Article “Game and toy in the life of a preschool child”

Toys in child development

With the right selection of toys, you can combine business with pleasure:

• firstly, they can be used as a regular means of entertainment;
• secondly, as a convenient reason to unobtrusively introduce the baby to the world around him, to demonstrate a clear difference in the textures, colors and shapes of objects.

In a playful way, it is much easier to push the boundaries of spatial thinking, learn to distinguish sounds, and learn simple truths like “why and how to share with other children.” Educational toys help improve fine motor skills, instill perseverance and attentiveness, and unlock the potential of logical and creative thinking.

It has been observed that between the ages of 6 months and 5 years, children show an increased desire for discovery and are able to absorb information with amazing clarity and inexhaustible enthusiasm. Psychologists tend to believe that most of the vital information is learned before the age of 8 - fortunately, during this period, laying down knowledge and developing useful practical skills is not particularly difficult.

Abstract on the topic “Toys as a means of comprehensive education of preschool children”

Abstract _

Subject:

Toy as a means of comprehensive education of preschool children.

Performed:

Educator

Chistyakova Daria Vladimirovna

Place of work: State Budgetary Healthcare Institution "Regional children's sanatorium for patients with tuberculosis No. 4" Perm region, Berezniki

Date: August 15, 2020

Plan:

1.
Introduction………………………………………………………………3
2. The concept and meaning
of toys in the lives of children…………………………… …..4
3.
History of the toy………………………………………………………..9
4. The relationship between toys and play activities of preschoolers…….11

5. Pedagogical requirements for the toy…………………………………13

6. Conclusion………………………………………………………………………………….17

7. References………………………………………………………19

Introduction

The topic of the essay “Toys as a means of comprehensive education of preschool children” is relevant, because a toy is a constant companion of a child from the first days of birth.

The importance of toys in a child’s life cannot be overestimated, because play is the main activity in preschool childhood.

Play, as an independent children's activity, is formed during the upbringing and education of a child; it contributes to his mastering the experience of human activity. In this case, the toy acts as a kind of standard for those objects whose purpose can be found out and various actions that the child should become familiar with. Play as a form of organizing children's life is important because it serves the child's psychology and his personality.

Thus, in order to reveal the topic of the essay in more detail, we will analyze the psychological and pedagogical literature.

1. The concept and meaning
of toys in the lives of children
Toys are specially made items intended for games, providing play activities for children and adults. The main feature of the toy is that it presents in a generalized form the typical features and properties of the object, depending on which the child, while playing, reproduces certain actions. For example, a doll is a generalized image of a person. While playing with it, children perform actions characteristic of the human way of life: putting it to bed, feeding it, bathing it, pushing it in a stroller, changing clothes, etc. In children's games, the doll sings songs, dances, and receives guests.

Thus, a toy is necessary so that the child can perform real actions.

The toy is important for the development of facial expressions and personality of the child. Many teachers and psychologists have studied the problem of the influence of toys on the child’s psyche. Thus, research by Kossakovskaya E.A. on the issues of games and toys, based on the study of the experience of organizing the play activities of children in the context of public education and in the family, showed that there cannot be the same approach to the creation and selection of toys for all ages, but the age-related patterns of development of play activities must be taken into account.

The toy has a convention of depicting an object, which also allows you to perform various actions with it (a horse on wheels can be carried by a string, or a bear can be rolled on it). And vice versa, a naturalistic, “mundane” toy does not give scope to the child’s imagination, inhibits the development of the play concept, and focuses on a certain set of actions. According to the observations of K. D. Ushinsky, “... children do not like toys that are motionless, finished, well-finished, which they cannot change according to their imagination...” (Ushinsky K. D. Selected pedagogical works. - M., 1954. - T. 2. - P. 476). Dynamics in a toy is ensured by design, materials, mobility of parts, and sound. It is much more interesting for a girl to play with a doll that can be sat at the table, held by the hand, bathed in a basin, combed, dressed in a dress according to the season, etc. A toy, in the figurative expression of A. S. Makarenko, is the “material basis” of the game; it is necessary for the development of play activity. With its help, the child creates a conceived image, expresses his impressions of the life around him, and plays a particular role. So the girl took the baby doll in her arms, began to rock it, speak kind words, lull it to sleep, that is, behave “like a mother,” imitating her actions and attitude towards the child.

N.K. Krupskaya wrote about the importance of toys for familiarizing children with the surrounding reality and for their sensory development.

Mendzheritskaya D.V., a well-known teacher in the field of toy studies, believed that a toy helps develop children's interest in work and contributes to the formation of inquisitiveness and curiosity. By giving children ideas about people of different professions and different nationalities, it can at the same time help develop a sense of sympathy and respect for them.

A toy is a child’s constant companion from the first days of birth. It is specially created by an adult for educational purposes in order to prepare the child for entering into social relations. As the famous psychologist G.A. Uruntaeva said, the main task of adults is to teach the child to act with toys.

The possibilities of Russian folk toys as an effective means of patriotic education of preschool children were studied by: L. A. Abramyan, N. Vershinina, G. L. Dain, E. A. Kossakovskaya, N. Mirosedina, N. Mukhotina, L. Panteleeva, E. O. Smirnova, E. A. Flerina, V. B. Shapkina, T. Shershneva and others. The authors note that Russian folk toys create excellent conditions for the patriotic education of preschool children.

A toy, as E.A. rightly noted. Fleurina, “teaches the child to live and act.”[3, p.167]

Thus, the impact of toys is multifaceted. But it is not each individual toy that can have a diverse impact, but their combination and their appropriate selection.

2.
History of toys
Scientists associate the emergence of toys in human society with the development of labor activity of primitive man. Since those ancient times, toys have been known in the form of tools, weapons, and household items, with the help of which children mastered many vital actions and methods of activity.

In all historical eras, a toy has been associated with play - the leading activity in which the typical appearance of a child is formed: intelligence, physical and moral qualities. However, specifically, the historical conditions of each era leave an imprint on the content of toys and the direction of games.

Just like today, a child's first toy in ancient times was a rattle. In Ancient Greece and Rome, rattles were given to newborns. By tapping these rattles, mothers and nurses sang lullabies. These items also had other purposes. A belief has been preserved from primitive times that rattles ward off evil spirits with their noise and thereby protect the child.

In Ancient Egypt, toys were made from wood and fabric. Figures of domestic animals, dolls, and balls have been preserved. Ancient craftsmen tried to “revive” a toy, to convey in it the characteristic movements inherent in a real object: a toy crocodile with an opening mouth, a tiger raising its paw over the intended victim, and others.

Samples of ancient Russian toys (clay whistles, ducks, birds, dolls) were found during archaeological research in excavations in Radonezh, Moscow, and Kolomna. The toys of the Middle Ages can be judged from museum collections available in many countries around the world. Toys intended for representatives of the nobility and their children have been preserved. Lots of military toys (child-sized horses, armor, helmets, shields, swords). Many of them are real works of art. It is not surprising that they were kept as heirlooms and passed on by inheritance. There were also toys for poor children, but they have not survived to this day due to the fragility of the material from which they were made (straw, tree bark, clay). In Rus', toys had a serious meaning. With toys, skill was passed down by inheritance; they prepared for life, developed physically and spiritually. The meaning of a folk toy is to develop, entertain, amuse, and please a child. The first toys were hung over a shaky structure. These were bells, pendants with noise, colorful rags, rattles. And then the child received balls, bows, tops, cubes, pipes, whistles, dolls.

Teacher-researcher Arkin considers the following to be the original toys:

a) sound toys - rattles, bells, rattles, etc.;

b) motor toys - top, ball, kite, primitive versions of bilboke;

c) weapons – bow, arrows, boomerangs;

d) figurative toys – images of animals, dolls.

e) a string from which various, sometimes intricate, shapes are made.

Arkin E.A. believes that it is quite obvious that bows and arrows could become toys only after they appeared in society as tools for actual hunting. [1,3]

Thus, the so-called original toy remains unchanged only in appearance. In reality, like all other toys, it arises and changes historically; its history is organically connected with the history of the child’s changing place in society and cannot be understood outside of this history.

3.Types of toys

Toys are distributed according to the types of games in which they are mainly used. This division is very arbitrary: each toy is multifunctional and therefore can be used in different games.

The first classification that we will consider in our work will be the classification proposed by A.S. Makarenko. He divided all toys into three main types: finished toy, semi-finished toy, material toy.

1. Ready-made toy, mechanical or simple. These are different cars, steamships, horses, dolls, mice and vankas, etc.

2. A semi-finished toy that requires some finishing touches from the child: different pictures with questions, cut-out pictures, cubes, construction boxes, collapsible models.

3. Toy material: clay, sand, pieces of cardboard, mica, wood, paper, plants, wire, nails.

E.A. Arkin: Sound toys - buzzers, bells, rattles. Motor - motor (top, ball, snake). Military - bow, arrows, boomerangs. Figurative - animals, dolls, transport. Constructive - constructor. A rope from which various figures are made. Technical, what floats, moves. Public and household.

E.A. Florina. She based her classification on different types of games: Story-based (figurative) - people, animals. Motor sports .Technical (construction material) .Musical Didactic. Funny (toys - fun).

S.L.Novoselova.Types of toys are divided according to the principle of correlation with different types of games: plot, didactic, sports, entertainment games.

In addition, we can find the following classification of toys, generally accepted at the present stage: role-playing toys, didactic toys, board-printed games, fun toys, musical toys, toys for puppet theater

Toys are also divided according to three defining characteristics: the age of the children, pedagogical purpose and material of manufacture [8].

4. The relationship between toys and play activities of preschoolers

Game and toy are inseparable from each other. A toy can bring a game to life, and the game, as it develops, requires more and more new toys. In cognitive terms, a toy acts for a child as a kind of generalized standard of the surrounding material reality. But the value of games and toys lies not only in the fact that they introduce the child to life, the main thing is that they are an important factor in the gradual movement of the child’s mental development, which provides him with the opportunity to carry out all types of activities at an increasingly higher level.

Although the game is, as it were, a derivative of the child’s everyday life experience, this does not mean that it is devoid of an anticipatory function in relation to non-game forms of his practical activity. The game can be used for planning and predicting human behavior in certain situations of his future activity. An example would be various educational games for preschoolers and mass patriotic games for teenagers.

The same can be said for toys. Whether the toy is realistic, conventional in its figurative solution, or an object that replaces it, it always represents a generalized phenomenon - a sign in relation to its prototype (a real person, a telephone, a spoon, a spaceship or a computer).

Toys can be very diverse in theme and artistic design, but they all must meet certain pedagogical requirements. The most important of these requirements relate to age-appropriateness and suitability of toys for different types of games.

Research on the issues of games and toys, based on the study of the organization of children’s play activities in the context of public education and in the family, has shown that there cannot be the same approach to the creation and selection of toys for all ages; age-related patterns of play activity must be taken into account. To answer this question, at what age does a child need which toy, the teacher must clearly understand the characteristics of children’s play at different age periods, since in each of them the game undergoes qualitative changes. These changes are clearly evident when comparing children's games in early and preschool age.

The content of the play activities of young children consists of various actions with objects, toys and their substitutes. In preschool childhood, play actions are actions of communication. It is in early childhood that the activity basis is prepared for the transition to a game of a new quality - plot-role and role-playing. Object-based play activity in early childhood is not uniform. By accumulating experience in actions with various objects, the child, as a result of communication with surrounding adults, becomes acquainted with the phenomena of the surrounding life, and this significantly changes the subject-semantic content of his play actions [3].

5.Pedagogical requirements for the toy

The main requirement for toys was determined by N.K. Krupskaya in her article “About toys for preschool children”:

-The toy should contribute to the development of the child at every age level of preschool childhood. When selecting toys, one should take into account the characteristics of age, therefore there is not and cannot be a single pedagogically valuable toy for preschool children. The baby needs his own toys that will help him navigate the world around him, stimulate his independent activity, and direct it in a certain direction. And for older preschoolers, toys are needed that help them study the surrounding reality and stimulate group games;

- Theme, the content of the toy (what it reflects), since the nature of the game, the actions that the child performs, his feelings, and experiences largely depend on this. E. A. Flerina formulated this requirement as follows: “The toy should expand the child’s horizons, captivate with images of modern reality.”

— The toy should be dynamic and encourage the child to take various actions in the game. This is an important requirement that takes into account such psychophysiological characteristics of a preschooler as the need for active actions and activities. If the toy is such that the child only contemplates it, then it will not have an impact on his development. You should remember the words of E. A. Flerina: “The more opportunities a toy provides for various actions, the more interesting it is for the child, the greater its educational capabilities.” Therefore, it is necessary to assess the dynamism of toys when assembling them for children of different ages;

-There are certain requirements for the design of the toy. The toy needs an attractive, colorful design in order to evoke an emotional attitude in the child and cultivate artistic taste;

-The design of the toy must be safe for the life and health of the child and meet a number of hygienic requirements.

Placing and storing toys

The subject-game environment often determines the thematic content and nature of children's games. One of the conditions that contribute to the full development of children's play is not only a pedagogically appropriate selection of game material, but also the opportunity for the child to freely use it.

-In kindergarten, toys, as a rule, are placed in places accessible to children - on shelves, racks, tables;

-It is convenient when the toys are in different places in the group room, so that the children do not interfere with each other while playing. Large toys are placed on the floor, on lower shelves, small ones - on higher shelves, but so that the child can take each toy himself. In this case, the scale of the toys is important, their correspondence to the child’s height, the proportionality of object toys with figurative ones (for example, the size of the furniture should be combined with the size of the dolls, etc.).

-Toys for role-playing games in younger groups are arranged by the teacher in accordance with the plot of the game, i.e. creates a unique gaming environment. Consequently, at the first stage of managing children’s play, an adult preliminarily organizes the object-play environment, changes and updates it in a timely manner.

In the middle group, the teacher partially creates a play environment; children, as a rule, themselves select the missing toys and objects to implement the planned plot. Thus, at the second stage, children’s play is controlled by introducing plot, object, imaginative toys and so-called role-playing paraphernalia (robes, capes, aprons, hats, etc.), which help children in choosing a role in a joint game.

In older groups, children independently develop the plot of the game and select for this not only toys, but also objects from the environment: chairs, banquettes, etc., i.e. The object-game situation is constructed by the children themselves and is subordinated to the game plan.

The games of older preschoolers are extremely varied, so plot-based toys alone cannot fully satisfy the aspirations of children. In this regard, the teacher should widely use all kinds of substitute objects, as well as special objects that allow them to quickly construct, designate the playing space, and change it as necessary during the unfolding of the plot.

Playing material (both on the site and in the group room) should be light, mobile (freely transferred from one group to another), in order to stimulate children's play.

If possible, the play environment intended by the children should be maintained so that the children can continue the play they have started.

Play building sets are brought into the group as a complete set; they are not divided into several groups, otherwise children will not be able to realize their play ideas in the construction of the intended structure.

Large building materials in kindergartens are usually laid out in geometric shapes on open racks or shelves, this helps children quickly select the right shapes for construction.

Children's designs are usually kept for several days, then the children have the opportunity to make their own changes and additions to them. Practice has shown that it is more convenient to store educational toys and printed board games in a closet, arranged by type (lotto, dominoes, etc.) on one or more shelves. Children can play with them at any free table.

In younger groups, teachers select and display toys and games for children in advance (in accordance with the plan of educational work).

In older groups, children agree on where and what to play, unite to play at their own discretion, and carry out the necessary actions in accordance with the content and rules.

Fun toys for independent play are placed on shelves at a height accessible to children, and those used for entertainment are in a cabinet with teaching aids.

It is better to place musical toys in glass cabinets to preserve their good sound quality.

The entire supply of toys is not given to children at once, but is introduced gradually as they become familiar with new toys and games, as well as in order to develop new stories. When children move from one plot to another, some of the toys are put away on shelves and racks, as children may need them when combining several plots. Toys that children stop using are put away for a while, but they can be brought in again, and children usually greet them with joy.

After children play, their toy kingdom should be in complete order. Teaching preschoolers to leave their toys in order means instilling from an early age reasonable thrift, organization, neatness and respect for the work of others.[3]

Conclusion

“A child is captivated by a toy, not as such; he values ​​it as the starting point for a long chain of manifestations of his soul, his activity, his creativity.”

(See: History of preschool pedagogy in Russia: Reader. – E.I. Tikheeva

I think that this phrase means that what matters to a child is not the toy itself, but the ability to manipulate it, use it in different games, and the same toy can appear in different images in different games. Moreover, the toy does not have to be complicated or expensive. Often simple toys can captivate a child for a long time, and activities with them will help develop the child’s imagination and creativity.

In order to expand on the topic, I analyzed the list of references.

And I concluded that a toy is important for a child. A toy is a child’s constant companion from the first days of birth. The toy amuses and pleases the child and evokes a positive attitude towards the environment.

Sympathy and affection for the toy is transferred to the objects and people depicted in the toy. The toy encourages children to engage in a variety of activities and satisfies the child's needs for active movement. Games with a ball, balloons, and town games develop reaction speed, accuracy and coordination of movements. Numerous toys intended for young children: rattles, rubber balls, develop the child’s visual and auditory concentration, promote the development of grasping movements and object actions. The importance of toys for a child has been proven by such scientists as Ushinsky K.D., Makarenko A.S., Flerina E.A., Mendzheritskaya D.V., Uruntaeva G.A., Tikheyeva E.I., E.A. Kossakovskaya and etc.

Also considered are such chapters as the history of toys, the concept and meaning of toys in children’s lives, types of toys, the relationship between toys and play activities of preschoolers, requirements for toys, requirements for the placement of toys. The topic “Toys as a means of comprehensive education of preschool children” is fully covered.

Bibliography:

1. Arkin E.A. “Child in preschool years” [Text]: textbook / ed. Zaporozhets A.V. and Davydova V.V.M., Education, 1967. – 221–235 p.

2. Arkin E.A. “From the history of toys” [Text]: textbook / E.A. Arkin, Preschool education, Education, 1995, No. 3.

Volynkin V.I. “Preschool pedagogy”, [Text]: textbook Bondarenko A.K. Matusik A.Idlya student/V.I. Volynkin - Rostov - on - Don: Phoenix 2008 -282s.

3. Kozlova S. A., Kulikova T. A. “Preschool pedagogy”, [Text]: textbook for students. avg. ped. textbook establishments. /

S.A. Kozlova, T.A. Kulikova - 3rd ed., corrected. and additional - M.: Publishing House, 2001. - 416 p.

4. Loginova V.I., Samorukova P.G. “Preschool pedagogy”/ [Text]: textbook./ V.I. Loginova, P.G. Samorukova. – M.: Education, 1983. – 146 – 157 p.

5. Bondarenko A.K. , Matusik A.I. “Raising children in play”, [Text]: textbook / A.K Bondenko, Matusik A.I. edited by D.V.Mendzheritskaya - M.: Education, 1979-175p.

6. Kossakovskaya E.A. “A toy in a child’s life”, [Text]:

Aid for raising children. garden / E. A. Kossakovskaya; Ed. [and with a preface] S. L. Novoselova 62 pp.. 2nd ed., revised. M. Enlightenment 1980

7.Flerina E.A. “Game and Toy”, [Text]: A manual for raising children. garden/E.A. Flerina - Moscow: Education, 1973. - 48 p.

8. Classification of toys portal [Electronic resource]. -Access mode: https://freeppt4u.com Date of access: 08/14/2018

19

Educational toys from 0 to 1 year

The earliest gaming version - all kinds of pendants and mobiles. At first, the baby only watches the movements of the bright things, and then actively tries to reach them. Thus, by the age of 3 months he approaches the age of 3 months with sufficiently developed sensory abilities.

Later, pendants are replaced by noisy rattles and bells - they teach you to fix attention on a specific object, forcing you to coordinate hand movements with visual perception.

Having passed the six-month mark, babies begin to become interested in colors and shapes of objects, which means tumblers, pyramids and game cubes come into play. Finger puppets are especially useful - they encourage verbal communication and train fine motor skills. Over time, by the age of 2-3, the child will become so involved in the performances that he will certainly express a desire to learn and reproduce lines, together with older family members.

from 1 to 2 years

For one-year-old children, it is not the objects themselves that come to the fore, but their connections with each other, and this is the right time to start assembling a simple construction set or puzzle. Children are keenly interested in designs like nesting dolls - numerous boxes with a “surprise” when the elements are nested one inside the other - as well as products with laces.

To develop fine motor skills, you can offer your toddler elastic rubber toys with squeaks. Gradually, he will switch his attention to modeling and primitive arts, so it’s worth stocking up on plasticine and finger paints.

Interactive thematic posters are becoming increasingly important. Electronic storytellers will introduce the child to the inhabitants of flora and fauna, teach the alphabet and numbers, teach them to distinguish musical instruments, read instructive stories, fairy tales and poems, and explain how to behave in a given situation.

Development after 3 years

For children over 3 years old, special creative kits are produced that allow them to identify their talents and inclinations. The priority activities are appliqué, cutting out paper characters, filling out coloring books, making mosaics and puzzles, modeling from plasticine and soft clay.

As they grow older, curious children can try themselves as experimenters, conducting fun experiments in the field of physics, chemistry or biology - for example, growing artificial crystals or planting herbs. There is certainly no shortage of professional kits today: some organize an impromptu kitchen or an entire restaurant, others will appeal to young explorers, others are dedicated to construction, and others are dedicated to medicine.

Electronic educational posters still remain relevant, but now the emphasis is shifting towards mathematical knowledge (why isn’t it a reason to playfully learn the multiplication table?) and foreign languages.

The role of games and toys in a child’s life

The emergence of a toy, changes in its appearance, and use in the process of preparing a child for future life have a long history. The toy, as an object of children's amusement, over time became a means of mental, moral, physical and aesthetic development. The first Russian toys were not of good quality and were made from second-class raw materials. In May 1932, in Russia, for the first time in the world, the All-Union Scientific Research Institute of Toys was created in the city of Zagorsk. Toys have many classifications, types, groups, but not one of them mentions toy weapons and toys depicting monsters and vampires. This is explained by the fact that this type of toy appeared in large quantities and became available to literally every child only in recent decades.

According to A.V. Lontionova, toys include several of the most important groups:

- protectors-pacifiers

- comfort toys

- symbolic toys

 intermediary toys

- ephemera toys

 toys-collections

Currently, another group of toys has appeared - these are modern cartoon characters and “horror story” toys.

How to choose the most necessary and useful toy from all this variety?

In modern toy stores, adults, and sometimes even children themselves, get lost in choosing the right toy. The assortment is so diverse that your eyes just run wild. But often adults do not think about what feelings toys can cultivate in children: kindness, attention, care, curiosity or aggression, anger, ruthlessness and irritability. It’s not for nothing that experts say that toys shape a child’s character and influence his future destiny. How does this happen and how do you understand what is beneficial for the child’s body and what will only bring harm? Every parent, trying to keep up with the times, buys their child a lot of toys, buys what they didn’t have in their childhood, what they think is very modern and fashionable, but also, of course, what their child wants, and children always want want more, more and more. Scientists once calculated the approximate number of toys in children's rooms. This was, in their opinion, simply a huge number. The average number was close to four hundred for one child. With such abundance, he cannot love or master any of them, and many simply become unnecessary and, in the end, depreciate.

Everyone should understand that a toy is a means for playing, and play is of great importance for children's development. Play is a form of life for a small child; he lives by playing, expresses his inner world, desires, events, interests. In play, a child learns the features of the surrounding reality, expresses himself, learns to think and invent. A game is a complex process where a child creates his own imaginary world. He puts into the speech of the toy his experiences, thoughts, his idea of ​​the world. Children who play are more independent, because when adults teach a child, they simply assimilate what is offered to them, and while playing, he comes up with something himself, takes initiative, and creates. These children are more creative, independent, and organized.

An important and pressing question in the modern world: what is more important is play or learning for a child at an early stage of development? Parents for the most part devalue the game, considering it entertainment. This is a huge misconception. After all, learning involves not only knowledge of letters and numbers, but also the cognitive activity of the child, his readiness to learn. The child acquires all this only through play. Psychologists say that play has a great advantage over early learning; everything is effective only in combination. Those children who did not finish playing in preschool age move the game to a later period (7–8 years), when it is time to study. You need to play at a certain age.

Having looked at children's modern toys, adults wonder if they have any use, and few of them try to look at them through the eyes of small children. Modern toys are often accompanied by well-known TV series and cartoons among children. They want to play in familiar situations that they have seen, so they ask to buy the hero they like so much. If you remember, toys for mothers and grandmothers were also created based on fairy tales of that time, and carried the same idea of ​​good and evil. Children, unlike adults, are able to see a completely different content behind the appearance of toys. An ugly toy is not always evil and vice versa. The usefulness of a toy is not always related to its price; sometimes, the simpler the toy, the better and more convenient it is. The most important thing is that you want to play it. And for a game to arise, there must be a person with the child who teaches and introduces him to the game. And for the most part, parents must take on this role.

To summarize, I would like to think about why you should not throw toys at your child. Probably because he should appreciate each of them, and parents should not just pay off the baby. A toy will not replace the attention and care of mom and dad. A toy should function, teach and develop a child. And if you have doubts about buying this or that toy, then the best option is to make it yourself. The child will appreciate the time spent with you, will be able to fantasize and understand that not everything valuable can be bought with money. For a child, a toy is an integral part of his life and therefore requires the most serious attention. Anything can become a toy. It is the child who turns an object into a true toy in the process of playing with it. A toy can have enormous power and ability to teach. And the future of children depends on how we approach the choice of toys for our child, whether we know how to properly organize the game, direct his actions, and develop the plot. A toy is a child’s companion from the first days of his birth. This is not only joy and fun, but also an excellent teacher who prepares the child for life in society. For a child, the variety of toys should be important, not their quantity. After all, sometimes children take their first example from toys.

Literature:

1. E. S. Ivanova “Analysis of various approaches to the classification of children's toys.”
2. E. Smirnova “Modern dolls, benefit or harm.”
3. V. Loseva “Toys in child development and play correction.”
4. M. Osorina » Psychological correction of toys: what object can become a toy? "
5. "Modern toys and anti-toys for children."

Homemade educational toys

Developmental toys, like most children's products, do not have low prices. Many parents try to find budget-friendly replacements for them, and the most inventive ones are happy to make products with their own hands. Indeed, you can create a lot of nice and useful gizmos from scrap materials, you just need to apply a little imagination:

• Constructing a homemade rattle is an absolutely trivial matter. For the shell, a Kinder Surprise container will do; an old pen or pencil is used as a holder (it’s even easier to tie it with a string, in which case the toy will bounce provocatively on your hand). Rice, semolina, sand or, for example, beans are poured inside.
• Make a collection of empty matchboxes. Cover them with paper so that each one has a specific color, then use tape and connect the boxes together like a train. During the game, kids fill mini-boxes with various little things, distributing them in strict accordance with the shade - for example, a grass-colored button and the same bead should go into the green box. By pushing and closing boxes, the child trains fine motor skills.
• To develop counting skills, arrange games in which the child needs to choose an object with a given number of dots, divisions or other identification symbols. The easiest way is to collect baby food jars and glue small circles/triangles on the lids. On each jar you need to attach a corresponding paper number - according to the number of elements from the lid. During the lesson, the child is given the opportunity to combine disparate parts, finding the “correct” lids for containers.

Baby stroller Adbor Nemo Standart 3 in 1

What do toys mean to a child?

10.10.2020 07:32
Play has the same meaning in a child’s life
as it does in an adult—activity, work, service.

What a child is like at play, so in many ways he will be at work.

when he grows up. Therefore, the education of a future leader

happens primarily in the game.”

(A.S. Makarenko)

Game - what could be more interesting and meaningful for a child? This is joy, knowledge, and creativity. This is what a child goes to kindergarten for. Gaming activity is the leading activity for a preschooler. Play is the child’s life, his existence, the source of the development of the moral qualities of the individual, his development as a whole.

The game develops voluntary behavior and activates cognitive processes. The game develops the ability to imagine and think creatively. This happens because the child recreates in the game what interests him, using conditioned actions. In the game, the child recreates the actions of an adult and gains experience interacting with peers. In the game, he learns to subordinate his desires to certain requirements; this is the most important prerequisite for the education of will. In a game, it is much easier to obey the rules associated with fulfilling the role you have taken on. Through play, the child develops spiritually. V.A. Sukhomlinsky believed that the spiritual life of a child is complete only when he lives in the world of play, fairy tales, music, fantasy, and creativity. Without this he is a dried flower. Play begins to enter a child’s life from a very early age. At one year of age, the child begins to exhibit imitative actions. He “reads”, talks on the phone, plays in the kitchen with dishes.

As they grow older, the games become more complex: children imitate the professions of their parents and acquaintances, and “become parents” themselves.

By watching a child play, you can learn a lot about his life, because he transfers all his feelings and experiences to toys. Games can be used to judge relationships in the family, the interests and inclinations of the child. Everything a person needs in life, learning, communication, creativity, originates in children's play. Watch your baby play and you will see what the child needs at the moment for his development.

Play is a unique way of learning for a child, preparing for a more complex “adult” life. Living through game situations, as if “passing” them through himself, the child learns to communicate, sets for himself norms and rules of behavior in certain situations, learns to interact with the world around him and learns its laws without even realizing that in the future all this will become the foundation for building his future life.

“A toy should be a springboard for a child’s dreams”

Lev Kassil

The toy has many sides - pedagogical, aesthetic, moral, production, economic, cultural, social, psychological, etc. All these are different aspects of such seemingly simple objects, but are they so simple? In many ways, we adults often have a frivolous attitude towards everything that concerns childhood. Adults may not even think about what toys they buy, what they give to children, what toys they bring to kindergarten.

For a child, a toy is an integral part of his life and therefore requires the most serious attention!

What is a toy?

Anything can become a toy. The property of being a toy is not strictly tied to the externally material characteristics of a particular object. Its inclusion in the class of “toys” is determined by the attitude of the person playing towards it. It is a person who turns an object into a true toy in the process of playing with it.

Any item can become a true toy if it:

• attractive – causes a desire to communicate with the object, look at it and manipulate it;
• available for mastery - determined by the player’s ability to integrate this object into his living space;
• is not perceived at the moment as a “serious thing” - that is, generally accepted rules for handling “serious” objects do not apply to it;
• satisfies the age-related developmental needs of the child;
• is able to become a symbolic object for personal projections - when it is possible to transfer one’s experiences, feelings, thoughts and actions to one’s toy, both consciously and on a subconscious level.

The word “toy” for many is synonymous with trinket and fun. While this is a special subject that has enormous power, has the ability to teach. And the future of our children depends on how we approach the choice of toys for our child, whether we know how to properly organize the game, direct his actions, and develop the plot.

“The toy not only reflects the culture of its time,

tastes and preferences of people,

it is a mirror of economic policy,

laws of market production."

Development trends of the modern toy market.

The importance of games and toys for the development of a child in preschool age is often underestimated even by teachers. Most parents do not understand how important the right toys are for shaping a child's personality. How and what games should a child play? Parents receive information about this mainly from advertising, which reflects the interests of manufacturing companies, which do not always coincide with the interests of the child.

The lack of a general and legal culture in the formation of a child’s play environment in Russia leads to an aggressive attack on our market of gaming products from both the West and the East.

In preschool age there are sensitive periods in the development of a child’s abilities, when the correct selection of educational games and playing them with the child determine a lot. Instead of taking into account the characteristics of the psychophysical development of children, especially preschoolers, the development of the toy market occurs according to trends introduced from outside. Let's highlight two of them.

Cheapness combined with loud brightness and noise is the calling card of toy companies from Southeast Asia. Much more expensive naturalistic models of people, animals, cars, airplanes, cartoon and movie characters (everything that surrounds us in everyday life) are products of Western companies. Modern Western toys are increasingly moving away from children's play towards consumerism and the mechanical use of operations laid down by the manufacturer. It seems to the child that he is manipulating the toy, but in fact the toy itself imposes certain actions on him, developing the little person’s emotional dependence on the electronic device.

The main qualities of children's play: freedom of action, emotional richness, creative activity, ingenuity - are not at all required and are not developed.

The obviousness of the problem is clearly expressed and the relevance of finding a solution to this issue is undeniable. Whether it’s worth thinking about how and what our children play with and trying to understand this issue is up to you to decide.

Basic psychological and pedagogical requirements for a toy.

A toy brings maximum benefit if it is culturally appropriate and contributes to socially accepted norms and spiritual and moral values.

A toy is harmful if it:

Provokes a child to aggression and cruelty; Causes fear or anxiety; Has a rough naturalism; Degrades human dignity; Causes psychological dependence to the detriment of the full development of the child; Distorts the perception of the surrounding reality.

A toy is useful if it:

Safe; Attractive; Aesthetic; Corresponds to the age capabilities of the child; Multifunctional (provides an opportunity for the development of the child’s abilities: physical, spiritual, moral, etc.); Made from environmentally friendly materials; Packed.

RULES FOR CHOOSING A TOY

The toy makes you and your baby happy and evokes positive emotions; The toy does not tire or overload the child; The toy meets the individual developmental characteristics of the child and his need for play. The toy arouses interest, has playful dynamics, and stimulates active action with it; The toy broadens the horizons and encourages the child to engage in cognitive and research activities; The toy cultivates the child's artistic taste.

Dear adults,

remember that the best toys are in themselves

will not replace children's communication with you!