Toy Characteristics, History, Safety, and Types
Functions and Characteristics of Toys
Relationship-toy game. A toy is an object of exchange with instrumental value for playing. The player uses the toy. It is a game object and all uses for entertainment can be considered a toy. The elements of toys are free development that support the act. They are valid for the child to the extent that they grant a number of functions, meanings, and connotations. According to Borotav, the use given to the toy gives it its definitive character. In summary: the toy 1. develops visual, motor, cognitive, and linguistic capacities. 2. It is any object used in a playful context. 3. It favors free game development. 4. It depends on the functions and meanings given by the player.
History of Toys
Arkin defines the type of primary objects because toys respond to human psychological needs, classifying them into: sonic toys, figurative toys, dynamic toys, guns, and ropes. Toys have evolved over history, both in modes of fabrication and affective value. In the past, toys were manufactured on a small scale, and the emotional connection between the player and the toy was very intense. Currently, due to massive production, most toys have a short lifespan, and their connection is conditioned by ephemeral fads. Pinon: The history of toys can be divided into the following stages:
1st Stage: Homemade Toys
Until recently, toys were prepared manually by parents, children, or from natural materials. (e.g., rag dolls)
2nd Stage: Small-Scale Manufactured Toys
From the 15th century, the importance of craft production of toys began. Manufacturing started (new materials were used, and mechanical or articulated elements were introduced). (e.g., wooden dolls.) Edison invented the doll that says ‘Mom and Dad’.
3rd Stage: Industrially Manufactured Toys
In the 20th century, the toy industry was inserted into the dynamics of consumer influence. The society of communication media and advertising generates desires that are essential for children’s needs.
Classification of Toys According to the ESAR System
Exercise toys: These involve behaviors through the practice of movement and the use of manipulating objects. They produce pleasure and allow obtaining interesting sensory effects. They help to look, favor grip and handling, coordination, and psychomotor skills.
Symbolic toys: These allow the mental representation of roles and fictitious objects, where the imitation of adults occurs, e.g., role-playing games.
Assembly or construction toys: There is a growing interest between 4 and 7 years old. The purpose is to assemble or join different elements to construct objects that represent reality as the child conceives it, for example: LEGO.
Simple rule toys: From 4 years old, the child begins to respect simple rules. As they grow, they will understand more elaborate rules.
Complex rule toys: These are from the adult world and begin to interest children around 7 years old. They integrate a variety of cognitive and social skills, involving abstract rules, for example: chess. The ESAR system organizes different types of games and toys as a representative schema where observable aspects are present in each one.
Toy Safety Rules
Physical and mechanical properties: Toys must be resistant and stable to withstand use without breaking. Toys intended for children under 3 years old must be large enough to prevent swallowing or inhalation. They should not present a risk of strangulation or suffocation. Water toys should minimize the risk of sinking. Toys that can be entered by children should have an easy opening mechanism from the inside. Toys with mobility should have easy and adapted braking. Toys that generate heat should not exceed a temperature that could cause burns. Flammability: Toys should be made of materials that do not burn easily to avoid being a source of danger when exposed to heat.
Chemical properties: Toys should be made in a way that does not present health risks. They should not contain or be prepared with substances that could be harmful.
Electrical properties: The electrical voltage of toys should not exceed 24 volts. Cables and other conductors should be well insulated and protected to avoid the risk of electric shock.
Hygiene: Toys should be manufactured under conditions that satisfy hygiene, cleanliness, and sanitation.
Indications, warnings, and precautions for use and handling: The age for which the toy is intended should be explicitly indicated. Toys that are mounted directly for sports should be accompanied by instructions that emphasize the need for periodic review. Functional toys should include instructions and packaging that warn that they should be supervised by adults.
Creativity and Toys
A creative toy should encourage: 1. Self-expression: Allowing the child to express and experiment with all their senses. 2. Fantasy and imagination: Using fantasy as a means to develop imagination. 3. Experimentation: Children are interested in examining and analyzing everything, which further develops their mental capacities. 4. The experience and recognition of sensations and emotions. 5. Curiosity: Children are naturally curious. They are attracted to what is different and feel intrigued by the objects around them.
Recruiting Center for Early Childhood Education
1. Quality of the toy, evaluated according to EU legislation. 2. Durability in relation to resistance and maintenance. 3. Ease of use, assembly, disassembly, and packaging. 4. Degree of structuring and sophistication. 5. Wholesomeness. 6. Aesthetics. 7. Suitability for age, level of development, and the child’s maturing interests and needs. 8. Symbolic value that enables the discovery of reality.
Types of Toys
Technological toys: Made with natural and biodegradable materials, they educate on responsible consumption and environmental conservation.
Recycled toys: Made in an artisanal way, composed of reused materials, they educate on responsible consumption and environmental conservation.
War toys: Imitation weapons or military equipment. There is a diversity of opinions about their use. They are not recommended for children under 8 years old.
Sexist toys: Toys exclusively for “boys” or “girls” do not contribute to equal education. The responsibility for their use lies with the adults who give them to children.
Technological toys: Mechanical artifacts that incorporate electronic components in their operation. The responsibility for their use lies with the adults who give them to children.