## 4 Discussion  
The present study describes a system intended to stimulate motor skills, perceptual functions, executive functions, and social skills. The system was tested with three groups of normally developing children during kindergarten activities. The number of different observations and the varying composition of the observed groups does not allow one to statistically compare initial, intermediate, and final observations for the single activities. Therefore, the general trends concerning changes over time in the observed behavioral variables have been analyzed based on the averages of the various activities. Nonetheless, a general evaluation of the graphs representing the mean levels of the observed variables for the single activities sometimes show very clear patterns and trends that can be considered significant at a qualitative level and will be discussed in the next paragraphs. Overall, the results of structured observation reveal that the system is easy to understand, enjoyable, elicits high levels of participation and little conflict, moderately favors strategic behaviors, cooperation and social interaction and can be used by the children with a limited need of instruction or support from an adult. Notably, the children's engagement and their cooperation during the activities improve with the familiarization and use of the system. More precisely, there is a clear improvement in these aspects from the beginning to the midpoint of the activity, and a general stabilization from the latter to the end of the activity. Conflict, by contrast, remains stable (and low) across the whole session, and so do questions about the activity and help requests directed to adults. Comprehension of the tasks generally improves during the session, and achieves a very good level in the end. An exception is represented by two of the music-based activities, Musical puzzle and Canon, which start with rather low levels of comprehension and improve only minimally across the session. This probably depends on the nature of these activities, which require a high level of coordination among several members of the team, and very rigid turn-taking, based on the accurate reconstruction of song texts in one case, and the ability to sing out-of-phase in the other case. These are \begin{table}
\begin{tabular}{l c c c c c c c c} \hline \hline  & **CONF** & **STRAT** & **ENJ** & **PART** & **INT** & **COOP** & **Q-DEV** & **Q-ACT** & **Q-ADU** \\ \hline \multirow{2}{*}{COMP} & \(-0.15\) & **0.74** & 0.46 & **0.73** & **0.60** & 0.44 & \(-0.05\) & \(-19\) & \(-0.40\) \\  & (0.477) & **(<0.001)** & (0.024) & **(<0.001)** & **(0.002)** & (0.030) & (0.819) & (0.375) & (0.055) \\ \hline \multirow{2}{*}{CONF} & \(0.35\) & 0.26 &.06 & 0.01 &.08 & \(-0.41\) &.19 & 0.43 \\  & (0.098) & (0.213) & (0.800) & (0.958) & (0.714) & (0.049) & (0.368) & (0.035) \\ \hline \multirow{2}{*}{STRAT} & \(0.50\) & 0.53 & **0.69** & 0.51 & \(-0.03\) & \(-0.03\) & \(-0.16\) \\  & & (0.014) & (0.008) & **(<0.001)** & (0.010) & (0.892) & (0.885) & (0.447) \\ \hline \multirow{2}{*}{ENJ} & \(0.86\) & **0.65** & **0.63** & \(-0.23\) & \(-0.12\) & \(-0.03\) \\  & & **(<0.001)** & **(0.001)** & **(0.001)** & (0.287) & (0.166) & (0.892) \\ \hline \multirow{2}{*}{PART} & \(0.60\) & **0.60** & 0.58 & \(-0.30\) & \(-0.37\) & \(-0.16\) \\  & & **(0.002)** & (0.003) & (0.161) & (0.076) & (0.449) \\ \hline \multirow{2}{*}{INT} & \(0.91\) & \(0.19\) & \(-0.46\) & \(-0.17\) \\  & & **(<0.001)** & (0.379) & (0.024) & (0.419) \\ \hline \multirow{2}{*}{COOP} & \(0.18\) & \(-0.52\) & \(-1.13\) \\  & & & & (0.390) & (0.009) & (0.537) \\ \hline \multirow{2}{*}{Q-DEV} & \(0.20\) & \(-0.34\) & \(-0.34\) \\  & & & & (0.340) & (0.110) \\ \hline \multirow{2}{*}{Q-ACT} & \(0.11\) & \(-0.11\) \\  & & & & & (0.595) \\ \hline \hline \end{tabular}
\end{table} 
Table 7: Correlations among variables. Data are reported as Spearman’s rho (p-value). Statistically significant correlations (\(p\leq 0.002\) to correct for multiple testing) are shown in **bold**.