KNOW YOUR TOYS

It is often said that “Play is a child’s work” and that “Children learn through play”.

What we hear less often is that “Toys and games are the Tools of Playful Learning”.

What can be a toy?

A child can turn any object into a toy.

       Things from nature – a baby plays with it’s own toes or with mom’s fingers, stones can

          become pretend food, a large feathery leaf can become a horse’s tail as the child gallops

          around madly!  This type of play stimulates a child’s creativity and problem-solving skills.

         Waste materials – parents often say that the child enjoys the box more than the expensive

          toy inside it. Depending on the size of the box it can become a car, a house, a boat and so on.

          This type of play also stimulates a child’s creativity and problem-solving skills.

Then there are the toys made by adults to support children’s imaginative, social, physical and cognitive development.  These can be commercially bought toys, toys made from bought materials such as wooden or knitted toys etc. or toys made from waste materials.

Knowing your toys has got to do with understanding

           what “play actions” are used when playing with a particular toy

          what skills are being stimulated/practised by each play action within a toy

           the level of development for each play action. This helps the adult to choose toys that are

             age/level appropriate. Toys that are level appropriate help to build a child’s self-confidence.

           Toys that are too difficult cause frustration and may lead to too much dependence on adult

            intervention.

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TOYS MADE FROM WASTE MATERIAL OR SCRAP

The most wonderful toys can be made from waste materials when resources are limited. Sometimes, the only way to obtain certain toys and games is to make them. They may not be considered to be commercially viable by manufacturers. This is especially true when toys are needed that provide small developmental steps in certain areas of a child’s development. 

ALL-SA encourages the making of toys that reflect African and South African life and culture.

 

	Shoes made from the base of a plastic milk bottle.
	The main play action involved is lacing – this practices the small muscles and hand/eye co-ordination. The string used for the lace is very flexible and has a frayed end making the task fairly difficult – perhaps for 5 year olds – Level 6. The other play action – tying a bow – would be more difficult – perhaps Level 6+.
	A kika –  a utensil traditionally used for stamping mielies / corn.
	It has been made from paper mache. The main purpose of this toy is to stimulate make believe play reflecting a traditional culture of Africa – the play action is pretending. The other main play action is  stamping – practising small and large muscle skills from quite a young age  - perhaps Level 3+ (about 2½ years)

 

More examples of toys made from waste and from bought materials. All these items can be seen at the ALL-SA Toy Library Training, Resource and Developmental Play Centre.

Watering can made from a plastic bottle with Africa type artwork painted on it

Dolls in Kraal made for a competition organised by ALL-SA. The theme was Making Toys that Reflect South African Life & Culture. These items were made from bought and natural materials

.

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There has been no specific research conducted in this area. ALL-SA supports the ideas developed by Cynthia Morrison about play actions and levels of development. Our training helps to develop the skills of toy analysis necessary to use the “Play Actions” approach to using toys. Estimated age levels for the various play actions are based on when we think the child will manage the activity on his own according to general patterns of development rather than when he will be able to do it with the help of an adult.    

 

 

 

 

A

B

C

D

 

Developmentally graded toys that develop geometrical shape perception leading to the development of geometrical shape concept including knowledge of the names of the shapes   

A.      Loose shapes that a baby plays with once active grasping has developed

Play actions:

Holding – small muscle skills/hand function Level 1+ from 6 months

Exploring and experimenting – sensory motor experience of geometrical shapes Level 1+

B.      4 shapes must be placed into the correct holes

Play actions:

Holding – small muscle skills/hand function Level 1+ from 6 months

Matching the shape to the correct hole – visual discrimination of geometrical shapes. This leads to the development of geometrical shape concept. This discrimination is also a useful step in the development of letter discrimination for reading. Level – Although a child may begin to match a circle to the correct hole from about 16 months (Level 2), we estimate that the correct level for this action should be Level 3, from 2 years because of the small differences between the square and the rectangle.

Turning the shape to the correct angle – This practices the perceptual motor integration of spatial orientation, an essential skill in being able to see the differences between the 

letters b / d.

Level for turning the triangle shape to correct angle to fit into the triangle hole – Level 3+ from 2½ years 

Therefore, we feel that this is a Level 3+ toy. Only children from the age of 2½ years will be able to manage all the play actions involved in this toy simultaneously.

C.      All the shapes must be fitted into the correct holes on the flat shapes board

Play actions:

They are the same as for toy B. However, the matching of shapes is much more difficult because there are several shapes that are very similar. The level for matching the shapes and therefore the level for the toy is Level 4 from 3 years

D.      All the shapes must be fitted into the round ball.

Play actions:

They are the same as for toy C. However, because of the curved surface, the placing of the shapes is more difficult. The level for the matching and fitting in of the shapes is Level 4+ from 3½ years. However, it is quite difficult to open the ball so this part might need adult assistance until the child is about 4 - 4½ years – Level 5.  

We have given you an example of the play actions/developmental levels approach to toys.

If a child of 5 years old has difficulty with toy D (L4+), you would give him toy C or even toy A to start him off with activities that would help to build the skill and his self-confidence. This approach is particularly useful for children with special needs. If, on the other hand, a child of 2 years finds toy B (L3+) much too easy you could challenge him by giving him toy C , which is an L4 toy.

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PROVIDING TOYS FOR A TOY LIBRARY

       Decide on the goals of your toy library. If one of the goals is to encourage development then

       Choose the skill areas, knowledge, values and attitudes that the toys in your library will

             promote

        Find out which play actions will support the areas you want to develop

        Choose toys that make use of those play actions

       Choose easier and more difficult variations of those play actions to encourage gradual

            development

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YOU CAN FIND OUT MORE BY:

        Attending ALL-SA’s Introductory Course on the Use of Toys – click here for training schedule.

        Ordering “A Guide to Toys, Games and Activities for the Developing Child”. This book

              provides definitions of all the skill areas and photos of toys covering all the play actions and

              levels of development. Contact ALL-SA for more information.

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