玩具所属性对4～6岁幼儿分享行为的影响

本文采用自然实验法,考察了中班和大班幼儿对于公有玩具和私有玩具的分享意愿和分享行为,结果发现:1.中班幼儿对玩具的所属不太在意.在公有玩具分享上倾向于轮流,忽视同伴以及霸占和争抢玩具的情况较明显.在私有玩具分享上主动性较高,乐于交换.分享行为受成人的引导与暗示较明显.2.大班幼儿对玩具的所属有所顾虑.在公有玩具分享上倾向于共同游戏,出现自主的利他行为.在私有玩具分享上倾向于将交换作为一种手段,道德行为受外界评价的影响较多.研究者据此提出,只有在尊重幼儿心理发展水平的基础上,提高幼儿的道德水平,才能更好地培养其分享行为.     

徐州泥玩具考略

徐州泥玩具历史悠久,最早起源可追溯至汉代。其制作与汉墓中的歌舞伎俑群的艺术造型一脉相承,在题材选择、造型特征、制作工艺、色彩特质、纹饰图案等方面也独具特色。当前,徐州泥玩具面临着师传与断代并存、脱离现实生活、营销方式落后等困境。因此,只有紧跟时代,不断更新题材,并运用新技术以及使用新的设计语言,才能将徐州泥玩具这一传统的民间艺术更好地继承与发展下去。     

儿童玩具的互动性设计探索

从儿童玩具的互动性入手,给出互动玩具的一般定义,得出对儿童玩具设计有重要意义的启示,就是从对"互动"的充分认识中了解现代儿童玩具的设计.儿童玩具的设计需符合互动、安全、技术、审美这四个要素,只有这样,才能设计出真正有价值的儿童互动玩具.     

高效液相色谱法分析塑料玩具中的环境雌激素双酚A

双酚A是常用的塑料添加剂,也是常见的环境雌激素,塑料玩具中的双酚A对儿童的健康具有潜在的风险.建立了5种市售儿童玩具中双酚A的溶剂提取和高效液相色谱分析方法,共有2种塑料玩具检出双酚A.对5种塑料进行加标回收试验,回收率在93.13%～112.35%之间.该分析方法快速、简便、可靠,可用于塑料玩具中双酚A的分析测定.     

现代玩具对儿童游戏自由的束缚及破解措施

游戏和玩具在儿童生活中扮演着越来越重要的角色,但现代儿童玩具对儿童的自由游戏产生了种种束缚:限制了儿童游戏的场所,剥夺了儿童想象的空间与自由,过于注重“教育性”对“游戏性”有所削弱,使得儿童游戏产生孤独化趋向。要走出这些束缚就需要:引导儿童游戏回归自然,鼓励儿童自主找寻和制作玩具,玩具设计要体现多元化的功能与价值,把玩具作为情感交流的桥梁。     

浅谈传统玩具在中小学科学教学中的应用

中国传统玩具是中华民族传统智慧的结晶。合理地运用传统具,可以培养学生的观察、思维和创新能力,促进学生主动学习、探索。本文对传统玩具进行了分类,并结合具体的课程,探讨了在中小学科学教学中的应用。     

浅析非专门化玩具对学前儿童的价值

非专门化玩具是在性质上与专门化玩具相反的一类玩具。一般无固定用途,其玩法的确定性不强。大多是日常生活中的废旧物品或天然材料(如破皮球、空饮料盒子等)。家长巧妙利用非专门化玩具如分类整理,旧玩具新玩法,破旧玩具随意组合等,可充分发挥它们的价值,促进学前儿童想象力、记忆力、思维能力的发展。     

沂蒙地域泥玩具的调查与研究

平凡的泥土,经过艺人的捶打、捏塑、上彩,即可以为我们展现一个色彩斑斓的艺术世界,这就是泥玩具的魅力之所在。沂蒙地域的泥玩具以苍山县兴明乡小郭东村和河东九曲乡褚庄的泥玩具为代表。通过对两地进行实地调查,沂蒙地区泥玩具诞生的文化土壤、工艺特色、制作工艺及其创新与发展等可略见一斑。     

You've Been Warned: Does Information About Pitfalls of Technological Toys Affect Caregiver Behavior?

Although the presence of toys in childhood has remained steady for decades, the types of toys that fill children's toy boxes have changed, especially over the last 10–15 years. Many of today's toys are marked by technological enhancements, from a shape sorter driven by a singing bear to robotic plastic animals designed to match a toddler's favorite television show. Although examining the effects of these changes is still an unexplored area, research to date suggests that there may be costs to the quality of caregiver–child interaction when using these toys together. This leads to two possibilities: (1) the design of the enhancements themselves hurt interactions; or (2) these toys can still be beneficial to interactions, but caregivers simply need to be aware of the potential pitfalls. In this study, we explore whether providing caregivers with a subtle cue about the potential negative impacts of technological toys on caregiver–child interaction affects their behavior.     

Social interactions and play patterns of parents and toddlers with feminine, masculine, and neutral toys

Children as young as 18 months display sex-stereotyped toy choices. The present study was designed to determine whether parents encourage involvement with sex-stereotyped toys or avoidance of cross-sex-stereotyped toys and to determine whether masculine and feminine toys lead to different patterns of parent-child interaction, regardless of gender. 40 parent-toddler dyads were videotaped while playing with 6 different sets of sex-stereotyped toys. Equal numbers of boys and girls were observed with mothers and fathers. The children showed greater involvement when playing with same-sex-typed toys than with cross-sex toys even when statistically controlling for parents' behaviors. Parents' verbal behaviors, involvement, and proximity to the child differed across toy groups, regardless of the parent's or child's gender. Parents' initial nonverbal responses to the toys, however, were more positive when the toys were stereotyped for the child's and parent's gender than when they were not.     

Toy libraries

Toys are not just for playing. Toys are the tools of play that help children develop their social awareness, imagination, visual motor capabilities and thinking processes. Play is a very serious activity for children worldwide and often represents a primary and valuable means of learning. Since many toys are important learning instruments, children should have easy access to appropriate toys in order to explore and choose those which interest them. In addition, parents need a place where they can consult with someone about what toys are appropriate for their child's development. Toy libraries provide this service.     

幼儿教师玩教具制作现状审思

随着幼儿教育事业的发展,玩教具制作对教师及幼儿的价值依然未减。通过对目前幼儿教师玩教具制作现状的调查,总体上幼儿教师玩教具制作表现为：玩教具制作认识错位,功利色彩浓厚;玩教具制作中的＂虚假参与＂与类参与不足;玩教具开发与制作素养有待提升;玩教具制作缺乏良好外在支持环境。因而,今后我们需从内外两方面促使幼儿教师自主、自愿地投身于玩教具制作中。     

Toys and Materials as Setting Events for the Social Interaction of Preschool Children with Special Needs

The present study compared the effects of social and isolate toys as setting events on the social interactions of 2 pre-school-aged children with special education needs in a setting that approximated a regular pre-school environment. A single subject alternating treatment design was used for 3 days a week over a 7 week period. Findings of this study showed there was no consistent overall difference between social and isolate toys. This was in contrast to previous studies that have found differences in interaction patterns across conditions. There were also two unanticipated findings from the study. While there was no evidence of an overall difference between social and isolate toys, there was some evidence of an interaction. Students with special education needs tended to interact more with each other when using isolate toys and tended to interact more with regular peers when using social toys. Further, it was also found that particular toys from both social and isolate classifications were consistently associated with social interaction across both subjects while other toys were not associated with social interaction. This raises questions about the validity of traditional classifications of toys and materials. The use of toys to promote social interaction is a potentially valuable technique but this study raises questions that indicate a need for further research.     

Gender,toys and learning

In spite of continuing patterning of curriculum subject preference and choice by gender, there has been little recent attention to the argument developed in the 1970s that children play with different toys according to their gender, and that these provide girls and boys with (different) curriculum‐related skills. The article describes a small‐scale empirical study that asked parents of 3–5 year old children to identify their child’s favourite toys and viewing material, and analysed responses according to children’s gender. The most frequently identified toys and viewing materials were subjected to content and discourse analysis, with the intention of identifying both educative aspects of content, and the gender discourses reflected. The article explores conceptual issues around categorisations of ‘education’ within toys and entertainment resources, positing the notion of ‘didactic information’ to delineate between overtly educational content and other social discourses. Analysis reveals toy preferences to be highly gendered, with boys’ toys and resources concentrated on technology and action, and girls’ on care and stereotypically feminine interests. Didactic information, and aspects developing construction and literacy skills, were identified in the selected toys and resources for boys, and were lacking in those for girls. All the toys and resources could be read as implicated in ‘gendering’: the various gender discourses, and other discourses around aspects of social identity reflected in the toys and resources are identified and analysed. The analysis presented suggests the value of reinvigorated attention to children’s toys and entertainment resources in terms both of the education they afford, and their role in the production of social identities.     

Toy safety and selection

Toys can be used to promote children's cognitive, physical, motor, language, social, and emotional development. Safety and developmental appropriateness are of the utmost importance when selecting children's toys. Parents and teachers and other helping professionals need to teach children the safe use of toys to prevent toy-related accidents. Obtain additional information regarding toy safety by calling the U.S. Consumer Product Safety Commission at 1(800)638-CPSC.     

Toys and social interaction between infant peers

Claims that young infants fail to react in a social manner to one another and that toys preempt attention to peers were assessed by comparing the interactions observed between infant peers when they met in the presence of toys versus in their absence. 44 pairs of unacquainted infants (either 10--12 or 22--24 months of age) came with their mothers to an unfamiliar room. Without toys available in the room, infants of both ages more often contacted one another, smiled at and gestured to one another, and duplicated each other's actions. With toys, they showed and exchanged toys and spent more time synchronously manipulating similar play material. The results document that infants as young as 10 months of age are responsive to the person and behavior of an unfamiliar peer and that they are no less responsive than older infants to the social versus nonsocial aspects of a novel setting.     

Infants' Ability to Draw Inferences about Nonobvious Object Properties: Evidence from Exploratory Play

Generalizing knowledge about nonobvious object properties often involves inductive inference. For example, having discovered that a particular object can float, we may infer that other objects of similar appearance likewise float. In this research, exploratory play served as a window on early inductive capability. In the first study, 48 infants between 9 and 16 months explored pairs of novel toys in 2 test conditions: violated expectation (two similar toys were presented in sequence, the first toy produced an interesting nonobvious property, such as a distinctive sound or movement, while the second toy was invisibly altered such that it failed to produce the nonobvious property available in the first toy), and interest control (two similar-looking toys were presented in sequence, neither of which produced the interesting property). Infants quickly and persistently attempted to reproduce the interesting property when exploring the second toy of the violated expectation condition relative to the first toy of the interest control condition (a baseline estimate) or the second toy of the interest control condition (an estimate of simple disinterest). The second study, with 40 9–16-month-olds, confirmed these results and also indicated a degree of discrimination on infants' part: Infants seldom expected toys of radically different appearance to possess the same nonobvious property. The findings indicate that infants as young as 9 months can draw simple inferences about nonobvious object properties after only brief experience with just 1 exemplar.     

中国民间玩具的功能特征略探

中国民间玩具丰富的内容和绚丽多彩的形式决定了其在中国民间美术领域中的重要地位。作为文化观念的物化形式,其功能特征具有多样性。开展对民间玩具的功能特征的探讨,发掘和吸取传统民间玩具的精髓,为现代玩具设计提供精神文化养分。     

Young children’s classification,stereotyping and play behaviour for gender neutral and ambiguous toys

Developmental intergroup theory would predict that children develop fewer or weaker stereotypes about toys that have less distinguishable gender attributes than those that are clearly associated with a gender. The purpose of this study was to investigate the role of neutral and ambiguous toys in 31 three‐ to five‐year‐old children’s play behaviour and understanding about gender. Overall, children did not categorise more perceptually salient (ambiguous) toys than less distinguishable (neutral) toys to their own gender. Colour was the most frequently used reason for the toys’ gender assignment. The findings also showed that with age, girls’ play complexity increased linearly, whereas boys’ scores did not. A play substitution scale measuring play creativity or maturity showed no gender differences. The discussion highlights the role of perceptual salience in sex‐dimorphic toy preferences and behaviour and their application to educational issues.     

Talking Shape: Parental Language With Electronic Versus Traditional Shape Sorters

As the traditional toys of the past are quickly being replaced with electronically “enhanced” toys, it is important to understand how these changes impact parent–child interactions, especially in light of the evidence that the richness and variety of these interactions have long‐term effects on diverse areas of cognition (Hart & Risley, 1995). Here, we compared the quantity and quality of the language children hear during play with either a traditional (nonelectronic) or an electronic shape sorter designed to teach children about geometric shapes. Spatial toys and spatial language, in particular, were explored since recent work has established that parents' use of spatial language links to children's short‐ and long‐term performance on spatial tasks (Pruden, Levine, & Huttenlocher, 2011), and that spatial skills are relevant to success in learning mathematics and science (Newcombe, 2010). Traditional toys prompted more parental spatial language and more varied overall language than did electronic toys.