Various theories of motor control have been proposed, that explain how children develop and improve motor skills. It is theorised that as a child develops, there is a shift from reflexes to coordinated and planned movement. Movements are stored in the brain and are refined by consistent practice. It is believed that the development of movement is affected by the task, the individual and the environment. 

            Children learn to move by adapting to the environment. Parents play an important role in aiding a child’s development by constructing and enhancing the environment and thereby the development of their child(ren). This can be achieved by adding toys to the mix.

            The use of toys as an adjunct to therapy has been extensively studied, and the benefits have been noted in various domains. Improvement in a child’s cognitive, social, motor, psychological, and sensory development following the addition of play with toys to the treatment plan has been documented.  

            Toys are useful in promoting overall growth in children with and without developmental disabilities. They are especially helpful in a therapeutic setting as they increase a child’s motivation, engagement, focus, and participation, thus making the rehabilitation process more efficient.  

            Despite the existence of substantial evidence regarding the benefits of toys, many parents are not fully aware of how toys can support the development of their child. Parents are of the belief that toys play little to no part in their child’s overall development.  

            It is important to discern the areas in which knowledge of parents can be increased. It will be useful for therapists to recognise how they can better parental education regarding the benefits of toys and address and overcome the barriers to the use of toys as an adjunct to therapy. 

            The aim of our study is to develop and content validate a questionnaire that assesses the knowledge of parents regarding the use of toys for child development.