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A guide to Educational Toys

Summary

Educational toys should not be so overtly "educational" as to detract from the simple pleasure of playing. When a child is involved in a stimulating activity, and engrossed in play, the surface layer of the brain expands, making the brain generally more receptive to new ideas, and "learning", in its broadest sense, whilst, in situations where a child finds an activity boring or mundane, the reverse is true.

Educational Toys

Children playing with exciting, or invigorating, educational toys are - although they, obviously, have no conscious sense of this - actively encouraging development of their brains, and, since much of this development takes place at a very young age, the earlier a child is exposed to stimulation of this type, the better equipped he, or she, will be to reap the benefits.

As an example, many children, at a very early age, are attracted towards animals and birds, and find the process of discovering, and learning about, different species hugely interesting and exciting. Animals and birds, especially those of an exotic nature, may not be immediately accessible to children, or parents, even at the best zoological gardens, or wildlife parks. Books are a valuable source of reference in their own right, but they may not be very enthralling, particularly to younger children. Alternatives, therefore, could include handcrafted, wooden toy animals - preferably, from the point of view of safety, and durability, hardwood, painted with non-toxic, water-based acrylic paints - perhaps comprising animals from the farm, forest, or zoo, or a Noah's Ark set. Stuffed, fluffy animals may also be a possibility, as may colourful jigsaws - although less versatile in terms of actual play - for slightly older children. Jigsaws, do, however, help to develop imagination, and mental discipline.

Age Appropriate Toys

Babies between birth and one year, or so, do not really play, in the strictest sense of the word, but are rather on a voyage of discovery, in a world where new shapes, colours, textures and sounds are absolutely fascinating. Soft, stuffed animals can provide a source of interesting shape and texture, as well as a source of comfort, and colourful - and, indeed, noisy - balls, mobiles and bath time toys will be equally enjoyable. Children of this age, by definition, spend long periods in the arms of a parent, or guardian, so the addition of a "baby" book, finished in hard wearing fabric, or vinyl, can introduce the concept of reading, or, at least, being read to.

Children learn to get around by themselves quickly enough, so toys for slightly older children, perhaps up to three years, need to take into account this newfound mobility. Motor skills, in arms, legs, fingers and toes are starting to be properly exercised, so push, or pull, along toys, or baby walkers are appropriate, as are basic drawing materials, in the form of large paper, and big, chunky crayons. Children of this age also start to copy what they see other people do, so a toy work bench, kitchen, or telephone will help them to emulate their elders.

Between three and five years motor skills continue to develop apace, so jigsaw puzzles, for example, with large pieces, present a challenge for body and mind, as do simple crafts, such as painting - perhaps with easy to grasp brushes and paint pots - rubber stamping, or basic jewellery making. A pedal tricycle or a scooter - preferably with three wheels, and a wide platform, for stability - can add a new dimension to getting around.

Beyond five years, starting school, and the associated peer pressure, means that children are often quite selective in their choice of what is "cool", and what is not, when it comes to toys. A bicycle - complete with a comfortable, and sturdy, cycling helmet - is likely to become a necessity, as are appropriate computer games and sports equipment and clothing. Computer video games can promote attention to detail, the use of strategy, and hand-eye coordination, but may also be detrimental to performance at school, and social interaction, if allowed to dominate study, or leisure, time, so limiting playing time to, perhaps, one hour a day, is a sensible precaution.

Safety

Toys and games, of any description, should obviously be safe for children to play with, and, although unsafe, or dangerous, toys are illegal, some are produced by unscrupulous manufacturers, and distributed by equally unscrupulous retailers. As a general rule, it is best to purchase educational toys only from reputable outlets.

High quality toys will bear the British Standards Institution "Kitemark", indicating that they have been independently tested, and comply with the appropriate standard. Look, too, for the mandatory "CE" symbol, which confirms that the toy meets the requirements of the European Community Toy Safety Directive, and the British Toy and Hobby Association "Lion Mark".

In addition, avoid toys with sharp points, or edges, or traps for small fingers, and those with small parts, or fabric that comes away easily, which present a choking hazard. Toys should also be checked for breakage, or "wear and tear" - which may reveal dangerously sharp edges, or stuffing material - from time to time.

Furthermore, be aware of the recommended age range of any educational toy, and, in particular, do not allow a child less than three years of age to play with a toy that is marked as unsuitable for that age range.

Preferences & Skills

All children learn at different rates, and, to a greater or lesser extent, have different learning styles, or a combination styles. Aural learning - that is the response to sounds, in the form of music or speech - is the earliest form, and if, for example, a child learns to speak at a relatively early age, this is normally a good indication that he or she is particularly receptive to this style of learning. Other children may be more receptive to visual stimuli, or to learning that requires a more structured, logical approach; stacking building blocks, from the largest, to the smallest, is a good example. Whatever the preferred learning style, or styles, a certain amount of observation is required, to determine how a child responds to aural, or visual, cues. If you are, for example, considering the purchase of an educational toy for a child other than your own, it is worth consulting the parents first, to establish the type of toy that will bring most benefit, and enjoyment, to the child.

Different types of toys help to develop fundamental skills in different areas. Arts and crafts, for example, can enhance fine motor skills, or small muscle coordination, and, in turn, the ability to use writing tool, such as pen, or pencil, comfortably and effectively. Construction toys can promote concentration, creativity and a certain amount of self-confidence, while role playing toys encourage imagination, communication and sharing.