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Research Article  |   May 2009
Informing Early Intervention Through an Occupational Science Description of Infant–Toddler Interactions With Home Space
Author Affiliations
  • Doris Pierce, PhD, OTR/L, FAOTA, is Professor and Endowed Chair in Occupational Therapy, Eastern Kentucky University, 521 Lancaster Avenue, 103 Dizney, Richmond, KY 40475; doris.pierce@eku.edu
  • Veronique Munier, MS, OTR/L, is Endowed Chair's Research Coordinator, Eastern Kentucky University, Richmond
  • Christine Teeters Myers, PhD, OTR/L, is Assistant Professor, Eastern Kentucky University, Richmond
Article Information
Early Intervention / Children and Youth
Research Article   |   May 2009
Informing Early Intervention Through an Occupational Science Description of Infant–Toddler Interactions With Home Space
American Journal of Occupational Therapy, May/June 2009, Vol. 63, 273-287. doi:10.5014/ajot.63.3.273
American Journal of Occupational Therapy, May/June 2009, Vol. 63, 273-287. doi:10.5014/ajot.63.3.273
Abstract

OBJECTIVE. The study provides a substantive description of infant and toddler play with everyday objects and independent negotiation of home space.

METHOD. A grounded theory approach was used to study 18 typically developing children longitudinally from ages 1 to 18 months. Data from 133 home visits included videotaped self-directed play sessions with usual objects, maternal interviews, and observation records.

RESULTS. Infant Space Theory is a substantive theory of infant–toddler interactions with the spaces and objects of the home. This contextualized view of the infant–toddler describes progressions in gaze and visual play, in mapping and ranging home space, in stationary object play, and in the little-described development of mobile object play.

CONCLUSION. Therapists providing early intervention services within the home environment may benefit from the theory in their creation and modeling of naturalistic interventions with infants and families.