Social robots are increasingly marketed as play companions for children, but research has not established how these robots support play in real-world scenarios or whether their interactivity supports quality play. We are conducting an eight-week home study with children with and without disabilities to learn about the play experiences with an interactive robot versus a doll version of the same robot (a VStone Sota). We implemented interactive robot behaviors based on LUDI's categorization of play, incorporating social and cognitive dimensions of play to support children’s play in various developmental play stages. We measure play quality using standardized instruments, and along with qualitative assessments of children's engagement and interest through child-family interviews. This study investigates whether interacting with robotic toys supports children in developing play skills compared to non-robotic dolls. Our findings will establish baseline knowledge about child-robot play and can guide evidence-based design of play companions for children.
