Children Skill Development Using Toys

Children Skill Development Using Toys
Toys are items that are use for playing usually by children. They are a
great way for training children different skills that are necessary in
society. Toys are made in different colors, shapes, sizes, and designs
so as to make them enjoyable to use. Besides being for play, toys play
different roles in the life of a child especially with regard to the
development as discussed below.
How toys help us develop visual memory
Visual memory is described as “the ability to store and retrieve
previously experienced visual sensations and perceptions when the
stimuli that originally evoked them are no longer present.” (Cusimano,
2009). Toys are an enjoyable way of enhancing visual memory skills
especially in children who are still learning about their environment.
This can be done through playing hide- and- seek with toys, and keeping
toys within the baby’s reach
To begin with, children are not born with visual skills. They develop
them in the course of their development. These include the ability to
move their eyes accurately, coordinate eyes so that they work
simultaneously and focusing eyes on the objects they are trying to
observe. These are essential activities in enabling human beings to see
objects and retain these visual abilities in their memories. The
children should also learn how to use what they observe in understanding
their environment (American Optometric Association, 2013).
Children should be able to develop the ability to observe objects in
their environment and store this information in their memory. This is
usually developed at around the age of nine months (Suchow et al.,
2013). The best ways to do this is by playing hide- and- seek games with
toys. Toys with different colors and shapes are a good way to start. By
the age of nine months, babies have developed limited motor skills
through crawling. They have also developed basic preferences for
different things in their environment.
As a parent, the best way to ensure that your child is can visualize
things in the environment and store this information is by using toys.
Identify those toys that the child enjoys playing with and then play
hide and seek games using them. Make the child visualize the object and
then carefully place the toy away from the child. The child should be
able to recognize that the toy is no longer present and should start to
look for it.
Another way of doing it is by hiding the toy from the child, and when
the child starts crying for it, you offer a different toy. The child
will be able to recognize that this is not the original toy and either
start looking for the original one or become fussy. This shows that the
child is can visualize and store information obtained from visual
stimulation in the brain.
The other importance of toys in developing visual learning through toys
is that toys enable children to use their eyes simultaneously. In order,
for a child to be able to observe things in the environment and store
them in memory, the child should be able to use the eyes simultaneously.
This is because eyes work as a team (Developmental Visual Center, 2013).
This can be done by using locomotive toys. Use a toy that can move on
its own and make it move away from the child. As the child tries to
reach for it, try distracting her by doing other activities that require
her to observe. The child will try to see both activities at once and
then learn that this is not possible and instead focus on one activity.
Toys are also a great way of teaching children how to focus their eyes
on an object. This is because for an observed object to be stored in
memory, the observer should be able to store unique features about it in
the brain. Toys can be used to help children to learn how to focus their
eyes on the objects they are observing (The Whole Child, 2013). This is
done by using rolling balls where you place a ball in front of the baby
and then slowly roll it away from the child. The child should try to
focus on the ball by moving the eyes in the direction of the ball.
Advantages of early skill development with toys
Early development of skills in children is necessary because it enables
the child to perfect the skills as he, or she grows up. This enables the
child to sharpen these skills and execute them efficiently and with
ease. This also enables the child to enjoy using the skills and explore
different ways of using the skills. These include socialization,
eye-hand coordination, learning skills, and motor skills (Berley, 1993).
These are essential skills in life.
The first important skill is socialization skill. This is the skill to
interact with other people efficiently and constructively. This is done
through verbal and non-verbal communication. These enable a child to
interact with other people at different levels (The World Bank group,
2011). Toys teach children how to socialize through such activities as
sharing and following through with different activities. Children learn
the social skill of sharing in cases where the child has to share a toy
with another child especially when playing. This is a nonverbal form of
communication. A child also learns how to use verbal communication
skills through mimicking sounds and words produced by toys. This enables
children to learn how to pronounce words that he or she later uses to
communicate verbally.
Eye-hand coordination is a skill that involves the movement of the
eyes, and hands simultaneously to enable the child to perform a task. A
person should be able to direct the movement of his or her hands through
the direction of the eyes. This can be done by using toys that need to
be arranged in a different order (Cherry, 2013). This enables the child
to identify where an item should be kept and then coordinated the
movement of the hands so as to move the item to the desired point.
Eye-hand coordination can also be developed by moving toys form one
point to another. This is by training the child to move items around
based on eye movement.
The other important skill is learning skill. This is teaching a child
to learn by observing and listening. These are essential ways of
learning, and they are the most fundamental. Thus, toys can be used to
teach children how to learn by observing. For example, the skill of
observing can be taught by using toys with different color schemes. In
the case where the child is being taught upper and lower cases in
alphabets, the parent can use toys with different colors in upper and
lower cases to enable the child to learn the cases (Chaloux, 2013).
Listening skill in learning is relevant to a child because most times,
people learn through verbal instructions. Toys which produce sound can
be used to teach children learn how to listen. This is done by making
the child listen to words being said by toys and asking the child to
repeat what is said. It also enables the child to learn how to pay
attention to what is being said so as to understand. Thus, toys are a
good, easy, and fun way to teach a child how to listen to instructions.
Parents should, therefore, buy toys that are audio in nature when
teaching pronunciation in children.
Motor skills are the skills of being able to move around. Motor skills
develop through the development of muscles and strengthening of these
muscles to enable them function independently (Dorell, 2008). For
example, the ability to pick an item and move it requires motor skills.
Additionally, the ability to move from one place to another is also a
motor skill that should be developed by strengthening the leg muscles. A
child can be encouraged to pick up an item and move it from one place to
another. The child can also be encouraged to reach out for an item that
he, or she desires so that the child can learn to move from one item to
another. At the beginning, children move around by crawling. This
strengthens the hand and leg muscles to enable the child to perform
different tasks.
How toys help create a foundation for pre-reading skills
Pre-reading is the stage at which a child learns how to recognize and
pronounce words before learning how to read them. This makes it easy for
children to learn how to read words by learning how to pronounce letters
which make up a word. This also gives a child an easy time in learning
in school because the child already knows the basics of words which are
letter pronunciation (Kertell, 2008).
Pronunciation can be learnt by helping a child identify letters which
are beautifully colored and then teaching the child associate letters
with different items (Irish Association of Speech and Language
Therapists, 2013). These should be items that the child can easily
recognize. A parent can also buy items with different names and teach
the child how to write and pronounce the names of the item using letters
puzzles. These are beautifully colored letters that also attract the
attention of the child.
Listening is also a reading skill. This skill is helpful in reading,
where a child learns how to read a word by listening to pronunciation.
This ability to listen can be developed by a parent who pronounces
asking the child to pick up a toy of choice (Family Learning, 2012). The
parent then names the toy and asks the child to repeat the name of the
toy. This teaches a child to listen and understand which is necessary in
learning because listening is one of the skills of learning. This also
makes learning enjoyable, and the child can to pay attention.
Observing is also a skill of learning primarily in physical activities.
This can be learnt by using toys. Toys that look like human beings can
be manipulated to move arms and other body parts and then the child
repeats these actions (Stoodley & Catherine, 2007). These are good skill
in reading because a child can be taught how to observe a skill and the
repeat. This skill is necessary because for a person to be able to read,
the child should be able to observe a word and then so that he or she
can be able to read.
Toys can also be used as a foundation for reading by using toys that
have words. The child can then be taught how to read these simple words
by observing the letters that make up a word. This enables a child to
learn how to read by connecting letters in a word (Makofsy, 2013). Thus,
the child can learn how to read through using toys. The toys could also
be toys that progressively pronounce a word by writing one letter at a
time. This enables the child to identify the letters and pronounce the
letters one at a time, to make a word.
These are known as educational toys as they teach children how to read
and say words. Educational toys make learning enjoyable and memorable
because it is easy for a child to remember toys more than human
activity. This is also because toys are beautiful and thus, attractive
and this can easily catch a child’s attention. Attention is necessary
in learning because it enables a person understand what is being taught,
and this is necessary in reading.
Reading also requires proper eyeball movement and visual fixation. This
is because when a person is reading he, or she does not need to move the
whole eye or body so as to read. Reading is primarily the function of
the eye only (Sturgeonl 2012). This can be developed using toys. The
parent can use dangling toys that move up and down and sideways to
encourage the child to move the eyeball so as to follow through with the
movement of the toy. Thus, the child learns to observe by moving the
eyes form one side to another. This is an important learning skill
because it makes it possible for a person to be able to move from one
word to another without a physical body movement.
Therefore, toys are a fun way for parents to prepare his or her child
different reading skill before the child begins to read. This gives a
child an easier time when reading because the primary skills are already
well established. There are also different types of toys for different
skills, and they are all readily available for parents to use.
Gaining Recognition to letters with toys
Letter recognition is an essential skill in development. This is
because letter recognition is the basis for learning through reading. A
child should, therefore, be able to observe a letter and store its shape
in memory for recognition purposes (Sturgeonl 2012). This stage of
learning can be enhanced using toys because it is enjoyable. The toys
should be colorful so as to attract the attention of a child. This
increases interest in learning, and executing what is learnt.
Letter recognition is the basis of learning, and it is more valuable
than intelligence. Research has proven that to enhance a child’s
written language is developed by observing, understanding and
manipulating letters so as to form words. Therefore, letter recognition
is the basis of this process because the child should be able to
recognize and understand the letters so as to be able to manipulate them
into words (Baillet, 2012).
The best time to start this process is before the child goes to school
as this will give the child a head start in learning. This can be done
effectively by using educational toys such as alphabet wooden blocks,
wooden alphabet stamp set, alphabet express floor puzzle, or magnetic
wooden alphabet (Sturgeonl 2012). These are simple enjoyable toys that
also double up as games and they have the advantage of keeping a child
attentive to learning.
Letter recognition is significant is phonemic recognition. This has
been identified as being very significant in early learning that a
child’s intelligence alone. Thus, learning begins with letter
recognition, which is more important than even the level of
comprehension (National reading panel 2000). This is because a child
should first be able to recognize individual letters in a word so as to
comprehend the word and its meaning.
Alphabet wooden blocks are safe for a child’s play. They have huge
letters with attractive colors, and this makes them attract the
attention of the child. Children enjoy sorting the blocks in different
groups. As a parent, you can take advantage of this activity to teach
the child about letters (Willow 2012). Sort the letters in alphabetical
order and then associate each letter with an item in the homestead,
which a child can easily recognize and name. This association of letters
to items enables the child to memorize thee letters.
Magnetic wooden alphabet has been proven to ignite a child’s interest
due to the added advantage of sticking on surfaces. Thus, a parent can
take advantage f the magnetic ability by teaching the child to say out
the name of the letter while sticking the letter on surfaces of items in
the house. The other advantage is that you can match upper and lower
cases and thus, the child can learn both cases of a letter concurrently.
This toy can also be used to help a child construct names of items in
the house. This helps in reading and the child can use letters to
construct words (Sturgeonl 2012).
Letter recognition also improves the memory of a child. This is because
a child should be able to remember letters that they have seen
previously in both their upper and lower cases. This is made possible
using toys which are in different sizes and colors to enhance learning.
This improved ability of a child to remember different letters in
different forms enhances learning especially if the child can easily
remember all of them in different forms (Baillet, 2012). The child can
also be taught to write these letters by letting them observe the
letters first. After the child has observed all these letters, put the
toys away and ask the child to write the letters down in upper and lower
cases. This will enhance the child’s letter learning abilities (Reimer
2013).
Letter recognition also goes together with letter sounds. You can teach
a child how to recognize letters by using their names. Toys such as
LeapFrog fridge phonics magnetic alphabet are an enjoyable way of
teaching children how to recognize and pronounce letters. Pronunciation
is learnt by using toys with sound especially is the child can press a
letter and then the toys pronounces it. You then encourage the child to
say out the letter as she has heard it (Bartlemus 2012).
Eye- hand coordination developing with toys in early infancy
Eye- hand coordination usually starts at the age of four months. This
involves the manual ability to control the movement of the eyes with
those of the hands. It also includes having the hands guide the movement
of the eyes. Eye- hand movements are part of daily life activities, and
it is necessary for a child to be able to perform them accurately
(Lazzari, Mottet & Vercher 2009). Children are best taught these
activities using toys as they are an enjoyable way of learning.
Simple motor skills such as pointing, reaching and grabbing are
valuable in the development of a child. These skills are best developed
through learning and practicing them as the child also learns cause and
effect of the activities (Baillet, 2012). Toys are the best way because
it enables the child to have control over his or her environment. The
skills also make it enjoyable for a child to play because he or she can
manipulate items to his or her satisfaction.
These motor skills are done more efficiently if the child can
coordinate the movement of his eyes with those of his hands. At around
three or four months of age, a child’s muscles are also slightly
developed, and the child can get a hold of items and move them slowly.
To do this, teach the child to follow the movement of objects using toys
that are dangling (Sangmeister 2005). The child will try to move the
toys to a particular direction. If a toy is dangling, it moves from side
to side, and the child follows this movement using the eyes. The child
might try to grab the toy, and this will require him to move the eyes
and hands accurately, in one direction. This movement enhances the child
to learn how to move the hands and eyes in a particular direction so as
to achieve the desired result.
Eye-hand coordination is significant as it helps a child be able to
read and write as she or he grows up. It is, therefore, necessary to
develop these skills at an early age so that the child keeps improving
them with age. Children love to play with toys especially beautiful
ones. Therefore, using toys is a very efficient way of doing this as the
child will be enjoying the games as well as learn. These skills should
be developed from the infancy stage so that they are improved in with
time and also help in muscle and brain development.
The beginning of eye-hand coordination is the ability to grasp items. A
child should be taught how to grasp items using toys. Provide your child
with a toy and then place it a few centimeters away from the child. The
child will try to reach for the item and grasp it. This require that the
child coordinated the eyes and hand movements as she or he has to first
spot the toy and then move the hand towards it. This coordination of
eyes and hands trains the child how to spot and reach out for an item
which is necessary in later stages when the child has to read and write
(Welton, 2010).
Between the ages of four to eight months, a child has developed the
ability to pick up and move slightly bigger items. The child can also
move items from one hand to another, and this is an improvement to hand-
eye coordination. Each time a child tries to reach for a toy and pick it
up, the brain is responsible for instructing the child where his hand
should move in relation to where the object is placed (Ball, 2002). The
child learns of the position of the object from seeing it with the eyes.
Thus, the brain instructs the hand based on information obtained from
the eyes. Therefore, using skill development toys to enhance this
communication is also a great way of developing brain activity.
Toys are also a good way to develop the concept of direction in children
such as up and down. This involves motor skills where the child learns
how to manipulate the direction that a toy will move through
observation, and physical stimulation (Johansson et.al, 2001). As a
child tries to grasp an item and draw it towards his or her direction,
the child will require coordinating the movement of the hands with those
of the eyes.
Toys that are designed to understand your child’s personality
(Sociable, assertive, passive, shy)
Toys have been proven to help parents in understanding their child’s
personality. A personality is a unique combination of behavioral
response, emotion and attitudes. This combination is unique from one
person to another (Burger, 2010). It is necessary for parents to
understand the personalities of their children from an early age so as
to learn how to interact with them. Given that children are not able to
communicate with other people in their early life, it can be hard to
understand the child’s personality. However, toys are very useful in
helping parents know their child’s personality.
A sociable child is one who tries to communicate with others through
the use of language and movements, and enjoys physical contact. The
child may not be able to talk correctly but he or she attempts to do so.
The child also tries to interact with the environment through physical
actions (Sargent, 2005). Parents are encouraged to buy children toys
that communicate with them. These are toys that have sound abilities. A
sociable child will attempt to repeat what a toy says. The child can
also attempt to repeat sound that are produced by the toys during other
activities. This shows that the child is sociable and interactive. Thus,
a sociable child will be seen holding his or her toys often and trying
to manipulate their actions. There are toys which also have automatic
movements by using buttons. For example, toys that mimic a human being
through such activities as hand movements. A sociable child enjoys
interacting with such a toy and will attempt to mimic such movements.
An assertive child is one who knows what he, or she wants. The child is
very demanding and likes to engage in activities that encourage mutual
exchange. Thus, the child will usually try to manipulate his or her
environment so as to get the desired results. The child is also
adventurous and strong-willed (Jennifer, 2009). This personality is
usually brought out when a child will try to manipulate the look of a
toy so that the toy does or stays the child wants. For example, if the
child wants a car toy to move and the toy does not move automatically,
he, or she will push it using his or her hands to wherever he or she
wants it to move.
Such a child is also adventurous and easily gets bored with toys after
a short time. Such a child will play with the toy for a particular
period and then completely ignore it (Baillet, 2012). The child also
enjoys new toys more than old ones because he or she is always looking
for new adventures. The child will also not stop playing with a toy
until he, or she completely learns how to use it. Such children also
destroy their toys as they attempt to, for example, find out where the
voice produced by a toy comes from.
A Passive child is one who does not connect socially with others. The
child does not seem to initiate interaction with other people and does
not also seem to have an interest in such interactions. The child always
seems peaceful and thoughtful. Such children prefer routine activities
and will seem to enjoy older toys than new ones. New toys take time to
attract his or her attention. The child will also seem to prefer keeping
his or her toys in order and treats his toys especially human-like ones
with kindness (Eden, 2006). The child also seems emotionally connected
to his or her toys and will be sad if one breaks down. Such children
also enjoy playing with their toys most of the time than with other
children especially if they are new.
A shy child is one who only speaks when spoken to. The child will not
usually put his skills to work unless prompted to use them. The child
is, however, attentive and prefers routine activities to new activities.
The child is, however, confident and prefers to get things right. Thus,
the child will prefer the same toys all the time, and he will interact
with them based on routine. Any new activities make the child
uncomfortable (Forman & Hall, 2005).
Localization- fixation- ocular pursuit and gaze shifting
Vision is an essential part of learning and life. The ability to see an
item and follow it using the eyes is a skill that is developed with
time. A child is only born with the ability to see (Barnes, 2008). The
child’s visual abilities and techniques can best be developed using
toys because this is the best way to capture a child’s attention. A
parent can use toys to develop visual localization, fixation, ocular
pursuit and gaze shifting as directed below.
Localization, fixation, ocular pursuit and gaze shifting are all visual
skills. These skills are developed with time as the child grows, to
enable him, or her to be able to observe things. Localization is the
ability to maintain a focus on a particular item with no interruption
being caused by ocular movement and twitching. Localization enables a
person to reduce the field of view so as to focus on objects within eye
range. Toys are of importance to children. Thus, toys can be used to
train a child to be able to narrow their field of view. The child can be
taught how to focus on one item in the field of view at a time. This
improves concentration and can be done using toys that move (American
Optometric Association, 2013).
Visual fixation is the ability to hold a gaze on a particular item or
place at a time. It is the ability to maintain a central vision (Virtual
medical center, 2013). Toys can be used to help children develop vision
fixation by placing a toy in front of a child and then moving it away
slowly. The parent can also use remote controlled toys by placing them
in front of a child and then slowly moving it away using a remote
control. The child will learn how to focus on the item by following the
movements with the eyes. Visual fixation also enables a child to observe
an item and learn how it operates. This also helps in improving
concentration on an item. This will also enhance a child’s learning
skills when he or she starts to read and write.
Ocular pursuit is the ability to follow the movement of an object by
moving the eyeball. Most of the time, human beings do not need to move
their bodies or heads completely so as to be able to follow the movement
of an object. A toy can be used to improve a child’s ocular movement
because it is necessary in observation (Krauzlis, 2004). This can be
done by slowly moving a toy away from a child’s eye view. The child
will initially move the whole head so as to follow the movement of the
object (Baillet, 2012). However, with time, the child will learn to
follow this movement by moving the eyeball only. The best way is to use
suspended toys that move up and down or sideways.
Gaze shifting is the process of moving visual fixation from one object
to another either voluntarily or involuntarily. This is process that is
natural to human beings. It also happens frequently. The ability to
shift your gaze indicates the strength of eye muscles depending on how
quickly and frequently a person can do it. Thus, it first involves the
strengthening of eye muscles so as to enable them to coordinate properly
with brain activity that involves face (Shiftingouto & Kerzel, 2008).
Muscle strengthening is best initiated during infancy where a child is
trained how to shift gaze from one item to another. This can best be
done using toys by moving a brightly colored toy in front of the eyes of
a child. This will attract his or her attention and prompt him or her to
move his or her gaze. A child should be able to do this without any
difficulty.
It is, therefore, necessary to help in developing a child’s visual
activities are they are necessary in vision. They also help a child to
learn by observation and this can only be done is a child can see things
accurately and quickly so as to understand. This can be done using
different toys especially those that can move automatically. Parents are
encouraged to uses a child’s interest in toys for playing and learning
how to use the eyes to learn. This is because learning by observation is
one of the primary ways of learning.
Developing grasp-release-in-hand manipulation and bilateral hand skills
by toys
Grasp-release is known as a fine motor skill. The skill involves the
ability of a person to coordinate what are known as the fine muscles of
a hand. Fine motor skills include grasping, releasing, imitating and
picking-up of items. This is what helps in developing the small muscles
of the hand that enable a person to be able to write (Bruni, 2004).
Children are born with natural clenched fists. They cannot unclench
their fists even if a person tries to do it. This, however, changes
gradually from the age of three months where a child’s palm unclenches
and he or she starts to grasp things in the immediate environment
(Baillet, 2012). This can be enhanced using toys as it also enables the
child’s muscles to become stronger so that the child can be able to
hold items in his or her environment. It also improves born formation.
During the first few months, a child cannot release objects voluntarily.
Therefore, if you place an item in his or her hands, the object remains
there.
When a child is between two to three months old, the child can swipe
objects close to him or her. This is because the child is attempting to
grasp the object but is not able to do so. However, this improves hand
movement is different directions. Toys are necessary at this stage
because they encourage frequent movement of the hand, which helps the
muscles of the arm to grow and become stronger. This also improves the
ability of a child to manipulate his or her hands (Center of
development, 2013).
When the child is between four to five months old, the child can
voluntarily grasp objects and release them. The child can reach out for
objects within his or her reach and move them in different directions.
This improves locomotive activities of the child. This can be enhanced
using toys where the child grasps toys of his or her desire and let’s
go of others (Baillet, 2012). The child’s finger muscles also become
stronger as the child grasps objects and holds onto them. The fingers
are also able to grasp at items through coordination with hand muscles.
The fine motor skills are best developed through experience. This can
be enhanced using toys that enable the children to use their fingers and
hands as it also strengthens the muscles. This is also part of
developing eye-hand coordination, which enables children to read and
write once they join school (Edwards, Buckland & McCoy-Powlen, 2003).
The toys that a child uses at this stage should be small enough to
enable them to grasp the toys using the fingers so that they can then be
able to move the objects around. In the first stages, the child only
uses the fingers to grasp objects. With time, the child incorporates the
use of the thumb in this activity. This enables the child to have a
better hold on items. This helps a child later on in life when the child
has to hold a pen so as to write.
Bilateral motor coordination is the movement of two different sides of
the body to perform an activity. This is especially important in fine
motor skills that usually involve two different parts of the body, the
most popular being eye-hand coordination (Baillet, 2012). The child
should be trained to develop bilateral motor coordination skills using
toys as the child tries to reach out for toys or move toys from one
point to another (Henderson, 2006). This is important as it involves the
processing of information in the brain and then executing actions
accurately. This can be encouraged by teaching children how to solve
puzzles or how to organize their toys.
As the child grows, it is necessary to teach him or her how to hold
items and use them while holding. This enables the child to feed him or
herself and hold a pen so as to write. This can be done using crayons
because they are colorful and the child will enjoy playing coloring
games (White & Folkens, 1991). A parent can be able to help the child
develop this skill by training a child how to hold the crayon using the
fingers and thumbs carefully and then coloring by moving the hand in
different directions. The child will learn how to grasp and hold onto
the item so as to enable him to perform different tasks and achieve
desirable results.
Evaluating your kids’ skills by toys
Children use various skills and activities to communicate what they
want. These activities are largely non verbal communication, play skills
and imitation. These are learning activities that help a child so as to
able to help a child to interact with the immediate environment. These
skills emerge at different levels of growth and can help a parent to
evaluate whether the child is growing up in a healthy way (Hogan, 2013).
A parent can use a child’s interaction with toys to evaluate these
skills.
The first skill is visual thinking skills. This is the ability to learn
through observation. This is one of the primary ways through which a
human being learns how to do different things (Baillet, 2012). Visual
thinking enables a child to learn how to do various activities by
observing an action and executing it. Toys that involve sorting and
matching are great for teaching a child’s ability to learn through
visualization. A parent can use toys that involve matching items with
similar shapes and colors (Morin, 2013). This can enable a parent to
evaluate whether a child has learnt how to observe items and use visual
learning to be able to carry out different activities.
Sorting is valuable because it teaches a child to use visual skills to
learn. It is also able to teach children differences between things and
this enables them to learn different concepts (Baillet, 2012). These
concepts are later useful in learning how to analyze things. This
analysis usually involves sorting out differences. This, a child
canlearn how to analyze critically objects so as to detect differences,
which is an important part of critical thinking (Zero to three, 2012).
The next skill is the skill to clearly to communicate what the child is
thinking of. This enables children to put across their knowledge to
parents and other children. It is necessary to pick the most easy to
learn way of learning. Researchers agree that using pictures and toys
can help a child to learn how to communicate. Toys are useful because
the child can learn vocabulary that helps the child to communicate. This
is especially in cases where a child uses toys that are audio in nature
and help the child to know how to say different words. This can enable a
parent to learn how the child learns and how a child’s listening
skills develop. Thus, you can evaluate how learns by evaluating how the
child uses words that he or she has heard before.
The other skill is playing social games. This enables a child to learn
how to socialize which is important in human interaction. A parent can
teach a child how to socialize by using toys. This is by mimicking the
voice a toy and the observing the child’s reaction (Hargika, 2012).
This enables the parent to evaluate the child’s social skills such as
negotiation and communication of ideas and thoughts. Using toys to play
can enable a child to learn cause and effect. A parent can evaluate the
child’s playing skills by using toys that have such effects as
spinning. This is where a child spins an object and then observes how it
spins.
A parent can also use toys to observe how a child socializes with
other children. This is in cases where children are required to share
toys or play with toys that involve tow people. A parent can observe how
children share their toys with other to determine whether the child can
socialize with other people. These are essential skills in later life in
social interactions that involve mutual sharing of items. This can then
enable a parent to teach the child different social skills (McIntyre,
2003).
In conclusion, toys are a great way of teaching children different
activities. This is because toys are enjoyable to use. Toys also come in
different colors, which attract the attention of children making it easy
to teach children using them. Toys are designed specifically for child
play and that is why they come in different shapes, sizes and colors,
concepts that children can easily grasp through visual observation.
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