VIDBE-Q 2025 Volume 70 Issue 3
asked follow-up questions to clarify the responses of participants and explore
topics in greater detail as needed. Interview notes were taken by the researchers
during the interviews.
Data Analysis
Content analysis was used to analyze the data. This is one of the common
qualitative methods aimed at producing a condensed yet comprehensive
description of a phenomenon (Elo & Kyngäs, 2008). The first author independently
developed initial codes and themes based on the interview notes collected from all
four countries, in alignment with the overall focus of the study. These themes were
then compiled by the first and second authors and reviewed collaboratively with all
authors to ensure consistency and relevance across the full dataset. Any
discrepancies were discussed until consensus was reached.
Further analysis focused on the three areas:
• the types of play initiated (i.e., solitary, parallel, cooperative);
• whether the play or the toy was simple (i.e., involving basic design and
functionality) or complex (i.e., involving multiple steps or strategies), and
• the developmental areas supported by play or toy, with a particular focus on
spatial and STEM-related access skills.
Van Hiele's theory of geometric thinking was used as a framework to determine
if any of the play or toys may have enhanced spatial and STEM related skills. Van
