| Children learn about the world through
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| | playtime, show them how to put the toys
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| toys. Different toys fulfill different
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| | away safely, and slowly allow your child
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| developmental and educational purposes,
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| | to take responsibility for the toys.
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| and understanding this variety and the
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| | - Teach your child to recognize unsafe
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| needs of your child will help you in
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| | toys and safety hazards. Check their toys
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| selecting the most appropriate toys for
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| | (especially electric ones) regularly for
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| your child.
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| | damage, and urge them to let you know if
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| Here are some significant needs of
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| | a toy breaks or seems unsafe.
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| children that can be fulfilled by the
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| | Appropriate and Allowable Toys for
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| right kind of toys:
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| | Children
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| - Creative development: Lewis Carroll's
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| | In this chapter, we will discuss the
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| Alice captured the essence of childhood
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| | skills and needs of children at different
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| with her eager phrase: "Let's pretend..."
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| | ages, and accordingly choose safe and
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| Watch how many things your child can do
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| | appropriate toys for each age group.
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| with an empty cardboard box. Other
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| | - 3 to 4 years
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| examples: Clay, paint, dolls, crayons,
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| | During this time, children use their
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| play dough.
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| | imagination to imitate adult activity,
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| - Intellectual development: Just pulling
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| | and participate actively in physical
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| a simple wagon, your child is learning
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| | games. Their knowledge of safety hazards
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| about the relationship between force and
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| | and self-defense also increases.
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| velocity. Other examples are books,
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| | Appropriate toys: Puppets, farm and
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| miniature ovens, bicycles and science
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| | community play sets like tea sets,
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| kits.
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| | climbing structures, miniature ovens, toy
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| - Physical development: Through toys and
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| | telephones, simple board games,
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| games, children develop their strength,
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| | tricycles, boxes, dolls and stuffed
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| motor skills, hand-eye coordination and
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| | animals, water play toys, puzzles, balls,
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| muscle control. Toys for this are balls,
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| | simple musical instruments etc.
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| bikes, blocks, shovels, and all outdoor
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| | - 4 to 6 years
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| games.
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| | At this age, children learn about social
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| - Sensory development: Children learn
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| | skills and cooperation by participating
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| about textures, smells, colors and sounds
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| | in preschool group games. Their physical
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| through toys. The toys for this are
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| | coordination develops, and the foundation
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| musical instruments, clay, blocks,
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| | of printing and writing is also laid at
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| puzzles.
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| | this time.
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| - Social development: Through toys,
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| | Appropriate toys: Transportation vehicles
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| children learn about each other and about
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| | of all types likebicycles with helmets
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| friendship. They learn how to get along
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| | and training wheels toys, drop boxes,
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| with others, and the mechanics of
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| | sleds, creative materials, painting
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| personal relationships. What happens when
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| | material, books and records, stencils,
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| your child builds a sandcastle together
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| | puzzles, balls, action figures, dress-up
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| with a friend? What happens when your
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| | clothes, housekeeping props,dollhouses,
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| child refuses to share a toy? Board
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| | character toys, simple construction toys
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| games, dolls and puzzles are some toys
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| | etc.
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| that can help your child's social
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| | - 6 to 9 years
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| development.
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| | Children learn about getting along with
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| - Personality development: Games and toys
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| | others, and about the adult world of
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| build confidence and self-esteem in
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| | sports, games, and careers. At this
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| children, and help them learn about
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| | stage, children develop their
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| themselves through their likes and
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| | intellectual and social interests and
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| dislikes. Solving a puzzle, building a
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| | make strong friendships, likes and
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| house with blocks, riding a bike -- all
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| | dislikes.
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| these exercises help your child feel a
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| | Appropriate toys: Board games, marbles,
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| sense of accomplishment and self-worth.
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| | jacks, puppets, doll equipment and
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| The best toys for your child are the ones
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| | accessories, craft kits, construction
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| that provide an enriching learning
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| | toys, complex puzzles, jump ropes, art
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| experience in a fun way and are helpful
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| | material of all kinds, roller and ice
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| in the development of basic skills of
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| | skates etc.
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| your child. It is important that you
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| | - 9 to 12 years
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| think deeply before buying a toy for your
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| | Preteens become active in team play and
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| child and evaluate what learning
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| | learn how to handle detailed projects in
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| experience your child will have while
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| | arts and science. They learn to
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| playing with that toy.
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| | prioritize their interests and give more
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| Using Toys
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| | time to select hobbies. They also begin
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| With time, your child will learn how to
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| | to operate video games and computers.
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| take responsibility for her choices,
| |
| | Appropriate toys: Skates, skateboards,
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| actions, and belongings. The following
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| | science kits, craft kids, tested and
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| are some guidelines with which you can
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| | approved electric toys, electric trains
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| help your child become responsible
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| | (UL approved), construction sets, science
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| without compromising on her safety:
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| | kits, craft kits, costumes, larger
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| - Talk to your child about proper care
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| | bicycles prop boxes, puppets, fashion and
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| and storage of toys. Fix a place of
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| | career dolls, doll house and furniture,
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| storage and do not allow toys to be left
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| | musical instruments, books of specific
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| on the floor or outside the house.
| |
| | interest, work bench with real tools etc.
|
| - If there is more than one child,
| |
| | It is important to remember that children
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| separate their toys to make sure that the
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| | are different and have individual
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| younger ones may not play with toys
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| | characteristics and interests. Only you
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| appropriate for older children. Explain
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| | can know your child's specific interests
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| this, and related safety hazards, to the
| |
| | and abilities at the different stages of
|
| older children.
| |
| | their development, by supervising and
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| - Participate in your child's play and
| |
| | participating in their play.
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| set good examples of safe play. After
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| |
|
