Toys and Creativity

Year 2021, Volume: 9 Issue: 3, 215 - 222, 30.09.2021

Eda Yazgın

https://doi.org/10.17478/jegys.884337

Cited By: 1

Abstract

The historical, anthropological and developmental research shows that play has been universal in all cultures, and children's play is supported by toys and play materials produced by adults. It is well known that, when properly used, quality toys provide children with a wealth of opportunities for creativity, social interaction with adults, and effective participation. However, research-based evidence on specific types of play and toys that support learning and development most effectively needs to be multiplied. Children are prepared to learn what they need to learn with passion and pleasure. This text emphasizes the aspects of toys related to creativity. Relevant to our day, the threats to the place of play and toy in the life of the increasingly lonely child are also discussed.

Keywords

toys, museums, creativity, child development

References

• Elkind, D. (2007). The Power of Play, Philadelphia: Da Capo Lifelong Books.
• Göncü, A. (2007). Play and development. Evolutionary, sociocultural, and functional perspectives: Lawrence Erlbaum.
• Healey A., Mendelsohn, A. (2019). AAP Council on Early Childhood. Selecting Appropriate Toys for Young Children in the Digital Era. Pediatrics, 143 (1), p: 1-12.
• https://qz.com/1474796/letting-young-kids-play-is-the-best-way-to-prepare-them-for-school/
• Howard, J. (2002). Eliciting young children’s perceptions of play, work and learning using the activity apperception story procedure. Early Child Development and Care 172: 489–502.
• Lindsey ,S., Hounsell, K.G., Cassiani, C.A. (2017). A scoping review of the role of LEGO therapy for improving inclusion and social skills among children and youth with autism. Disability and Health Journal, 10: 173-182.
• Onur, B. (2010). Oyuncaklı Dünya, Ankara: İmge Yayınevi.
• Sandberg, A., Vuorinen, T. (2008). Dimensions of childhood play and toys, Asia-Pacific Journal of Teacher Education, 36:2, 135-146.
• Sandberg, A. & Pramling Samuelson, I. (2003). Preschool teachers play experiences then and now. Early Childhood Research and Practice, 5 (1).
• Sandberg, A. & Pramling Samuelson, I. (2005). An interview study of gender differences in preschool teachers’ attitudes toward children’s play. Early Childhood Education Journal, 32 (5), 297-305.
• Suskind, D. (2018). Otuz Milyon Kelime: Çocuğunuzun beynini Geliştirin, (Ed. Esra Eret Orhan ve Barış Satılmış) Ankara:Buzdağı Yayınevi. [Thirty Million Words: Building a Child's Brain].
• Trawick-Smith, J., Russel, H.&Swaminathan, S. (2011). Measuring the effects of toys on the problem-solving, creative and social behaviours of preschool children, Early Child Development and Care, 181:7, 909-927.
• Wickerius, M., Sandberg, A. (2006). The signification of play and the environment around play. Early Child Development and Care, 176 (3), 207-217.
• Whitebread, D., Basilio, M., Kuvalja, M.&Verma, M. (2012). The Importance of Play. A report on the value of children’s play with a series of policy recommendations. Toy Industries of Europe.
• Winner, T. (2017). Out of this world: A brief history of the yo-yo. www.museumofplay.org/blog/play-stuff/2017/05/out-of-this-world-a-brief-history-of-the-yo-yo