Increasing parent-child play frequency via exclusively online, video-based, peer-to-peer modeling program: randomized controlled trial.

Abstract

Equipping parents with play skills can foster child development. This study examined the effects of Power of Play Parent Intervention, a short, online, asynchronous, play skill enhancement program, on the frequency of total parent-child play, parents' attitude towards play, and children's screen time in Thailand. From September to December 2023, 112 parents of children aged 12-36 months from social media platforms were block-randomized into two-arm, parallel groups (56 intervention and 56 waitlist control). The intervention group received a 2-to-3-min, weekly video clip for 6 weeks. Parent outcomes were measured at baseline, 6 and 10 weeks after starting the intervention. At 10 weeks, compared to control, the intervention group reported increased total parent-child play frequency (Cohen's d = 0.38, 95% Confidence interval (CI) 0.01-0.76), frequency of active physical play (standardized mean difference (SMD) 0.73 ± 1.79, p = 0.003), gentle physical play (SMD 0.643 ± 1.257, p < 0.001) and play with books (SMD 0.375 ± 0.926, p = 0.004), but not attitude and children's screen time. Succinct, online parent play skill enhancement program may be considered as a resource to promote play in time-constrained parents which still remained effective up to one month after intervention. Online play skill enhancement program utilizing modeling strategy, coupled with positive parent-child interaction promotion, effectively increased frequency and types of parent-child play. Practical play intervention can help raise parents' awareness on the different types of play and enhance the application of infrequently-used play techniques such as noisy play. This study highlights the value of prompting and educating parents about play through modeling in everyday pediatric practice.