|
|
Baby toys & books age guide
|
A good toy should:
- Not have sharp edges or points that could cause injury to a child or catch on clothing.
- Not have parts that could cause strangulation, choking or suffocation.
- Have well finished materials, with no loose threads or incomplete seams that could become wound around fingers, toes or the body in some way.
- Be non-toxic.
- Have an 'age recommendation' and appropriate warnings.
- If necessary, be supplied with appropriate instructions.
Guide to choosing toys
Introduction
Age Guide to choosing toys
INTRODUCTION
Choosing toys for children can be difficult when there is so much choice! How do you discern quality toys from gimmicks? What toys will capture the imagination and provide endless hours of creative play? What toys will challenge and stimulate exploration and learning?
And, most importantly – how do you make sure the toy is safe for your child?
These are all questions that may arise when you are trying to choose toys for your child, a friend or family member.
It is important to remember that, generally speaking, quality is far more important that quantity. In fact many children appear unable to play constructively as they are overwhelmed by too many toys! Well chosen, quality toys presented to a child in an attractive manner will evoke more appreciation and exploration.
Try to avoid toys that are commercialized and linked to television programs and mass marketing. These toys can limit a child’s play because the toy manufacturer tries to define the way in which the toys should be used. (AGGRESSIVE PLAY, DR MARGARET CLARK - REFERENCED FROM EDUCARE, MAY 2004 VOLUME 3, ISSUE II).
Especially avoid "entertainment" type toys that flash, buzz, and run on batteries. These will entertain a child for a short time, but after the initial excitement wears off, the toy will be redundant as it has no other way of being used creatively. Additionally, children will then feel they need to be entertained and may not know how to explore and create their own sense of fun. Ultimately it can lead to children feeling an increasing sense of dissatisfaction as they have “done it all”. They keep looking for more and more stuff to help them feel good as “normal” life feels dull (PRECE OF HOLST. C.B. YOUNG CHILDREN, SEPTEMBER 1999 – REFERENCED FROM EDUCARE, NOVEMBER 2002, VOLUME 1, ISSUE IV).
When choosing what to buy, look for toys that are preferably:
- Hand-made.
- Use natural materials (timber, organic cotton/hemp/wool);
- Open ended – this means there is more than one way to play with the toy. Open ended toys have hundreds of possibilities!
- Aesthetically beautiful – natural and simplistic beauty will arouse the child’s sense of wonder;
- Made under fairtrade and ethical trade production.
The degree of creativity and the possibility of discovery are directly proportional to the number and kinds of materials used. Loose parts are materials that can be used together, combined, collected, sorted, separated or pulled apart, lined up, dumped, etc (RESOURCE – FKA ISSUE NO 108, PLACES FOR CHILDHOOD. GREENMAN J 1998). New ideas and inspiration are born when children have the “open ended” and “loose” parts to create and explore with. Whole new worlds can be created with a simple set of blocks, a few dolls, animals or cars and a bit of beautiful rainbow cloth!
Following is a brief guide to the stages of development children go through and the types of toys that are recommended for them.
0-3 months
Babies are very sensitive in the first 3 months and absolutely everything is new and stimulating for them. They are sensory beings who are sensitive to touch, sound, smell and taste. It is important to limit the amount of stimulation and to sensitively introduce baby to new experiences. In the second month, baby may be able to open his fist and to hold a light toy. He will gaze intently at you and may begin to coo, gurgle and smile. He will enjoy singing, rocking and being talked to.) (Masi and Leiderman, (2001) Baby Play – 100 fun - filled activities to maximise your baby’s potential, New Holland publishers Pty Ltd, Australia).
Toys will include:
- Simple light rattles
- Mobiles (one at a time is more than enough to look at)
- Musical toys with soft melodious sounds eg Brahms Lullaby
- Soft balls
3 - 6 months
Baby can now hold up her head and turn it, wave her hands and kick her feet in excitement. She can reach and grasp objects, turn them, shake them, drop them or put them in her mouth to explore them. She may roll over and begin to sit up and wiggle across the floor. She can giggle, grimace, gurgle, coo and cry to express her pleasure or displeasure. (Masi and Leiderman, (2001) Baby Play – 100 fun - filled activities to maximise your baby’s potential, New Holland publishers Pty Ltd, Australia)
Toys will include:
- Soft teethers
- Play mats
- Rattles
- Play gyms
- Musical toys
- Boxes
- Soft dolls/toys
- Activity centres – try making your own by combining different toys on a mat or hanging objects for her to reach for or ‘bat’.
- Soft books
6- 12 months
Baby will be very social and will go from creeping, to crawling to pulling to stand, cruising furniture and perhaps even walking. He will begin to know and attempt to get what he wants. His fine motor skills are developing and he will begin to use thumb and forefinger together. He will start to enjoy emptying games (and sometimes filling). He is beginning to understand object permanence (which means an object exists when you cannot see it) and so will enjoy hiding games and peek – a – boo. He loves social games and imitative babbling games. (Masi and Leiderman, (2001) Baby Play – 100 fun - filled activities to maximise your baby’s potential, New Holland publishers Pty Ltd, Australia)
Toys will include:
- Push along toys
- Large wheeled toys
- Stacking toys
- Pull-a-longs
- Balls
- Posting boxes
- Baby Mirrors
- Board Books
1-2 years
The one year old has a newfound mobility whether they are crawling, cruising or walking. They develop their gross motor skills further learning to dance, run, climb and to throw a ball. They are immensely curious about their world, they love reading, singing and listening to their parents. She will understand many words and begin to say a few of her own increasing to 2 -3 word phrases by two years. Her fine motor skills will have refined to be able to pick up small objects, stack a few blocks and to eat with a spoon. (Masi, S (2001), Toddler play – 100 fun -filled activities to maximize your toddler’s potential, New Holland publishers Pty Ltd, Australia)
Toys include:
- Trolleys/wagons
- Wooden Blocks
- Dolls/dolls bed
- Soft toys
- Finger puppets
- Linking/connecting toys
- Stacking rings.
- Bath toys
- Ride on’s (no pedals)
- Large wooden beads (not small enough to be swallowed)
- Cars/trains/trucks.
- Telephones
- Sand toys
- Simple Puzzles – one piece to a hole
- Balls
- Wooden Animals
- Books
- Instruments
- Large crayons
2 - 3 Years
Two year olds have more strength, flexibility and balance. He will delight in physical activities such as running, jumping, riding a tricycle and simple ball catching games. He will be able to open and close lids, draw with more control and complete simple puzzles. His enthusiasm for music will be increasing and he will be beginning to use his imagination. He will probably enjoy the company of friends, but will continue to play independently along side them. His attention span will increase and he may enjoy sorting and classifying games. His fluency with language will increase, which will add to his rich repertoire of fantasy play. (Masi, S (2001), Toddler play – 100 fun-filled activities to maximize your toddler’s potential, New Holland publishers Pty Ltd, Australia)
Toys will include:
- Wooden blocks
- Wooden animals
- Dolls or teddy bears
- Dolls house/barn/boat
- Puppets
- Small cars and trucks.
- Construction blocks that connect together
- Tea set
- Dolls bed/pram etc
- Dress ups
- Simple puzzles (6 – 8 pieces)
- Wooden train
- Instruments
- Children’s music CD’s
- Story books
- Art craft materials
- Sand toys
3 - 5 years
The preschool aged child is developing the physical skills to balance on one foot, hop, and run with speed and to change directions quickly. She can throw and catch and kick a ball with increasing skill. She will begin to draw representational pictures (e.g. people and houses), learn scissor skills and be capable of threading small beads on a shoe lace. She develops complex cognitive skills to match and copy simple patterns, and to discern simple differences like big and little, same and different. She enjoys rote counting, and loves to sing many different songs. She will develop a complex vocabulary and ask many questions in order to learn about her world. She will begin to play interactive games with her peers and increase her social skills to learn to play games with simple rules. She is becoming increasingly independent and will enjoy abilities such as being able to dress and undress herself. She has a rich imagination and will play complex games of fantasy. (Sheilds, N et al (2002) ESS Profiles, KU Children’s Services, Australia)
Toys include:
- Small dolls/teddies/animals
- Blocks - large sets
- Dress ups
- Tea/cooking sets
- Dolls house/barn/boat
- Cars/trucks/diggers/airplanes/etc
- Sand toys
- Complex puzzles (up to 30 – 40 pieces)
- Simple board games
- Construction sets
- Train sets
- Bikes
- Balls
- Puppets/finger puppets/puppet theatre
- Art /Craft materials
- Children’s music CD’s
- Books
- Skittles
Author:
Lindy O’Brien
Early Childhood Consultant
Dip Teach Early Childhood
Grad Dip Special Education
|
| |
|
|
