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Show M EXTENSION FLASH By D..hi,iPauloy. Ho.no Economist CvvS 2 1 Ja.iu.3 Slovens- County Agont 2 3 USU EXTENSION SERVICE j GRAND COUNTY COURTHOUSE 259-7598 Tovs are tools from whkh a child can build physical, mental, and social abilities to function effectively in the world. With 5, (XX) new toys in addition to approximately 150. tXX) tovs inlrrwl previous years, toy selection selec-tion is a challenging and sometimes frustrating task. In selecting a toy, there are at least three important items that should be considered: Safety, interests and abilities abili-ties of the child, and purpose of the toy. Safety Safety is the number one consideration. Where children are concerned, no unsafe toy is good. Parents Par-ents are the most important impor-tant link in a safety team that includes industry, government, and consumer consum-er agencies. Parents should select durable, well-finished toys, avoiding avoid-ing sharp edges, material that splinters or shatters easily and brittle, lightweight light-weight plastics. Check the label on painted toys to see that the paint is non toxic. In addition, parents can do much to ascertain the safe use of playthings by following these rules: (1) Read and keep informed of developments of toy safety. (2) Teach your child proper safe play with toys. Set a good example. (3) Check broken toys and repair them or discard them. A) Supervise play according ac-cording to the situation, considering the child's age, personality, surroundings, sur-roundings, and experience. experi-ence. (5) Protect the young child from the potentially dangerous toys of the older child. Interests and Abilities Toy interests are relatively rela-tively stable. For example, ex-ample, a preschooler that enjoys riding tricycles will probably sustain this interest in-terest in wheeled toys up to his teen years. Some research has shown that girls and boys from an early age have different toy interests. Baby girls looked more frequently at toys with faces, and baby boys looked more frequently at toys that "worked." There are no clear-cut rules as to what toys are best for boys or girls, and 1 interests within the sexes vary so much that the parent, and not the researcher, is the expert on his or her child. Age guidelines listed on the toy package not only are a useful tool in safeguarding the health of children too young to safely use . the toy, but reflect a scientific judgment judg-ment as to what age groups would be most interested in the particular particu-lar toy. Again, parents are the expert on their child. Children enjoy the feeling feel-ing of competence and mastery that comes from a successful play experience. experi-ence. Psychologists suggest sug-gest that children prefer and benefit most from toys that are just slightly above their level of competence. Toys that are more than slightly above a child's level of competence compet-ence will either not be used by the child, or will serve as a source of frustration as the parent attempts to force teach a child. Because children are so interested in growing up and mastering skills, parents par-ents will find success in selecting toys that enable a child to master the particular skills pertinent to the child at the time. An infant, who must learn to focus correctly and to manipulate objects will enjoy bright toys of interesting texture. A toddler, with his increased mobility und need to establish autonomy will enjoy toys that help him get around, toys to ride on and to climb on. Young children, who nr nrntolv interested in the grown up roles fulfilled by mommies and daddies, will enjoy toys that will help them act out grown up roles. Coloring books, puzzles, und storybooks interest the youngster excited about achieving this "first day at school." School-aged School-aged children are develop-mentally develop-mentally tasked with acquiring ac-quiring skills and their own special expertise. They enjoy toys that stimulate their particular interests and hobbies. Purpose of Toy Toy playing is very serious business to children. child-ren. Just as formal schooling school-ing provides a "curricu lum" for children to read and write, play is a I "second cirriculum: for a I child to achieve mastery and imagination in his J thinking. Dr. Brian Sut- j ton-Smith, a leading ex- pert on child develop- ment, points out these I useful purposes for toys: (1) Toys provide op- ( portunities for children to I first master and then I exercise creative control I over some aspects of their J environment; J (2) Toys introduce children to our complex I technology and opportuni- I ties for choices they will I encounter as adults; and J (3) Toys and play inject novelty into a child's life, I suggesting that problem solving can be fun. I Parents should provide I a well-balanced toy diet J that include toys to meet J each of these play needs: ! (1) Activephysical play ! needs toys which enable J a child to exercise and 2 build a strong body. 2 (2) Manipulative, con- k structive, creative and k scientific play needs sat- isfying a child's need to investigate, explore, ex- periment, discover, mani- J pulate and create. J (3) Imitative, imagina- J tive, and dramatic play J needs toys which help a 2 child improve his under- standing of the adult k world. (4) Social play needs-toys needs-toys that can teach social abilities and values. |