Who Is That Toys, The Child Or The Toy?

Something that we as parents frequently ask when approaching a birthday, Christmas, or just want to buy something is what can we give?

do you like?What it will do you case? Away from that is a sexy toy, that like us… You really should ask is how is my son at this time?, does what needs?, what enjoy doing?… It is possible that some of these questions are easy to answer, but maybe others not so much. On the other hand we should be able to also analyze the toy since not all toys are the same or allow a quality game.

Here I am going to propose especially open toys that we tend to deliver toys to children who do not encourage their imagination. Few things make a toy, more active will be the game. I am going to propose toys that have many applications, which limits the brand the child’s imagination, avoiding those that can only be used “as you put in the box”. By way of example, imagine that we offer a child a toy that anda single ambulance, has lights and it makes sounds alone are what you have to do the child with that toy? Its role goes from being active in the game, to passive, a mere observer of a toy, because his voice is not what Mermaid mimics when he wants to, is no longer his body which moves the ambulance in the way that you imagine in your history… The toy is which dominates the situation and it is precisely through the game a way that children are the protagonists of his story.

On the other hand, we should consider the quality of the toy, and here I don’t mean whether “coming from china”, but:

-What brings that toy what skills are developed using it: psychomotor skills fine, movement, attention, oculo-manual coordination?

-Toy what is proposed would gives freedom to the child to be the protagonist of his story? It allows a game in which the child can imagine? is the toy that sends and tells the child what to do? the child is limited to watching and listening to the toy? Or is the child who can create stories and dialogues, moving at will…?

-Is the material of different materials to provide different sensory information to the child? Let us remember that during the first two years, according to Piaget, the child is in a stage sensory motor and therefore needs 2 are: movement and the development of the senses, this should bear it in mind to avoid objects that do not provide different information to our senses (the plastic for example) and which oblige the child remain still observing.

During the second year, the symbolic game develops, this is the game that allows you to use a few things as if they were other, play “as if”. We have to keep in mind that the less structured is more likely to play the toy will give. If you buy a child a toy iron, this will only serve to iron. But if you don’t have this, it is possible that use of a big building block to iron the clothes for their dolls, but that on another occasion, this same block is a boat, a brick, a phone… fostering a true symbolic play.

What can be drawn from all this? That our children do not need many toys, nor that they are very sophisticated, or need to invest large amounts of money to the children to play. Provide few toys but well-chosen, versatile, little structured and of different materials, sometimes it is more interesting to invest large sums of money.

To make work a little easier, I’m going to give a vision of how a child at a certain age, what “need”… and some toys that are suited to those characteristics.

Then with that data, you can customize it with the interests and characteristics of your children, also should bear in mind that I’m going to talk about when things should not take ages as something rigid, but you will have to adapt it to each particular case.


Between 4 and 8 months, babies learn to take, shake, hitting objects.

They are beginning to understand that objects are something separated from them, what they’re going to begin to understand object permanence, will be interested in exploring the world and the environment that surrounds them.

In terms of his motor development, pass the turning to the reptado and it is possible that they already crawl and sit.

What we can offer them at this time?

-Cesto de los tesoros: se ofrece a los bebés cuando ya son capaces de sentarse, consiste en un cesto bajo lleno de objetos (no juguetes) de diferentes materiales y texturas (una cuchara de madera, una concha, una brocha, una flanera…) El bebé que ya es capaz de coger, agitar, golpear objetos, llevárselos a la boca… Aprenderá a través de la manipulación de estos. Además recogerá información a través de todos sus sentidos, puesto que cada material es diferente y le aporta diferente sabor, peso, temperatura, olor…

Generalmente los cestos de los tesoros se fabrican en casa, con objetos cotidianos buscados expresamente para este fin, pero también hay marcas que los comercializan.

-Mordedores: preferiblemente que no sean de plástico por el motivo que hemos dicho anteriormente, si el niño aprende a través de sus sentidos, el plástico siempre le va a ofrecer la misma información. Actualmente existen mordedores de madera, con piedras, tejidos…

-Pelotas de diferentes texturas: con espacio para agarrarla con los dedos como la pelota Pikler, o Montessori. Primero para poderla coger fácilmente y después para perseguirla al lanzarla y de esta forma fomentar el gateo y el movimiento.

A los 8 o 9 meses, aparece la permanencia del objeto (con limitaciones) junto a la angustia de separación y el miedo a los extraños. La conducta del bebé ya es intencional e intenta alcanzar un fin y aparecen las primeras conductas de anticipación.

In terms of motor development, after the phase of the I crawl, you can already try to cling to furniture to stand.

1 to 2 years

Once they acquire the March, enjoy walking, moving, discovering the possibilities of his body and all this is very important, thus it is possible to give us the feeling that they do not play with nothing and that “they are not concentrated on one thing for more than 2 minutes”. But it is that now your body needs to move, explore, climb steps, stooping to observe, look under your legs, tumbling over itself…

Between 12 and 18 months, tertiary circular reactions occur, children again and again repeat the behaviors but introducing variations, trying to bring new results. No longer interested in waving a toy as it did before, but to discover its variations. Throwing toys and things, pulling a rope to discover that the toy moves, pulling it by an inclined plane, knocking down a tower…

What can we offer now?

-Drag dolls: are toys (usually with wheels), crawling through a rope, this way to see the relationship between cause and effect, while allowing to move and navigate.

-Constructions: construction parts is one of those passive toys that accompany long because they adapt to the characteristics and needs of the child. At this time may be your interest down towers that adult manufacture you previously satisfying in this way their tertiary circular reactions, but as time goes, you will be able to stack parts working in this way your attention, fine motor skills and coordination manual oculo.

-Musical instruments of percussion: with these, develop coordination manual oculus. For example with the xylophone, drum, cymbals…

-Ride, wide wheel bikes… that would enable it to move, move in different ways, upload, download… In other words, learn to control your body.

-Balls of different materials: to launch with arms, feet, catch them, observe behave each of materials to drop, bounce… and develop thus your motor skills and coordination manual oculus.

-Heuristic game: is a game of Elionor Goldchmied which encourages curiosity free children, allowing them to experiment, test, test, and combined with different materials. As the basket of treasures, you can also be produced at home with everyday objects.

Why we give importance to the fine motor skills and coordination manual oculus? Because they are very important for the future for literacy.

2 to 3 years

On the second year appears the symbolic function and therefore the language. The symbolic game allows that anything may have different functions, it would be time to provide material for this type of game, although it should be recalled that the less must be the toy more space will leave to the imagination.

Their motor movements are perfected, it has a broader period of attentional, please enter language in their games, it has one greater fine motor skills and begins to imagine stories thanks to its symbolic function.

What else can offer at this time?

-Constructions: although we have already named them in the previous stage, continues to be a toy that will endure long, now already will be able to create towers by stacking pieces, they will begin to introduce them in their symbolic game (bonus for Skillets, cars and a wall…) There are many materials and forms, with crystals of colors so smooth, geometrical figures are reflected on the ground, shaped of rainbow of colored cubes… Also at this stage they can initiate the classification and Seriation.

-Stackable cubes: to create towers by trial and error, put each within others.

-Puzzles: button at first and few nesting parts later. Allowing attention, psychomotor skills work fine, fingers in the case of the button clip…

-Bike without pedals: at this time they have mastered much more your body and enjoy experimenting with the balance.

-Puff toys: A good blow is a prerequisite to speak well, so wind instrument such as a flute, a harmonica… pomperos, a wind mill… They will be toys that will indirectly benefit speech.

-Planks of locks, dolls with different types of closures: to work fine psychomotor skills and attention by opening locks, padlocks, locks in different ways…

The toy should be an instrument that allows the child to build is, which help you, allows you to create, imagine, being himself, and above all enjoy.

The toy should not be an object that makes the child a simple spectator, who play for him, who delegated it to the background, which tell you what to do, who does not allow himself. The child learns playing… but actively.