Toys that Support Children’s Play
“Play is the brains favourite way of learning.”
(Diane Ackerman)
As a parent you know that play is important
to your child's development. Your child is born with a desire to explore,
discover and learn and play is how children do these things. Researchers define play as activity that is,
pleasurable, spontaneous, and voluntary, contains some aspect of pretending and
has no extrinsic goals. Children learn through exploring and engaging with
items and objects they discover in their world.
These items and objects are often toys.
Many toys on the market encourage passive entertainment
rather than active play, for example ‘high-tech toys’, encourage children to
push a button and they are entertained, rather than engaging a child in playing.
This category includes TV, videos and computer games. While
entertainment has its place, it is important to know these toys and activities
are not engaging children in play because the child is not an active
participant in the experience.
The design of a toy defines the range of
activity and determines how children will be interacted with. To support
learning through play, look for toys that respond to your child's interests,
are fun, provide opportunities to be spontaneous, allow choice and engage their
imagination. Unstructured play resources
for example, multi-purpose toys, such as blocks, dress ups and pegs, will
encourage your child to develop their imagination and independence. Make play a
part of your child's daily life.
The following information gives you some
ideas when choosing toys for:
Zero to four months
Newborns are busy learning where they begin and Mummy ends.
Newborns are busy learning where they begin and Mummy ends.
·
A safe floor space is a great play resource
for a newborn
·
A parent or caregiver’s face is one of
the best play resources.
Sociable,
loving and physically responsive interactions with
you or an educator/caregiver.
This is where they can get to know their hands, feet and body, build a nurturing relationship and they begin to know their place in the world.
This is where they can get to know their hands, feet and body, build a nurturing relationship and they begin to know their place in the world.
Four months to 18 months
Infants are starting to move and work on the mid-brain development, which controls motor skills.
Infants are starting to move and work on the mid-brain development, which controls motor skills.
·
A safe floor space with resources which children can grasp, touch
and move. For
example balls, soft blocks, a nest of wooden bowls, wooden rattles, wooden
blocks, small cloth dolls, partially inflated beach balls and fabric napkins.
·
A safe seated space (once they can sit)
where they can interact with an object.
For example a swing, low seat or tri pillow. They can interact with soft books or objects
they can reach for and move.
One to three years
Toddlers start to develop coordination and are interested in touch and texture.
Toddlers start to develop coordination and are interested in touch and texture.
·
Objects they can put inside another. At
around a year old children enjoy doing this, for example boxes with lids, a
trolley they can place things in or a bucket to put sand in.
·
Everyday learning opportunities. By the age of two, children are making sense
of their world through role play. For
example you can give them chores suitable for their age, involve them in making
their lunch and choosing their clothes.
·
Dress up, allow children to role play, practise stills and use their
imagination.
You can include scarves, hats and pieces of fabric.
This is where they can expand their roles
in the world, and use fantasy and imagination. So stimulate their imagination, with
toys such as a small sized household objects and dress up. Children want to join in with you and you could
be surprised how capable they are.
Three to five years
Young children are developing control of large muscles (gross motor skills) so lots of running, jumping and rolling is great for their brain development.
Young children are developing control of large muscles (gross motor skills) so lots of running, jumping and rolling is great for their brain development.
·
An outdoor space, with balls, a swing, hoola hoops, bubbles or pinecones. These items can be used to invent games, construct and learn about
how their body works.
·
Empty boxes which can be used in
construction as jumps or as a surface for art to be added.
·
Art supplies are great at this age as
young children enjoy painting, gluing, sculpting and constructing which all
encourages motor skills, imagination and creativity. You could have non-toxic paint, paint
brushes, paper, play dough, non-toxic glue and college materials.
Young children like to make choices and
decisions about their place, so you can give them choices, for example a range
of paint colours for their art. Do limit
the range as they can also be overwhelmed with too many choices.
A general rule to remember when choosing
toys which encourage play:
”when a toy is passive the child is active”
”when a toy is passive the child is active”
Supplied
by PORSE In-Home Childcare.
For information
on childcare, training or work call PORSE on 0800 023 456 or visit www.PORSE.co.nz
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