TOYS AND THE FORMATION
OF THE PERSONALITY
|
DO-RE-MI
DOLPHINS
10 months + |
If toys are so important for
the physical and psychological development of children, it is
obvious that their elaboration should be closely linked to the
successive stages of the formation of their personality, since
each period has its own needs and motivations. It is necessary
to know them well in order to know where to focus the stimulation.
In this sense, there is a correlation between the use that the
boy or the girl gives to the toy and the particularities of the
development of personality in that specific period. This way,
a good toy can be used in the successive stages of the life, because
what changes is the way in which children uses it in different
ages. The same object-toy can be used during a lot of time, but
the game will be more and more complicated, so as to imply continuous
stimulation, new elements that force the child to exercise his/her
imagination and originality. When inserting the toy in a more
and more complex game activity, the same object requires new psychological
actions; this allows it to maintain the stimulation level and
to continue exercising an effect on the psychological processes
and properties, and be present successively in the different phases
of the development of the child’s personality. Let us use as an
example the game of blocks, commonly used in the stimulation of
sensory development:
|
LAP MEGASKTCHER
3 years + |
The nursing child generally takes the pieces,
throws them and hits them with each other. When
he can crawl, he carries the pieces from one place to another
and puts them into a recipient.
The child up to two years old rarely builds a
defined form, but he/she it is able to make simple constructions,
like a line or a simple tower.
When the child is three years old, he/she already
makes real constructions: complex towers, bridges, trains, barriers,
among others.
Children older than four years insert their
construction in a game; they are interested in giving a name
to their construction, and they usually add an argument that
is part of their representation.
From the age of five or six, they
use the pieces and constructions in a free way, assigning them
properties of more dissimilar objects, which they represent.
|
EDUCOMPI
NÚMEROS
3 years + |
As it is observed, the game has been
the same one the whole time, but its use has varied as time goes
by and there has been a transformation of the psychological processes
of the child. This is also related with the different periods
of the formation of his/her personality as the child changes his
needs and reasons, and consequently, his actions, interests and
forms of behaviour.
This way, the use of the toy maintains
a correspondence with the emergence and progressive subordination
of the motivations that are a basic component in the development
of the personality in the first ages.
But also, when children use
a toy they have positive or negative experiences related to the
success or failure of their actions with them, what causes an
effect in their emotions and feelings, in the affective-motivational
sphere. This affective necessity to be able to establish an emotional
relationship with the objects of the world that surrounds them
is materialised in toys, and other objects, determining that when
children don’t have the possibility of establishing this affective
contact with such objects, because they don’t have them, they
substitute them for whatever they have available and they give
them the role of toys: a bottle becomes a doll, a wooden piece
becomes a ship, a broom becomes a horse... This substitution also
has an explanation in the intellectual plane and it is an important
component in the game; it also has a very important affective
implication, and it will have considerable effects on children
as persons.
For this reason it is very
important that toys are adapted to the different age levels and
infantile interests. In general, attention is paid to the development
of the game, while the nature of the objects that intervene in
this game receives secondary consideration. However, the boy and
the girl invariably conceive the toy from a utilitarian point
of view, so that they use it in their games, and the more uses
they can conceive for it, the more they will prefer it and the
more time they will be interested in it.
The best toy is the one that is attuned
to the children’s psychological and physical development, and
the one that satisfies the needs and reasons of their personality
under formation. For this, it is necessary to have a deep knowledge
of the particularities of child development to be able to create
toys that truly contribute to this development.
Although it is true that toys should
be conceived in connection with the age of the users, and therefore,
adapted to the current state of development of the children, it
is important also to involve children with some others that are
somewhat ahead of their possibilities, to influence their potential
development, and to stimulate them to reach a higher level
of development. This concept has
particular significance for the teaching process, it is also important
as a means of development of children.
Children must find new forms
of action in the same objects and toys, but the adult must elaborate
others to help them to use all their potential physical and mental
resources. No object in itself motivates children to act, the
adult's participation is required to put children in contact with
this "world of objects", to teach them the ways of performance
historically conceived for these objects. It is good to remember
that the toy doesn't teach to play, the same way that no object
demonstrates by itself its function, so it is necessary to combine
the activities of children and adults so that the small ones assimilate
the relationships and functions that are intrinsic to the structure
of the object. In this combined activity the adult, when locating
some toys that are ahead of the current level of the child's development,
stimulates the areas of potential development, and a higher level
of development level is obtained as a result. Then, the children
will apply by themselves the acquired knowledge, will generalise
relationships, and will discover from their own action new means
and ways of performance with their toys, in an uninterrupted process
of growth and development.