elements and the aim was to clarify the key elements of individual craft processes supported by storification. The study involved 12 pupils from the second grade (7–8 years old) in Finnish primary education. Despite the novelty of the holistic approach, all pupils successfully planned, created and evaluated their soft toys. The storification method permeated every stage of the holistic craft process, aiding not only the ideation and design phases but also motivation and increased concentration in the making and evaluation phases. The findings suggest that pupils' holistic craft processes incorporating storified elements work well together as a means for pupils to express their thoughts and imagination into assignments. Furthermore, storified elements make pupils' experiences come to life in the creative crafting process. Pupils should have more opportunities with holistic craft processes where the outcome is uncertain at the beginning of the process.Keywords: pupil, holistic craft process, crafting, storification, storified elements, soft toy

Play Is a Child’s Work (on Instagram)

Play Is a Child’s Work (on Instagram)

Children at the Risk of Recurrent Wheezing: A Matched Case-Control Study in a Tertiary Care Center.

Introduction Wheezing is a common symptom in early childhood. Recurrent wheezing is defined as more than three episodes of wheezing in the past year. Many studies have been conducted to delineate the risk factors for recurrent wheezing and to predict which of these children will progress to asthma. Most studies about risk factors and the clinicodemographic profile of children with recurrent wheeze have been carried out in developed nations. Data in developing countries may differ. This study was carried out to identify risk factors associated with recurrent wheezing in children in a tertiary care center. Materials and methods It was a retrospective, matched case-control study conducted over a period of two years (July 2019 to July 2021). Records of children aged one month to 12 years who came to pediatric OPD or were admitted to a pediatric ward with a history of recurrent wheezing were included in the study. Cases with uncontrolled recurrent wheezing diagnosed by examination with an unreliable history and those with a global developmental delay were excluded from the study. The study involved the hospital records of 60 children. Of these, 30 were recurrent wheezers, and 30 were non-wheezers (controls). Data were collected with detailed proformas from case histories and examination sheets. The proforma had several known and suspected risk factors associated with wheezes. Each risk factor was studied and compared with the control group. The risk factors included in this study were male gender, not exclusively breastfed, history of bottle feeding, exposure to vehicles; exposure to pollen; exposure to animals; using an agarbatti or dhoop, passive smoking, or playing with a soft toy. Data were entered in an Excel sheet, and appropriate statistical analyses were done. Results The male-to-female ratio was 2:1. Out of the number of cases, 73.33% were younger than six years; 56.66% of cases were not exclusively breastfed, and 43.33% were exclusively breastfed for six months; 20% of the cases were bottle-fed, and 40% of the controls were bottle-fed. The percentage of cases exposed to vehicle smoke was 26.66%, while 20% of cases had exposure to pollen and 16% of controls were exposed to pollen. 30% of cases were exposed to animals, and 23% of controls were exposed to animals. With regard to passive smoking, 16.66% of cases were exposed to passive smoking, and 20% of controls were not exposed to passive smoking. Out of the study group, 26.66% of the children played with soft toys. Of all these risk factors, a significant difference between cases and controls was found in only one factor: not being exclusively breastfed for six months. All other risk factors showed no significant difference between cases and controls. Conclusion The present study concluded that the significant risk factor that was associated with recurrent wheezing was "not exclusively breastfeeding." The other factors studied that were suspected to be associated with recurrent wheezing cannot be ruled out entirely due to the relatively small size of the sample and the need to be studied further in detail.

Comparing the Efficacy of a New Clinical Skills Model with a Traditional Method to Teach Tube Feeding of an Avian Patient.

Interactive clinical skills models have been demonstrated to be useful for teaching medical and veterinary clinical skills, yet to date, very few exist for teaching skills relevant to zoological companion animals and wildlife species including birds. This two-part study aimed to create, develop, and validate a model. Interviews and a survey were conducted using veterinary and wildlife professionals to select an avian clinical skill that is challenging and performed frequently. Tube/gavage feeding, or "crop tubing" satisfied both criteria; on average it was performed 71 times a year by surveyed respondents was rated 3.4/9 for difficulty of teaching and 3.5/9 for difficulty of learning. Therefore, a new model of a bird, made from a soft toy, silicone, and 3D printed parts, was designed to train students to perform this technique. Forty-two participants were recruited and divided into two groups; one used the model the other watched an instructional video on crop tubing. The students completed a self-evaluated confidence questionnaire, before and after, using either resource. They then performed the technique on a dead bird and their proficiency at 10 different actions that comprised the technique was evaluated by two assessors. The model group performed significantly better than the video group on all evaluated actions (U ≤ 143.5, p ≤ .0031), and reported significantly higher confidence (U = 129.5, p = 0.018). In conclusion, the newly developed model in combination with an instruction booklet offers an effective and inexpensive alternative way to teach crop tubing in a teaching environment, without compromising animal welfare.

Association between Hyperemesis Gravidarum in pregnancy on postnatal ability of infants to attend to a play task with their mother

Research indicates a higher prevalence of attention deficits in children exposed to HG in utero compared to controls with some claiming that the deficit is due to prenatal effects of malnutrition in HG mothers and others that it is due to maternal mental health after birth. The current study examines the effect of hyperemesis gravidarum (HG) diagnosis during pregnancy on infant attention controlling for maternal stress, depression anxiety and attachment. Thirty-eight infants mean age 4 months were videotaped with their mothers (19 mothers with a hyperemesis diagnosis and 19 controls) during play with a soft toy and looking at a picture book. Infant attention was operationalized as gaze direction towards the play activity, mother, and ‘distracted’ (indicated by looking away from play or mother). Mothers completed stress, depression, anxiety, and attachment questionnaires. HG exposed infants attended for significantly less time during play with a book or soft toy compared to controls. Maternal stress, depression, anxiety, and attachment did not differ in HG mothers and controls. Infant ability to attend to the toy, book, mother or being distracted did not relate to maternal postnatal attachment, or mental health. These results suggest that the prenatal environment, especially exposure to HG might be associated with reduced infant attention abilities independent of maternal postnatal health.

Оценка выполнения условия безопасной эвакуации из детских игровых помещений при пожаре

PURPOSE. Soft children's toys located in children's playrooms are ones of the most dangerous combustible materials. However, their fire hazardous properties, data on which are necessary to calculate the time of blocking escape routes from the above mentioned rooms in case of fire, have not been studied. The study is aimed at assessing the compliance with the conditions for safe evacuation from children's play rooms, taking into account experimental data on the formation of dangerous fire factors when soft toys burn. To achieve the goal, experimental studies on the specific smoke generation coefficient of soft toy samples have been carried out. METHODS. The work uses an experimental standard method for measuring smoke production capacity. Numerical experiments have been carried out to calculate the time of blocking evacuation routes by dangerous fire factors. FINDINGS. The results of measuring the smoke-generating ability of soft toy samples made in China are presented. It has been shown that the smoke generation coefficient of soft toys significantly exceeds the corresponding values for rooms with similar functional purposes. Based on the obtained experimental data and a review of literature sources, a new fire load “soft children's toys” is proposed. The authors present the results of calculating the time of blocking evacuation routes using the analytical solution of the integral model for children's playrooms of various sizes and heights in cases of the proposed fire load, which is most dangerous for rooms of similar functional purposes given in the regulatory documents. It has been found that the condition for safe evacuation during free development of fire is not met. At the same time, loss of visibility is the first dangerous factor of a fire, blocking escape routes, and the highly toxic gas – phosgene – has the shortest blocking time among toxic gases. RESEARCH APPLICATION FIELD. The data obtained can be used to calculate fire risks in children's play rooms of preschool institutions and multifunctional shopping and entertainment centers. CONCLUSIONS. When calculating fire risks in children's play areas, which contain a lot of soft toys, it is necessary to use the proposed fire load “soft children's toys”.

EUROPEAN EXPERIENCE IN ORGANIZING THEATRICAL ACTIVITIES IN PRIMARY SCHOOL TEACHERS TRAINING (BASED ON THE RESULTS OF THE JEAN MONNET MODULE PROJECT 620252-EPP-1-2020-1-UA-EPPJMO-MODULE)

The European integration processes that permeate the Ukrainian education system need to be strengthened through the implementation of the European experience. The use of European experience in the organization of theatrical activities in preparing students for raising children is meaningful and multifaceted in this context. Theatrical activity promotes the development of cognitive interests of future teachers, allows you to delve into the historical and social processes of writing a play, which expands the worldview, promotes self-realization, forms aesthetic tastes and preferences, stimulates thought processes, promotes self-affirmation in public life. Theatrical activity contributes to the rapid transformation of the student into appropriate images, which develops his creativity, imagination, fantasy, creates an environment of professional creative development. The use of European experience contributes to the formation of a set of European values, appropriate lifestyle, progressive thinking. In the article we drew attention to the use of theatrical activities in working with future teachers in Europe (France, Germany, Poland), the influence of the International Association of Theater and Education on student training and outlined the impact of European culture on the Ukrainian education system. The publication reveals the way to implement the Erasmus + Jean Monnet project "EU experience of soft skills development of preschool and primary school age children by theater activities in teacher training". The aim of the project is to provide theoretical and practical training of future educators and primary school teachers to use theatrical activities to develop soft skills of different categories of children and the meaningful organization of their leisure activities based on the experience of Western European pedagogical concepts. We revealed the content of preparing students to use the European experience of organizing theatrical activities in the upbringing of children, presented their creative work, theatrical reincarnations. We have singled out a set of recommendations for teachers of higher education institutions regarding the use of dramatization games and dramatizations in the educational process, which allow to practice behavioral skills in different social situations and gain relevant experience. We paid attention to the promotion of European classical literature, acquaintance with foreign sites and work with them, the creation of various types of theaters (finger theater, soft toy theater, table theater, shadow theater, nature theater, open-air theater) based on European playwrights , the use of Scrum technology in the training of future teachers.

TRANSFORMATION OF MENTAL TRAUMA IN CHILDREN USING THE HIBUKI - THERAPY METHOD

The article analyzes the concept of "mental trauma" as a life event that affects significant aspects of a person's existence and leads to deep psychological experiences. It is emphasized that a child of preschool age is not able to transform the psychotrauma received as a result of a stress reaction on his own, so in most cases it leads to severe mental breakdowns. Various scientific approaches to understanding mental trauma were analyzed and the sufficient complexity and multifacetedness of this psychological phenomenon, the lack of a single approach to its understanding, was noted. It is noted that the use of toys in the transformation of mental trauma of an individual contributes to the establishment of emotional contact, the removal of emotional tension, the expansion of the worldview of the surrounding world, and the prevention of maladaptive behavior. The toy encourages the child to play, and the psychologist uses the therapeutic effect of the game to help the child transform psychological and social difficulties that hinder personal and emotional development. The article examines the problem of transformation of mental trauma in children, resulting from natural disasters and hostilities in their country, with the help of Hibuki-therapy. The essence and role of Hibuki- therapy as a method of toy therapy in working with children who have experienced severe emotional stress are described. The process of formation of the therapeutic model of Hibuki-therapy is studied. It is emphasized that the author's model is based on the principle according to which children who actively resist experienced stressful situations can transform their fears and better adapt to life after any mental trauma. The proposed method encourages the child to focus on the toy dog's feelings and needs, as well as on the child's role as caregiver, thereby offering a distraction from their own fears and anxieties. Taking care of a soft toy, a child can dispel his fears and worries. It is important that the child begins to feel like a competent caregiver, and not a restless person who needs help. Today, Hibuki is an important tool that helps Ukrainian children cope with the trauma of war. The children's parents are also involved in this process, and they receive instructions on how to care for Hibuki.

Animal-Assisted Therapy- A Potential Tool for Management of Dental Anxiety in Children: A Questionnaire-based Cross-sectional Study

Introduction: Animal-Assisted Therapy (AAT) is being developed as an alternative approach to reduce the anxiety and comfort the apprehensive patients. Hence, to evaluate the child’s and parental acceptance of pets in dental operatory, their favourite pet, child’s choice of live pet over soft toy, their preference of own pet vs therapy, more hairy pets vs less hairy pets, play area vs child’s lap, the present study is undertaken. Aim: To evaluate the influence of pets in reducing anxiety of children in the dental operatory and acceptance of this technique by the children and the parents. Materials and Methods: This questionnaire-based crosssectional study was conducted on 65 children of age group 3-12 years and their parents who attended the Department of Pedodontics and Preventive Dentistry, GITAM Dental college and Hospital, Visakhapatnam, Andhra Pradesh, India for a period of two weeks in the month of July 2018. They were assessed for anxiety and the influence of pets on anxiety levels using questionnaire and picture cards. The data was statistically analysed using Chi-square test. Results: An 83.3% of parents and 75.4% of children felt that pets in the dental operatory are useful in reducing the anxiety. A 58.5% of children preferred live pets whereas only 33.3% parents preferred them. Dog was found to be the most favourite pet for very young children (31.6%) whereas older children preferred rabbit (43.5%). Conclusion: Animal-assisted therapy was found to be useful in reducing the anxiety of children during dental visit.

“Rabbit Rescuers”: A School-Based Animal Welfare Education Intervention for Young Children

ABSTRACT This study evaluated the effectiveness of a Scottish SPCA animal welfare education intervention, “Rabbit Rescuers,” on 5- to 7-year-old children’s belief in animal minds, rabbit welfare knowledge, attitudes toward cruelty, and attachment to pets. “Rabbit Rescuers” was a one-week intervention comprising daily 15-min rabbit welfare activities delivered in school by classroom teachers. The activities were designed to be age-appropriate and covered key elements of rabbits’ behavior and cognitive abilities, welfare needs (including diet, housing, and natural behaviors), and rabbit care including safe handling and health care (role play as vets). A mixed-method longitudinal design was employed comparing three intervention conditions: mechanical rabbits; soft toy rabbits; and control (education as usual). A sample of 123 children from two age groups (Primary 1 [5- to 6-year-olds] and Primary 2 [6- to 7-year-olds]; 65 boys and 58 girls) in one school participated in the study and were interviewed individually before and after the intervention. Multiple mixed-factor ANOVAs showed that children in the intervention groups improved significantly more than control children in terms of rabbit welfare knowledge, understanding of rabbits as sentient, and attachment to pets. There was also a reduction in attitudes that rabbit cruelty is acceptable among the intervention groups at post-test. The intervention was effective for children regardless of their age. Importantly, the intervention had a stronger impact for children interacting with the interactive mechanical rabbits compared with those who interacted with the soft toy rabbits for all the variables, except for attachment to pets. The findings show that animal welfare education can be effective for young children and that age-appropriate activities support children’s knowledge acquisition and attitude change relating to animal welfare. Importantly, the results highlight that mechanical or robotic animals might be highly effective animal welfare education resources.

Управління конкурентними перевагами виробника м’яких іграшок

The dynamics and trends of the soft toy market at the national and global levels are analyzed in the article. It is noted that the sector has a tendency to grow. This is ensured by the specific features of its operation: a competitive environment, the potential for the release of new products on the market, the relevance of products for relevant categories of consumers and a wide network of sales. It is established that in the Ukrainian market the decision to buy a toy mostly belongs to the mother, and the main advantage is safety. This determines the specifics of the procedures of the marketing complex.Practical recommendations for managing competitive advantages on the example of a manufacturer of soft toys – a private enterprise «Kopytsya» are offered. Among the main advantages are product quality, wide range, convenient logistics, individual approach to customers, social orientation and a sufficient level of diversification. At the same time, the company needs to pay attention to hidden competitors: manufacturers of knitted soft toys and the toy industry in general, because the digitalization of the industry poses a threat of nonperception of products by older children and adolescents. Based on the analysis of current trends in the production of soft toys, the main ways to increase the effectiveness of managing the competitiveness of this product were developed: focus on quality and «good name», generating original ideas, meeting modern needs, «picking up» trends.

428 - DEMENTIA INPATIENT THERAPEUTIC INTERVENTIONS IN A SCOTTISH HEALTH REGION

Background: There is published evidence of the benefits and limitations, including potential harm, of psychotropic medication and benefits of non-pharmacological interventions for the management of challenging behaviours associated with dementia (BPSD).Objectives: To examine the usage of such interventions in the management of BPSD within three National Health Service (NHS) ‘specialist’ dementia inpatient wards (56 beds) in a Scottish health region (Fife, population 370,000) and to identify targets for service improvements.Methods: Patient demographic data, mental and physical health diagnoses, current and recent (within 3 months) psychotropic prescriptions, multidisciplinary team input, and evidence of individualised non-pharmacological interventions for BPSD were collected in February 2020 from patient notes, care plans and medication charts.Results: 42 older patients (mean age 80 years, range 59-99) with dementia had spent on average 18.7 months within hospital, some categorised as ‘delayed discharges’ awaiting care home placements All lacked capacity to consent to their general care and medical treatments, most having multiple (average 5) medical co-morbidities. 36% were detained in hospital under Mental Health legislation, 29% prescribed medications so authorised, and 40% had medications administered covertly. 76% were prescribed an antipsychotic (Risperidone in 24%), 40% a cognitive enhancer (Memantine and/or a cholinesterase inhibitor), 48% an antidepressant (Trazodone in 19%), 26% a regular benzodiazepine. There was limited regular multi-professional team working in the wards (under 18% had any non-nursing input within the previous 3 months). Of non-pharmacological therapeutic interventions, 26% were receiving multisensory inputs, 19% soft toy, 12% massage, 7% music playlist and 7% cognitive stimulation therapy.Conclusions: For this population with BPSD there were high rates of off -licence drug prescribing with limited investment in evidence-based non-pharmacological therapeutic alternatives. During ongoing review of staffing on these wards, it would appear appropriate to examine the expectation that wards serve multiple functions, such as transitional care and specialist continuing care. We suggest reviews contextualise prescribing within an increased availability of multi-disciplinary therapeutic interventions, to ensure this patient population is cared for in an evidence-based therapeutic environment. The Scottish Government’s publication3 (2018) “Transforming Specialist Dementia Hospital Care” should help raise the profile of this “overlooked” inpatient population.3https://www.gov.scot/publications/transforming-specialist-dementia-hospital-care/

Acceptability of the Transitional Wearable Companion "+me" in Children With Autism Spectrum Disorder: A Comparative Pilot Study.

+me is an experimental interactive soft toy, looking like a panda, developed for young children. When touched on the paws or head (inputs), the toy can emit attractive responses such as colored lights and amusing sounds (outputs). +me is wirelessly connected to a control tablet through which an adult caregiver can modify its input-output contingencies so as to produce different, rewarding response patterns using the same device. Given these features, we propose +me as a potential novel tool to support the therapy of Autism Spectrum Disorder (ASD). The allure of the device could be exploited to capture the attention and encourage the social interaction of toddlers during play activities with therapists. In this pilot study, +me was tested on two small groups of children aged 30–48 months, one group diagnosed with ASD and the second with Communication Disorder, a condition that often presents—especially at an early age—overlapping symptoms with ASD. The proposed play activities aimed to foster simple imitative behaviors and stimulate the engagement of the children. The results were compared with those of a previous test run on Typically Developed children. Preliminary observations, based on the analysis of video recordings, suggest that, on average, +me is able to encourage a positive engagement and that different groups tend to manifest some different behaviors.

Quantifying imperfect camera-trap detection probabilities: implications for density modelling

Abstract ContextData obtained from camera traps are increasingly used to inform various population-level models. Although acknowledged, imperfect detection probabilities within camera-trap detection zones are rarely taken into account when modelling animal densities. AimsWe aimed to identify parameters influencing camera-trap detection probabilities, and quantify their relative impacts, as well as explore the downstream implications of imperfect detection probabilities on population-density modelling. MethodsWe modelled the relationships between the detection probabilities of a standard camera-trap model (n=35) on a remotely operated animal-shaped soft toy and a series of parameters likely to influence it. These included the distance of animals from camera traps, animal speed, camera-trap deployment height, ambient temperature (as a proxy for background surface temperatures) and animal surface temperature. We then used this detection-probability model to quantify the likely influence of imperfect detection rates on subsequent population-level models, being, in this case, estimates from random encounter density models on a known density simulation. Key resultsDetection probabilities mostly varied predictably in relation to measured parameters, and decreased with an increasing distance from the camera traps and speeds of movement, as well as heights of camera-trap deployments. Increased differences between ambient temperature and animal surface temperature were associated with increased detection probabilities. Importantly, our results showed substantial inter-camera (of the same model) variability in detection probabilities. Resulting model outputs suggested consistent and systematic underestimation of true population densities when not taking imperfect detection probabilities into account. ConclusionsImperfect, and individually variable, detection probabilities inside the detection zones of camera traps can compromise resulting population-density estimates. ImplicationsWe propose a simple calibration approach for individual camera traps before field deployment and encourage researchers to actively estimate individual camera-trap detection performance for inclusion in subsequent modelling approaches.

Learning to teach

While preparing to teach my first lecture as a new faculty member, I told myself: “You have many research presentations under your belt; you'll nail this!” It didn't take long for me to realize that I was way off base. A few minutes in, the students looked tired, distracted, and in no mood to listen—a stark contrast to my research talk audiences, which seemed attentive at least. At one point, I noticed a few students giggling. “Do I look or talk funny?” I wondered. When I saw that the giggling students were on Facebook, I was relieved. But later I realized that, too, was a sign that I had failed to command their attention. ![][1] ILLUSTRATION: ROBERT NEUBECKER > “Actively engaging students is essential for holding their attention.” In grad school, I had served as a teaching assistant, helping guide undergraduate students during hands-on lab sessions. But I was never responsible for teaching a class on my own, and I never had any formal training. When I became a faculty member, I had to take on a daunting course load, teaching 50 lectures and as many labs per semester. It felt as though I'd been dropped in the deep end of a pool with no swimming lessons. Class by class, my doubts about my teaching abilities mounted, along with my fears that students were not absorbing the key details in my lectures. I started to reflect on my own experiences as a student and tried to recall the things that helped me learn, as well as the things that didn't. The researcher in me also began to search for scientific evidence to guide me. I sought help from experts in pedagogy, as well as colleagues who had more teaching experience than I did. They told me about tools that they used during lectures and resources on campus for new teachers. Within 1 year, there was a marked change in my teaching. I began to use new skills and tools that kept my students engaged. One student wrote in a teaching evaluation that my approach to teaching “made the information exciting” and “challenged students to pay attention.” Teaching gradually became a source of satisfaction rather than anxiety. Here are some of the lessons that have helped me become a more effective teacher. SEEK HELP. Teaching is a skill and as such needs to be learned. Many scientists assume that their graduate degree or postdoctoral experience qualifies them to be a teacher. The reality is far from that. Most universities have support systems for new teachers, but it is usually up to the instructor to actively seek help. I'd recommend taking formal university courses on teaching methods and participating in workshops. They can help you build networks with fellow educators, swap ideas, and share challenges. KEEP IT INTERACTIVE. Actively engaging students is essential for holding their attention and nurturing critical thought. In a small class, asking students to partner with a classmate to brainstorm an answer to a question can help keep them focused. Then, you can bring everyone together and ask the students to share their ideas. Bigger classes pose a greater challenge, but there, too, the right tools can help engage students. For instance, you can ask multiple choice questions and use electronic clickers to register the students' responses. Or you can tell the students to pass a soft toy around the classroom, each taking a turn to ask or answer a question when the toy comes to them. BE COMPASSIONATE. Students are more likely to learn if they feel the teacher genuinely cares about them and respects them. So treat every student with understanding and compassion, and make it clear to them that they can come to you for help. It is also important to be mindful of the diversity in student backgrounds and approaches to learning. Some students may not feel comfortable raising their hand in lecture, for instance, so I use an anonymous Google document where they can leave questions for me. Teaching isn't always easy or intuitive, but it's your responsibility to help your students learn. Put in the time to create an environment that maximizes learning for everyone. [1]: /embed/graphic-1.gif

Animal-assisted therapy for dementia.

Animal-assisted therapy for dementia.

Medical students’ experience of a Teddy Bear Hospital as part of a paediatric curriculum

Introduction: Teddy Bear Hospital is a strategy used to help reduce children’s fears of the healthcare system and teach them about health-related issues. It involves mock consultations where medical students play the role of a “teddy doctor” and children act as the carer of teddy, or another soft toy, requiring consultation. This provides medical students with the opportunity to interact with children and develop communication skills while children are introduced to the medical consultation process. The aim of this study was to evaluate the medical student experience of Teddy Bear Hospital as part of a paediatric curriculum. Methods: We conducted a qualitative observational study using observations and focus group interviews with third-year postgraduate medical students. Strategies for engaging children and medical student behaviours were observed. In focus groups, students discussed their experience and the benefits of involvement they perceive. Inductive content analysis was performed, guided by a phenomenological approach, to identify themes. Results: Three major themes were identified: student discomfort, adapting communication to child temperament and developmental age and how the Teddy Bear Hospital contextimpacts learning. Students experienced discomfort approaching families and through disclosure of medical information. Despite this, students described it as an enjoyable learning experience that taught them to adapt communication to the child. Students also recognised greater challenges in a hospital-based event than one in the community. Conclusions: Participation in Teddy Bear Hospital appears to be a valuable component of the paediatric curriculum for medical students. Through enjoyable experiential learning, students described developing important communication skills with children. While they did experience discomfort in the process, this has potential to deepen learning.

Using games to disrupt the conference Twittersphere

Social media tools are changing practices in many industries, including academia, and the Twitter platform is widely recognised as the ‘tool of choice’ for microblogging. Academic conferences often use social media to provide conference ‘backchannels’. This article describes a conference game using toys as alter egos, driven through Twitter. We found that the soft toy game format was participated in by a majority of the attendees, with early posts in advance of the conference a good signal of engagement. We look at what the organisers learnt from the game and how such games, including Twitter elements, could support wider networks beyond the conference itself. Published: 9 May 2018 This paper is part of the Special Collection: Playful Learning Conference, edited by Fiona Smart and Mark Langan. More papers from this collection can be found here . Citation: Research in Learning Technology 2018, 26 : 2036 - http://dx.doi.org/10.25304/rlt.v26.2036

Parents' acceptance and their children's choice of pet for animal-assisted therapy (A.A.T.) in 3- to 12-year-old children in the dental operatory -A questionnaire-based pilot study.

To evaluate the parents' acceptance to therapy pets, child's most favoured pet, child's choice of soft toy as compared to live pet, and child's preference of his own pet versus therapy pet. Sixty-two children of age groups 3-6 year, 6-9 year, and 9-12 year were selected. The data from completed questionnaires were statistically analysed and subjected to z test, Chi-squared test with P value<0.05 considered as significant. The consent to the presence of pet was given by 41.47% parents of 9- to 12-year-old children, 34.15% parents of 6- to 9-year-old children and 24.39% parents of 3- to 6-year-old children. Children who chose dog as their preferred pet were 56.7%; those who chose cat as their preferred pet were 44%. A majority of 3-to 6-year-olds (63.15%) had dog & cat as their choice, while 6- to 9-year-olds (65.21%) & 9- to 12-year-olds (40%) preferred dogs over all others. Dog was the favourite pet of 46.8% children. More percentage of children wanted pet provided by clinic. Animal-Assisted Therapy (AAT) can prove to be a good behaviour management technique if more parents are made aware and informed about AAT; dog is one of the highly recommended pets for AAT, and therapy pet should be preferred over home pet.