Toys, Games, and the 4 Factors of Child Development

Educational Toys provide cognitive and social development

Educational Toys provide cognitive and social development

Educational Toys provide cognitive and social development

Toys, Games, and the 4 Factors of Child Development
By Joshua A Cossey
When purchasing a toy or resources for your child’s development, consider the following factors that go into the value of the purchase and the areas that the toy or game will affect:
1. Reflexes – the toys and games we purchase for children affect the hand-eye coordination, muscle development, and dexterity. These games involve reaction time, rooting reflexes, and/or stimulus associations. From jax to PlayStation, to hula hoops, toys develop children’s reflexes in significant ways.
2. Sensory Capacities – consider whether the toys or games you purchase develop the child’s understanding of light and dark, mimicking, voice recognition, and patter associations. Many of the toys sold to younger children are specifically designed to stimulate touch (via texture), sight (via lights and bright colors), and hearing (via music and friendly voices).
3. Social Development –
a. Whether your someone who believes parents imprint on their infants, or whether the attachment is more of a survival mechanism, the relationships developed between siblings, parents, and other children of comparable age, are directly affected by the toys and games provided to children.
b. In addition to interactive cues provided by toys and games, there are also the gender norming that occurs from the gifts given to a child. Whether it is a tea set, action figures, Life the board game, Chess, easy-bake oven, or even a yoyo; toys and games develop children’s understanding of social engagements and gender norming.
4. Cognitive Development-
a. In general young children 0-2 years of age focus on sensory-motor skills, social and substance awareness, and separation anxiety.
b. In ages 2-6, children begin to reason, associations become intuitive, and egocentric development and object permanence is settled.
c. In ages 6-12, operational and logical reasoning reach new heights, absent abstract thought. The use of the imagination has also reached its course.
d. In ages 12-adulthood, we reach the final stages of self-awareness and learn to reason through abstract thought, and to conceive of social or substance outside of prior stimulus.

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