How Do Children Play with Toy Trains and for What Benefits? A Scoping Review

Children play with different toys in different ways which may be associated with different developmental outcomes. While existing work has investigated different categories of toys, differences may also be present within specific toy categories. Therefore, understanding how specific toys promote play behaviours and their associated developmental outcomes has important implications for teachers, parents, caregivers, and researchers. To better understand how children play with toy trains, whether groups of children show a particular preference for toy trains and what (if any) associated benefits there are for playing with toy trains, 36 studies published in psychology and educational databases up to December 2022 were reviewed. A key finding emerged regarding the importance of the structured, realistic, and familiar nature of toy trains being important for facilitating pretend play as well as social collaboration behaviours during social play. Whilst findings in relation to gender-stereotyped preferences for playing with toy trains were mixed and no gender differences were found in research investigating play styles, neurodivergent children were found to have a preference for toy trains. These findings are important given that certain play styles, pretend play in particular, have been associated with benefits in children's executive function, language, creativity, and social understanding.

Exploring the Role of Trust and Expectations in CRI Using In-the-Wild Studies

Studying interactions of children with humanoid robots in familiar spaces in natural contexts has become a key issue for social robotics. To fill this need, we conducted several Child–Robot Interaction (CRI) events with the Pepper robot in Polish and Japanese kindergartens. In this paper, we explore the role of trust and expectations towards the robot in determining the success of CRI. We present several observations from the video recordings of our CRI events and the transcripts of free-format question-answering sessions with the robot using the Wizard-of-Oz (WOZ) methodology. From these observations, we identify children’s behaviors that indicate trust (or lack thereof) towards the robot, e.g., challenging behavior of a robot or physical interactions with it. We also gather insights into children’s expectations, e.g., verifying expectations as a causal process and an agency or expectations concerning the robot’s relationships, preferences and physical and behavioral capabilities. Based on our experiences, we suggest some guidelines for designing more effective CRI scenarios. Finally, we argue for the effectiveness of in-the-wild methodologies for planning and executing qualitative CRI studies.

Earlier than previously thought: Yawn contagion in preschool children

Yawning is a primitive and stereotyped motor action involving orofacial, laryngeal, pharyngeal, thoracic and abdominal muscles. Contagious yawning, an involuntarily action induced by viewing or listening to others' yawns, has been demonstrated in human and several non-human species. Previous studies with humans showed that infants and preschool children, socially separated during video experiments, were not infected by others' yawns. Here, we tested the occurrence of yawn contagion in 129 preschool children (ranging from 2.5 to 5.5 years) belonging to five different classes by video recording them in their classrooms during the ordinary school activities. As it occurs in adult humans, children of all ages were infected by others' yawns within the 2 min after the perception of the stimulus. The yawn contagion occurred earlier than previously thought. For children, it appears that the natural social setting is more conducive to yawn contagion than the inherently artificial experimental approach. Moreover, children's gender did not affect the level of contagious yawning. The neural, emotional and behavioural traits of preschool children are probably not sufficiently mature to express variability between boys and girls; nevertheless, children appeared to be already well equipped with the 'neural toolkit' necessary for expressing yawn contagion.

Play behavior in immature moor macaques (Macaca maura) and Japanese macaques (Macaca fuscata)

Play is widespread across mammalian taxa, but species strongly vary in the ways they play. In less despotic primate species (i.e., with less steep dominance hierarchies, less severe conflicts, and more reconciliation), play has been described as being more frequent, cooperative, and freely expressed. To study the link between social play and dominance style, we compared play behavior in free-ranging infants, juveniles and subadults of more despotic Japanese macaques (Macaca fuscata, N = 24) and less despotic moor macaques (Macaca maura, N = 17). We found interspecific differences in play behavior that corresponded with the contrasting dominance styles of the study species, largely confirming our predictions. In particular, moor macaques spent a larger proportion of time in solitary and social play than Japanese macaques, while Japanese macaques spent a larger proportion of time in grooming interactions. In moor macaques, play sessions included more players, a larger variety of play behaviors, greater play face rates, a greater proportion of time in contact play, and a higher rate of reciprocal play-biting than in Japanese macaques. Aggressive escalations were not common, but more frequent in Japanese macaques. Finally, a higher frequency of play faces during play sessions predicted the occurrence of more reciprocal play-bites, but not the proportion of time spent in contact play behaviors. Additional studies on other groups and species will allow a better understanding of the link between dominance style and social play.

Back to the Future: A Glance Over Wolf Social Behavior to Understand Dog-Human Relationship

Simple Summary

Wolves, the ancestors of dogs, are one of the most cooperative canine species. This cooperative propensity derives from the fact that each subject needs other group members to obtain resources and increase survival. The pack functions as a unit in which each individual collaborates in territory defence, hunting, and rearing of offspring. For this reason, even though a clear hierarchy exists among wolves, subordinates can provide help to dominants to obtain social tolerance in a sort of commodity exchange. Wolves can make peace after aggression, console victims of a conflict, and calm down the aggressors. This set of behaviors, also called post-conflict strategies, requires a social attentiveness towards others’ emotional state and the ability to coordinate appropriate reactions. Adult wolves also play. They engage in play fighting, which strongly resembles real fighting, by finely modulating their motor actions and quickly interpreting playmates’ intentions, thus maintaining the non-serious playful mood. All these cognitive and social skills were a fertile ground for the artificial selection operated by humans to redirect the cooperative propensity of wolves towards dog–human affective relationship.

Abstract

This review focuses on wolf sociobiology to delineate the traits of cooperative baggage driven by natural selection (wolf-wolf cooperation) and better understand the changes obtained by artificial selection (dog-human cooperation). We selected some behaviors of the dog’s ancestors that provide the basis for the expression of a cooperative society, such as dominance relationships, leverage power, post-aggressive strategies, and playful dynamics between pack members. When possible, we tried to compare the data on wolves with those coming from the dog literature. Wolves can negotiate commodities when the interacting subjects occupy different ranking positions by bargaining social tolerance with helping and support. They are able to manage group disruption by engaging in sophisticated post-conflict maneuvers, thus restoring the relationship between the opponents and reducing the spreading of aggression in the group. Wolves engage in social play also as adults to manipulate social relationships. They are able to flexibly adjust their playful interactions to minimize the risk of escalation. Complex cognitive abilities and communicative skills are probably the main proximate causes for the evolution of inter-specific cooperation in wolves.