What educational toys can be used in games for the learning of boys and girls, which are helpful in motivating them in a meaningful way? I am sure that you have heard about educational or educational toys, and I am sure that once and again you will have bought that toy because they told you it was didactic. But,
- Do we really know what it means: didactic toy?
- Do we know how it favours boys and girls?
- Do we know how to choose and use them?
Today I try to give you clarity, reflection and examples, with a list by ages so that you can have at home or in the classroom those that most benefit your children.
What are educational toys?
Let’s start by the beginning. If we understand that:
“Playing is the main activity of childhood and responds to the need for children to look, touch, browse, experiment, invent, imagine, learn, express, communicate, create, dream. It is that primary impulse that pushes us from childhood to discover, explore, dominate and love the world around us, enabling healthy and harmonious growth of the body, intelligence, affectivity, creativity and sociability. Playing is one of the most important sources of progress and learning. ” Imma Marín
And we recognize that to play you only need the desire to play, time to do it and a space to do it; we can assume that toys (or play materials designed or not for playful fusion), will be those complements (tools) that enrich the child’s play. If really want your child will play safely visit here poppybabyco.
Tools that are not indispensable for the playful act, but complements it, makes it richer and more interesting to channel that intrinsic need of the boy or girl at that stage of their development.
Need that is usually much related to a stage of the development of the boy and the girl, necessary to implement specific learning. If these specific needs are detected, specific materials, games, toys and activities arise that accompany this development or make learning that can be more expensive to acquire fun.
Thus we have to:
Toy, material, game and didactic activity is all that material, concrete toy and activity designed and designed to accompany the specific development of a specific skill, skill or area of knowledge, necessary for life (in some cases several are developed at the same time but almost always one).
What benefits do didactic toys have? Among others: They are a stimulus to test your skills.
Motivates children to acquire/deepen issues, skills, issues … that they did not know or dominate yet. They generate prolonged moments of concentration.
They contribute to the development of their physical, psychic, cognitive, emotional and social skills in a fun way. They contribute to the development of autonomy and self-confidence.
How to use educational toys?
As we are responsible for the environment that we offer children to fully develop their need for play as a means of expression, integral development and learning, we have to keep in mind what kind of elements and activities we offer them.
In this way we must:
Recognize in the game of the boy and girl the intrinsic need that is prevailing at that stage of his life and offer in those concrete moments, material, toys and activities in accordance with that need.
At the same time, we can use that motivation to accompany them in more complex learning in the form of a game, making the act of learning acquisition fun and more significant moment (especially in more advanced stages).
That is to say,
The boy and the girl must use the specific didactic toys for the concrete development of a skill, learning, etc. when that need arises; showing interest to explore and “deepen” this issue.
- If we can’t have reactions like:
- Does not pay interest to the toy.
- He plays but after two days he forgets him.
We force learning that you don’t need at that time. Play to please us but your motivation is not aligned with what you are doing.
On the other hand, if the only thing we provide in your environment is materials, toys and educational activities, we can also run the risk of finding ourselves in these situations:
It is customary to be motivated extrinsically and not to follow your own motivation. He ends up abhorring all the material (activity) that has didactic connotations.
Thus, we must provide a suitable and diverse environment with a suitable material, toys and activities that greatly encourage free play and time to devote to didactic play. Having the game tools accessible so that the boy and girl can manage their time to their liking and need.
Educational toys by ages
As an example, here is a list of educational toys that I have selected from one of the toy stores that I consider the best work this type of teaching material: Did Eco. They are grouped by age groups corresponding to the evolutionary processes of children:
Thought to accompany a series of needs that appear, usually in those moments (although we know that every boy and girl evolves at their own pace and expresses their need at the time)
On the other hand, in each age group, I try to guide you basically (since I am not a specialist in it) in the specific learning that is given and, in each particular toy, I will try to explain the remarkable didactic characteristic.
NOTE: If you want to discover more details of each toy, click on the title and there you will find all its features.
- Selection of educational toys for boys and girls from 1 to 3 years old
- Fine psychomotor. Body movements, especially hands and arms that require greater dexterity and skill.
Sensory development Discovery of the world around them through all senses.
Visomanual coordination. Action performed with the hands or other parts of the body, coordinated with the eyes.
Development of logical reasoning. It allows establishing the bases of reasoning and the construction of knowledge such as classification, seriation and correspondence.
Problem resolution. Faced with the challenges they face, they will experience their own way of solving them, first by trial-error and then by symbolic action.
Creativity development as a means to learn from error, propose new ways of doing and experimenting with your environment from your own interpretation.
Language development. The cognitive process by which we learn to communicate verbally. Development of spatial perception. The ability to understand where things are placed in space and investigate their relationship with space and with ourselves.
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