ASSESSMENT
CRITERIA FOR TOYS
There have been various criteria
to classify toys, usually linked to a given theoretical position.
In this sense, among the first ones we find the classification
of Bühler, one who states that toys could be structured in
three types:
Toys designed for movement and motor
activity, leading to the muscular development.
Construction toys and creative games
that mark the beginning of the conquest by the child of the materials
that surround him/her.
Toys used for dramatic action, fiction,
and imitation games that enable the child to penetrate in the
world of fantasy.
Bühler’s classification, apparently
very simple and not very up-to-date points out some interesting
things to be considered, and that we should return to when we
assess the links between toys and the stimulation of intelligence.
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MULTI PLAY
TRICICLO ANDADOR
6 month + |
J. Piaget establishes a classification
of games and toys mentioned at the beginning of this essay, that
is very organic and consequent with his theory of the development
of knowledge, so it reinforces the focus towards the intellectual
sphere.
There are different classifications
that refer to chronological ages, relating a series of toys appropriate
for a certain stage of development, and so we have toys for nurselings,
for the early years, for pre-schoolers. This type of classification
has many limitations, because as we said before, age can only
constitute a general guide and it is more important to assess
the processes and psychological features promoted in a certain
stage of development and stimulated by a type of toys.
These classifications are based mainly
in the processes and qualities in which they intervene, for example:
- Toys for visual and auditory concentration.
- Toys for perceptual discrimination.
- Toys for the development of activities with
objects.
- Toys for the formation of fine movements
(e.g. grab).
- Toys to stimulate gross motor development.
- Toys for language development.
- Toys for the generalisation of relationships.
- Toys for the stimulation of positive emotions.
- Toys for sensorial development.
- Toys for the stimulation of the associative
processes.
- Toys for representations.
Another similar classification, in
the conceptual line of H. Page, is the following one:
-
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CRAWLING
CROCODILLE BOAT
18 month + |
Toys for the development of strength
and motor dexterity.
- Toys for constructive and creative actions.
- Toys for representation and imitation.
- Toys for social development.
- Toys for artistic abilities: arts and crafts.
- Toys for the acquisition of knowledge.
- Toys of scientific interest and mechanical
relationships.
- Hobbies or special cognitive interests.
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MY FIRST
TELETUBBY
From birth on |
These classifications are based
on the stimulation of certain processes and qualities, but they
don't contemplate all the possible potentials to be stimulated,
nor all the areas of development. Nevertheless, their main conceptual
principle, to stimulate essential psychological or physical actions,
is a good direction in the study of this issue, and it is closely
related to modern positions, connected with them in a very natural
way. This will be proven when we analyse a different way to classify
the toys, based on the theory of the multiple intelligence of
H. Gardner. The final conclusions of this essay will come from
this point of view.