Toys. Not even these symbols of childhood innocence can escape the advancement of technology. Screen time on smartphones and tablets continues to replace time spent in tactical play, socializing with other children, or even interacting with an imaginary friend.
“Play supports and accelerates a child’s developmental process by allowing them to explore ideas. Yet technology-driven toys are often designed to guide children to a particular answer, teach a skill set, or impart information,” says Suzanne Duarte-Jones, a teacher at Pacific Oaks Children’s School. “Open-ended toys and materials are better in supporting children as they test hypotheses and find solutions to problems.”
According to a 2018 report by the American Academy of Pediatrics, children should be playing with toys that encourage hands-on interaction and stimulate the imagination—toys like blocks, sorting structures, and instruments. At Pacific Oaks Children’s School, open-ended play has fueled the development of kids for decades. Below, Duarte-Jones demonstrates how three specific toys found at the Children’s School help children to learn.
Blocks
One- and two-year-olds tend to explore the properties of blocks: what happens when they carry, dump, and bang them together.
Three- and young four-year-olds begin to build structures, like towers and houses. They talk about what they are building, add to each other’s constructions, or build together, using what they have built as a set for dramatic play.
Older four- and five-year-olds frequently use math language as they build, and often create patterns and symmetry in their designs. They are likely to engage in a great deal of rich discussion and negotiation as they build elaborate, purposeful structures together.
Stacking/Sorting
One- and two-year-olds often focus on the physical challenge of stacking the pieces of a toy or matching two objects when sorting. For them, the interest is in exploring the objects, and seeing what they can do.
Three- and young four-year-olds tend to find ordering objects by one trait (such as color) satisfying. They enjoy ordering the pieces of a toy from larger to smaller to make a tower.
Older four- and five-year-olds often are able to sort by more than one attribute at once such as shape and pattern, or size and color. Stacking materials higher and higher, or trying to remove a piece without toppling, also holds their interest.
Music/Sound
One- and two-year-olds revel in the ability to make sounds, and show curiosity about the sounds they hear around them. They often enjoy simple songs and playing with instruments.
Three- and young four-year-olds sing familiar songs and play instruments. They attend to sounds around them, whether they are indoors, outdoors, or on school outings.
Older four- and five-year-olds take an active, creative role in music activities. They make up lyrics to songs, recognize rhymes, and can respond to directions. They will also take turns leading the group by demonstrating a movement, or following a sequence.
Read articles from the Summer 2019 issue of Voices:
Under the microscope: Education in America
Per-spec-tive: A word from President Dr. Jack Paduntin
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