CALIFORNIA STATE UNIVERSITY, NORTHRIDGE

A HANDBOOK ON TOY SELECTIONS FOR CHILDREN A thesis submitted in partial satisfaction of the requirements for the degree of Master of Arts in Educational Psychology, Early Childhood Education by Stacy Ann Borock

August 1987 The Thesis of Stacy Ann Borock is approved:

Be~ntice

California State University, Northridge

ii ACKNOWLEDGEMENTS

This graduate project would not have been possible without the support, guidance and affection of some very special people in my life, including: Elizabeth Brady, Janet Fish, Beatrice Prentice, my family, my friends, and all the children who have enriched my life.

iii TABLE OF CONTENTS

ACKNOWLEDGEMENTS • • • iii ABSTRACT . . . . v

CHAPTER 1 THE PROBLEM ...... 1 Statement of the Problem •••••. 1 Background of the Problem 1 Purpose . • • • ...... • • . . . . . 3 2 REVIEW OF THE LITERATURE ••• 5 Topics Concerning Toys and Play • • • • • 5 Roles of Toys and Play • • • • • • • • • • • • 5 Safety and Play • • • • • • • • • • • • • • • 12 Appropriateness of Toys • • • • . . . • 18 Age Ranges of Children and Toys 21

3 THE HANDBOOK • • • • • • • • • 33 Content of the Handbook • • • . . . 33 Spending Wisely on Toys • • • • • • • 33 Toy Checklist ••••• 34 Toy Storing •••••• . . . 36 Broken Toys • • • • • • • • • • . . . . 37 Too Many Toys • • • • • • • • • • • 37 List of Toys for Children •••• 38 Toy Manufacturers List • • ••• 40 REFERENCES ...... 45

iv ABSTRACT

A HANDBOOK ON TOY SELECTIONS FOR CHILDREN by Stacy Ann Borock Master of Arts in Education

This graduate project is a handbook developed to assist people in choosing toys for children up to 4 years of age. A review of the literature associated with proper toy selections for children is followed by criteria and procedures which will enable a person to make a proper toy selection.

v CHAPTER 1

THE PROBLEM

Statement of the Problem The use of toys in play is essential to the learning process and psycho-social development of the child. There is a limited amount of literature available which outlines specific requirements for proper selection of toys. In addition, the information that does exist is scattered throughout many sources. The purpose of this project is to compile the data and important considerations for toy selection into one cohesive and practical handbook.

Background of the Problem Toys have been in existence since the caveman era. Prehistoric toys have been discovered along with ones from the middle ages. It is thought by some that toys had sacred purposes and were used only by adults. Hiller (1966) concurred that early toys often had their origin in religious ceremonies. Toys were made of a number of different materials. Mostly toys were made from clay, stone, bone, iron, bronze, and twigs. These toys were for the most part copies of objects used by adults. The history of toys has progressed greatly since prehistoric times. During the holiday season, toys have been said to be the most popular gift. Sutton-Smith (1986) found that 60% of toys are given to children at this time. Toys are a $12 billion industry, and

1 2 a typical middle class child will get hundreds of them before he or she is fully grown (Boehm, 1986). It is of great importance that an adult interested in buying toys becomes familiar with them. This enables the purchasing adult to select toys which will enhance the child's play and development. The impact of toy purchasing is seen in many ways. Commercial­ ism makes the biggest impact on a consumer of toys. Adults get ideas on what to buy children from advertisements seen on televi­ sion, in the newspaper, and by word of mouth. Frequently toys that are popular may not be the best for children. However, becoming knowledgeable about toy selections may help adults choose toys that are most appropriate for a child. One of the difficulties in regard to toys are the many unsafe toys available to a child and the naive adult consumer. There are 150,000 different toys out on the market today, not all of them are safe. Projectile weaponry can blind a child; small pieces on a toy could cause a child to choke to death; and flammable toys can ignite instantly. All of these toys are frequently found among those in a home or school. Each year accidents involving toys cause thousands of injuries. Many of these accidents require hospital care and a number of accidents result in death. In my opinion, as long as dangerous toys survive on the market, adults must become educated, careful consumers of toys. Therefore, it is of great importance that the toys a child receives are safe, durable, and enjoyable. Toys are a great source of pleasure for children. The enjoy­ ment of toys becomes a learning experience for the child. A basic 3 research discovery of educators and psychologists is that children are learning all the time. Children learn most from toys that are matched to their age and ability. It is essential that an adult buying toys for a child remembers that toy choices are important and should be chosen wisely. As a teacher involved in the early childhood field, I became interested in children and their toy collections. I have observed many parents buying toys for their children that were the wrong age level and perhaps unsafe. These past few years, I became an informal consultant on toys as well as a preschool teacher. Parents asked for ideas on what to buy their children. Personally as well as professionally, I would like to see adults become more involved and concerned with the types of toys available for children. Through these experiences I felt a need to arrange some type of handbook to help adults choose toys for children.

Purpose Toys are very important for a young child 1 s development. In reviewing the literature, I felt a need to compile a handbook that would offer all the information needed on how to select proper toys for children. This handbook could be used to aid parents, family members, teachers, child health professionals, friends and other people who are involved with children to find age-appropriate materials for them. Toys help children work through developmental tasks such as fine motor control, finger dexterity, eye/hand coordination and 4 creativity. While playing with a toy a child has control of the surrounding world around him. A toy prepares a child for the outside world. Toys are an essential part of a child's development. It is important to find toys that can help a child play in solitude, to counterbalance the overstimulative world present today. This handbook will identify toys that respond to developmental tasks and have multiple purposes. Toys have enormous meaning in any culture, therefore, it is worthwhile examining how consumers can get their money's worth. The purpose of this handbook is to avoid random purchases of toys that have little meaning and that become an affront to adults who have invested money for something that has little to do with a young child's development and does not hold a child's attention over time. CHAPTER 2

REVIEW OF THE LITERATURE

Topics Concerning Toys and Play There are several topics relating to the use of toys and play. Each topic is of importance to isolate and discuss in understanding the impact of toys on a child's development. The literature regarding toys identifies four subject areas of concern. They are: The Roles of Toys in Play, Safety and Play, Appropriateness of Toys, and Age Ranges of Children and Toys.

Roles of Toys and Play Play and learning. Play serves an extremely important function in a child's concept of learning about the world. Children play for pleasure, but play is not only recreation for them as it is for adults. Play is necessary for healthy development. Play prepares children for adult life. The playing child is occupied in learning to deal with the world around him. Play is the business of child­ hood (Read, 1971). Play is essential for children to grow and learn. Children learn many things while at play. They concentrate on how to figure how things work, pick up new words, build muscles they can control, use their imagination, solve problems, and learn to cooperate with others. Through play children gain a mastery

5 6

over their world. Many skills and abilities develop at the same time during play (Feeney &Magarick, 1984). It is through play that a child develops tactile senses. The child also explores the relationship between objects, which things will fit into one another, can be banged together and so on. The child learns through play to control movements and to gain fine manual dexterity (McConkey &Jeffree, 1983). A child's play can be used as a form of expression and communication which would aid in the child's spoken language. In play, a child can practice at his own speed all the separate skills that can later apply to work and living. The child through play has a chance to interact with other children learning about relationships and social interaction. An important byproduct of play is the feeling of power it gives a child. Play offers soothing relief from the sense of inadequacy and frustration that many children experience as junior members of a well ordered adult society. In play the child is free from environmental threats. Play reduces the stress of anticipating success or failure (Caplan & Caplan, 1983). Play can be a form of therapy in which a child can act out his own anxieties and gain mastery over his environment (McConkey & Jeffree, 1983). Read (1971) felt that it is important that children have outlets for reducing fears, anger and aggression by draining them off in play. Without such opportunities, healthy development may not happen. The child needs to be successful in his play to gain confidence that comes with its mastery (Read, 1971). 7 ' .

Through play a child learns, develops, and grows. Play has an important part in the growth of a child's thinking, a child's creativity, and in a child's total development. Play helps a child grow. Caplan and Caplan (1983) feel a child needs sufficient time to find his place in the culture. In time the child learns to control himself, learns responsibilities, and forms useful habits. Play helps children to explore and test out some of their own feelings and ideas. Play is the child's most useful tool for preparing himself for the future and its tasks. Bettelheim (1987) found that play teaches the child, without his being aware of it, the habits most needed for intellectual growth, such as stick-to-itiveness, which is so important in all learning. An enormous amount of learning takes place during the first year to four years of a child's life. One may think a child may play merely for the fun of it, but through play a child learns, develops, and grows (McConkey &Jeffree, 1983). Play is the great avenue for learning. The curiosity, inventiveness, and spontaneous energy of young children are sources from which a lifetime of learning can develop. Read (1971) believes young children must see, touch, taste, and hear, if they are to learn. Learning of this state consists of learning to use one's senses and one's body. Young children play to discover and master experiences. How play correlates to learning is a question asked by many. Piaget, Bruner, and Erikson have shown us that human learning occurs most readily through active, investigative, experimental and 8

cooperative interaction with the world. Play permits all of these and, without the child's intent or knowledge, produces a fundamental understanding about the inner self and the outer world. Fun in play. Because of the fact that play is pleasurable and failure-free, the child is able to move from the self to the non­ self. The child can express interpretations such as movement, play, laughter, music, and art. According to Piaget, play stimulates language. Thinking, play, language, movement, art, and music are principal ways a child recognizes the outside world. It is very important to keep the fun in play. Play loses its adventure, experimentation, and satisfaction when it is accompanied by repeated don'ts or followed by scolding and nagging (Hartley, 1968). Adults who are involved in or near a child's play need to be aware of what they themselves are doing and saying. Adult participation. Hartley (1968) feels that joining in a child's play is a delicate operation. Most parents find it diffi­ cult to do so without taking over. In a child's play world the child is the decision maker. There are no directions to follow and no rigid rules to adhere to. Caplan and Caplan (1983) concur by stating in the play world, the sensitive adult intervenes tactfully, if at all. Bettelheim (1987) writes that some parents are not satisfied with the way their child plays, so they start telling him how he ought to use a toy and if he continues to suit his own fantasy, they 11 Correct 11 him, wanting him to use the toy in accordance with its intended purpose or the way they think it ought to be played 9

with. If parents insist on such guidance, the child 1 S interest in the toy and to some extent also in play in general is apt to wane, because the project has become his parents• and is no longer his own. Play that is made self-conscious ceases to have the real value of play. Grown-ups sometimes blunder by entering too actively or even too enthusiastically into children•s spontaneous play by making suggestions, laughing at the wrong moments at something that seems cute but is serious to the child or giving criticism that downgrades what the children have worked out by themselves (Jenkins, 1974). Play is natural to most children. It involves a concern with the process rather than the end product. Play is the most natural way for a child to use his capacities to grow and to learn. Similarly, Hartley (1968) says a child who is unhampered and encouraged gradually discovers what he needs to know. Through his play he develops physical skills and learns how to handle toys so that they will do what he wants them to do. The child finds out what objects and materials are like. It is very important that a child 1 s play be interfered with as little as possible. Too much supervision, direction, or interruption can make it less appealing to the child and, therefore, less valuable. The history of toys. The history of play is largely a history without toys for children. Toys were usually confined to adults for sacred purposes, though there is some evidence that objects that were used for sacred purposes might then be given to children to play with (Sutton-Smith, 1986). 10

The toys and fragments of toys which have come down to us through the centuries are almost invariably of clay, stone, bone, iron, or bronze, in short of durable materials (Hils, 1959). Every place in the world has some kind of play material. Hartley (1968) states playthings may range from twigs, stones, and bleached animal bones to elaborate and fragile copies of objects adults use. Whatever their form, the toys somehow reflect the culture in which the child lives; they help prepare him to take his place in it. Sutton-Smith (1986) concludes that any readings in the history of play will quickly show that there is little mention of toys, either in earlier historical times or in cross-cultural studies. It is not that there were no playthings. In tribal societies dolls were constructed for little girls and bow and arrows or spears for little boys. Children played with mud, twigs, stones and made facsimile houses and cattle (Sutton-Smith, 1986). In general, their usage of objects was social, a part of teaching by adults or play with other children. Hiller (1966) agreed that early toys often have their origins in religious ceremony or fetish worship and the child of a later age would happily fondle a doll originally used in a superstitious rite. When the gods lost their potency their idols became toys. Modern research has discovered even prehistoric toys, and deep excavations have given us examples such as bone pipes, wooden rattles, and animals made of clay. The prehistoric history of the toy can be seen in museums. Hils (1959) found that small toy-like objects have been preserved from every stage of the 3,000-year-old history of Egypt. 11

Their gay and amusing character were often painted in bright colors. This may have suggested that they were intended as toys but in reality many of those manikins were intended to accompany the deceased into the grave and serve him in the hereafter. The houses, shops, bakeries, wooden ships and similar objects were intended to provide the second life with food and drink after death (Hils, 1959). Authentic toys have also been preserved such as small wooden tops, wooden rattles, wooden dolls painted with geometric designs, and hair made of fur. Wooden horses on wheels carved in the later Egyptian age were found also. These toy horses had the wheels fastened onto the feet by axles and dowels, and with this the timeless wheeled toy was invented (Hils, 1959). There is not a great deal of information available about toys during the middle ages and very few examples have been found. The only toys which have been preserved are made of clay. Children grew up so quickly then. Children were small adults doing the work of adults, cooking, cleaning, getting food, having a family at ages 12 and 13. History and toys have progressed for a child to be a child and play with toys. When a child plays, a child learns. Toys and other materials are the tools of play. Salk (1983) wrote that play serves an extremely important function in a child's learning about the world. As a child begins to move around and develop motor coordination, his play, which is really his work throughout his childhood, enables him to exercise muscles as well as imagination. From the very beginning various 12

objects in the environment, as well as toys, provide the stimulation needed to do this.

Safety and Play Toy storing. Toys here, toys there, toys are left everywhere. Parents use many strategies to organize their children•s toys. There are many places a child can store toys. There are toy chests, toy hampers, open shelves, and cabinets. Toy chests are large, can hold many toys and seem practical from the adult•s perspective; they are not particularly useful from the child•s vantage point {Kaban, 1979). The child choosing a toy from the chest usually does not go beyond the first layer of toys. If a toy has loose pieces, they usually fall to the bottom of the toy chest not to be seen again. Toy chests also increase the child•s inclination to dump and throw toys claims Kaban {1979). More often than not, children do have toy chests in their homes. Since this is the case because toy chests are a way to control the choice and simplify cleanupi there are still a few surprising hazards to keep in mind. Most dangerous are the large lids of most chests. Gillis and Fise {1986) feel accidents typically occur when small children attempt to open the lid or use the chest, to pull themselves up. The lid can fall from the upright position causing serious injuries. A tragic accident can occur if a child climbs into an airtight chest to sleep or hide. Remember if buying a chest that the box should provide good ventilation with holes on the lid and at least 13 one side or have a lid that cannot close completely (Gillis & Fise, 1986}. As children get older they are likely to play with toys that they can see and reach. Toys arranged on open low shelves are an easy way for children to locate, play with and return their toys. Kaban (1979} agrees that low sturdy shelves are the best device for the display and storage of toys for children. The shelves purchased should have some vertical dividers so that sections can be designated. Although children may not put everything back exactly where it belongs, they will begin to develop a sense of order (Kaban, 1979}. This helps a child classify toys into different categories and makes putting back toys less of a problem for children and parents. Broken toys. To be safe, look at your child 1 s collection of toys from time to time. Some of them are certain to be broken, chipped, rusted or in some other way a possible source of cuts and infection (Gillis & Fise, 1986}. Kelly and Parsons (1975) feel that when a toy does break, either put it aside until it can be repaired or throw it away. It is well known that playthings can get broken being tossed in a toy chest or in a corner of the room. Gillis and Fise (1986) agree with Kelly and Parsons (1975) that some damaged toys simply must be discarded, even if they are a youngster•s favorite. It is better to be safe than sorry. Throwing out a broken toy now may prevent an injury later. Toy guns. While children do need to deal with their aggressive emotions and fears, toys which stimulate or inspire unsupervised 14 @ ' violent play stand between children and real life methods of dealing with frustration. This statement by Dr. Jerome D. Frank is shocking. Research has shown that the mere sight of a gun will increase violent behavior. Adults permitted to shock someone who has angered them delivered more shocks if they were looking at guns and pistols than at badminton racquets and shuttlecocks. Children who played with toy guns were more likely to destroy the work of a friendly playmate than children who had not. Real life confirms the laboratory. The gun murder rate is two to three times higher in states with weak gun laws than in states with strong ones. The more readily available guns are, the more they are used. Obviously then, one way to discourage violence is to keep guns out of the environment from childhood on. Children learn mainly from their parents and attitudes formed in childhood last throughout life. By giving our children toys of peace instead of war we show them that we disapprove of violence. This discourages them from resorting to it and may lead them as adults to search for new nonviolent ways of resolving conflicts that do not endanger human survival in the nuclear age (Frank, 1983, p. 8). One should think before giving a toy gun, what kind of person do I want this child to become? People who want a peaceful society may prohibit war toys (Feeney &Magarick, 1984). There are over 200,000 gun crimes in the U.S. every year and more than 30,000 deaths. "Guns don't kill people, people kill people .. say the weapons lobby. But, of course, without guns, countless hotheaded fights would end in a fist fight instead of a murder, and children would not shoot themselves or their friends with real guns mistaken for toys and ghetto kids playing cops and robbers would not be shot by real life cops who say they cannot always tell the difference between a toy and a gun {Pogrebin, 1980). Guns are no funny matter. In May of 1975, 11,000 persons had been treated in emergency rooms for injuries associated with gas, 15

air, and spring-operated guns in one year (Swartz, 1986). It is unbelievable how powerful toy guns can be. Doctors at the University of South Alabama Medical Center who have treated child pump-gun victims for abdominal injuries have warned of the dangers increased muzzle velocity in pump guns can pose. Some guns carry the same muzzle velocity as conventional handguns and rifles. Doctors at the Department of Surgery at the University of Texas in Dallas described such "toys" as lethal weapons (Swartz, 1986). A person buying a toy gun should be aware that this favorite plaything can be hazardous if not fatal. A toy bazooka has the capacity to cause serious eye injury. Toy weapons fire plastic rockets from its muzzle with real bazooka sounds. These toys have the capacity to harm. It is in the best interest of children and innocent bystanders to carefully think about, if at all, purchasing toy guns for children. Safety and toys. We all want to think of the toys our children play with as being safe. Not every child has been so fortunate. The tragic, often fatal, injuries suffered by children frequently occur because of the disturbing fact that many of the toys with which children play have not been designed with safety in mind (Swartz, 1986). While it is true that certain manufacturers consider the safety of their toys as a virtue unto itself, unrelated to any other virtue, others pay only lip service to safety considerations. They do so in order to protect themselves, fearing the absence of any safety feature could lead to personal injury suits against them (Swartz, 1986). 16

Something is very wrong when toy makers are permitted to continue marketing toys associated with injury and even death. Hazardous projectile weaponry is still permitted on the market, even toys that pose risks of death from choking are marketed as safe because they comply with existing safety standards despite the fact that those standards are widely acknowledged to be inadequate to protect children from harm (Swartz, 1986). The public should know exactly what their elected officials, bureaucrats, manufacturers, and private consumer protection testing organizations have done and failed to do to protect our children from harmful playthings. Most important, a person has a right to know about the conspiracy of silence that has kept the most fundamental information about toys that kill hidden from the American consumer (Swartz, 1986). We have the power to stop the manufacture of dangerous toys. Swartz (1986) writes parents, grandparents, and children are using the legal system to secure justice after hazardous toys have brought tragedy into their lives. As long as hazardous toys remain on the market, the ultimate weapon is an educated, cautious toy consumer. The statistics are shocking. At a minimum, 134,000 children end up in the emergency room of hospitals every year due to acci­

dents involving their toys. We can hel~ our child's life to be a safer one. Once toy buyers recognize that they have influence on what kinds of toys are available in the stores, they can help end the injuries and deaths that result when the toy industry keeps the truth from being told. 17

In 1969 Congress passed the Child and Toy Safety Act. This revised the Federal Hazardous Substance Act. Now the U.S. Food and Drug Administration had the authority to ban toys that posed mechanical, thermal or electrical hazards. In 1972 Congress passed the Consumer Product Safety Act. This established a new federal agency, the U.S. Consumer Product Safety Commission (CPSC) to administer the Federal Hazardous Substance Act and more. The CPSC would have the authority to get rid of hazardous toys by establishing stringent and mandatory safety standards, as well as being able to ban and seize toys they deemed imminent hazards (Swartz, 1986). Congress is still trying to make toys safe for children, but they have a long way to go. Aston (1984) believes toy safety testing is a voluntary practice, but reliable toy manufacturers consider it their responsibility to follow the tests and requirements set forth in their safety standards and know it makes good business sense to do so. Safety should be a factor from the moment a toy is designed and made, until selected and purchased. There is a nonprofit organization called Public Action Coalition on Toys (PACT) whose purpose is to make toys more respon­ sive to a child 1 S needs. PACT is committed to encouraging the development of safe and sensible quality toys for children and to discourage the production of toys that injure, exploit, or limit a child 1 s growth, safety or welfare. Think about the whole toy, not just one part of it. Safety is the most important feature of a toy. A safety checklist is provided in Chapter 3 of the Handbook that will help the consumer 18

choose a toy wisely. Only when parents or adults consider every option in toy selection is the child safest and the happiest benefactor.

Appropriateness of Toys Selection. The selection of play materials should never be haphazard or casual. A good toy leaves room for free exercise of a child's imagination and can be used in many different ways (Caplan &Caplan, 1983). Because play is so important to a child's develop­ ment, toys and play materials should be considered almost as neces­ sary as food and clothing. One who invests money in toys should expect a full return for the investment in terms of play interest, improvement of skills, length of service and encouragement. An inexpensive toy can have much value, while an expensive one can be worse than no toy at all, and vice versa (Corcoran, 1976). Therefore, good early child rearing includes the provision of time and materials so the child is regularly involved in activities that interest him. Selecting a toy is not an easy task. When children are at play they are learning basic concepts and developing problem solving strategies (Kaban, 1979). A toy buyer wants something that is fun and will capture the child's interest. Toy purchasers should be able to assess the educational potential of a toy and be able to say with confidence, 11 Th is toy will be fun for a child to play with" (Kaban, 1979). The sign of a good toy is its ability to stimulate skill, imagination, and the curiosity of the child. The best toys are not 19

necessarily the most expensive toys, the most advertised, or the ones that claim to be educational. Each toy represents a value system and impacts greatly on the attitude adults communicate to children. Every child is different, yet children are similar in many ways. Product labels are not substitute for what you know about the child you are buying for. Store shelves are stocked with a wide variety of toys for children. They all appear attractive, are labeled with suggested age ranges for their use and many even claim to teach important skills (Kaban, 1979}. Let the decision of your toy purchase be yours and the child's. Quantity. Toys affect children in the way that they feel about themselves and others. When buying toys for children, select different types of toys to help the child become well-rounded. It is then that the child can decide what toys to play with and how to play with them. Children are especially overwhelmed by too many toys. Many children go from one toy to another in frustration. Too many toys at once can be confusing (McCall &Jeffree, 1986}. Caplan and Caplan (1977} suggest that rotating toys will add freshness and revitalize play activity. If as people concerned about a child's play we limit the number of toys available for the child to play with, the child will play more constructively. Having many toys limits a child's creativity because there are no boundaries to work from. Gifts of toys. On holidays and birthdays we give gifts. Sutton-Smith (1986} states it is within the general context of the 20 modern family and its holidays and the fact that 60% of toys are given to children at Christmas and Hannukah. The modern idea is that we are giving children a gift to show our love and friendship. Hoping the child will appreciate the gift, we expect no specific reward in return. We can hardly expect a child to under­ stand exchanging gifts yet (Sutton-Smith, 1986). Toy purchasing is hard work during the holiday season. Parents and well-meaning friends often spend considerable sums of money on playthings that rarely last beyond one play session (Corcoran, 1976). Some children receive what parents call toys but what are really delicate collector•s items. Corcoran (1976) feels if the toy is a delicate thing of special beauty, it can be taken out and looked at occasionally. There is a place for something of beauty in the life of the child, but toys are to be played with, without precautions. Commercialism. A child is apt to be exposed to toys and commercialism through the holidays. With the age of machines and factories, the manufactured toy came into being. There is nothing wrong with a good manufactured toy, but the majority are created with less attention to play value than commercial success (Caney, 1972). Commercialism infects society like a disease, it is everywhere. One may find advertisements on cereal boxes, lunch pails, television and even clothing. Each year 5,000 new toys are introduced and currently more than 150,000 are available to the American consumer (Kaban, 1979). In recent years, the toy manufacturers association estimated that 21 @ • the yearly retail volume of toy sales reached tens of billions of dollars. The manufacturers are spending vast sums on good research, but paradoxically this laudable effort, whose end is, of course, busi­ ness success, is not all that is required (Brazelton, 1979). According to Brazelton (1979) there should be some kind of multi­ disciplinary advisory group formed so that there is more formal communication between the manufacturers and the psychologists, pediatricians, government representatives, and consumer advocates. The knowledge about toys and their influence on children's develop­ ment that could be assimilated in this way might be extremely important (Brazelton, 1979). The growth of the toy industry can be attributed to advertis­ ing, planned campaigns, media trends, and the manufacturer's ability for mass production methods. Parents of children who are programmed to need a certain toy by these various commercial methods need to be knowledgeable on the subjects of toy purchasing and ploys of commercialism.

Age Ranges of Children and Toys Toys for the first 6 months. Babies begin learning and exploring from the moment they are born. Toys are important tools for developing manual dexterity eye-hand coordination, and a sense of color, shape, sound, and texture. Learning toys should be aimed at presenting a challenge to the baby (Haber &Kantrowitz, 1982). Numerous toys have been developed to enhance newborns' abilities to explore the world around them. 22

Toys stimulate sensory awareness and foster the growth and development of motor and cognitive· skills. Boehm (1986) feels the infant should be provided with a variety of sensory experiences including visual, auditory, and tactile stimulation. The newborn sees, hears, feels, and responds to these stimuli, and appropriate toys can enhance these experiences. As toy designers and manufacturers become familiar with new findings in the field of early childhood development, they are , beginning to produce more appropriate toys for babies than have been available in the past (Beck, 1976). Since the child will play with anything within reach, it is the adult caregiver's job to be sure that the world the child plays in is as safe as possible. During the first.6 months of life playthings provide a meaningful link between the baby and his environment and contribute to the learning process (Boehm, 1986). For the baby, active exploration occurs best in an atmosphere of fun and joyful play. Through looking, listening, feeling and mouthing, the baby discovers and learns. During the first few weeks of life the child already shows an interest in watching light and interesting shapes and patterns as they move slowly before him (Boehm, 1986). The baby's primary means of investigation is through his mouth, and as the child develops the necessary strength to lift and turn his head, the baby discovers new ways of observing. Over the next several months, it is believed that the abilities to reach, grasp and hold objects present new opportunities for interacting with the environment and for gaining control over the child's actions. 23

The crib environment should reflect the newborn's emerging skills and stimulate his curiosity about and interaction with the world around him. It should contain toys that heighten the aware­ ness of the surroundings and of the child. Commonly thought to be important, these playthings should facilitate the visual, tactile, and oral exploration of objects (Boehm, 1986). Here are some toys that are beneficial and appropriate for the child's first 6 months of life: soft cuddly toys, rattles, squeak . toys, mirrors and mobiles. Soft toys can help a baby maintain a sense of warmth and security. Rattles and squeak toys help strengthen auditory and visual stimulation. A crib mirror promotes self-awareness and positive self-concept. The mirror should be made of shatterproof polished metal rather than glass (Aston, 1984). It is generally believed that mobiles help a young child understand movement. For a child at this stage, everything becomes a toy--a child's fingers, feet, crib toys and even people. The child's task is to learn about himself and the world around them. Toys are the materials used to learn. Toys for 6 to 12 months old. The second half of a child's first year is an important time. The baby accomplishes great leaps in physical and mental abilities. The baby is always moving and is driven by unlimited curiosity. Boehm (1986) states the excitement of creeping and crawling for exploration beyond the crib and immediate environment widens the baby's horizons. The development of muscles and strength with coordination allows a child to experience the world from a different view point. 24

The child begins to sit. During this developmental stage, sounds are translated into words. The child's social and emotional stage advances and the child begins to become aware of his ability to make a change, to make things happen. Boehm (1986} feels up to the age of one and beyond a child loves to figure out how objects work. At this time the child investigates and holds various toys with his hands and mouth and the child begins to differentiate their characteristics. The child is beginning to learn how to sort and classify information. By internalizing the connection between what a child does and the response that occurs, the child begins to push buttons, press levers and turn dials. Learning that actions have consequences, cause and effect, the child develops a cognitive strategy for solving problems and processing information. At this time in a child's life, toys that provide a challenge and facilitate learning and growth are best. These toys are cloth books, blocks, balls, nesting toys, pull toys, stacking ri.ngs, musical toys, and the reintroduction to toys presented before such as rattles, mirrors, mobiles, and stuffed animals. Books. A baby may not show much interest in books early on, but they can play a useful role in language development (Kelly, 1983}. Pointing to pictures, naming and describing things in books can only enhance a child's learning. At least by this age a child will enjoy looking at a book and turning the pages back and forth. Blocks. Blocks are enormously versatile, long-lasting toys one can buy a child. Aston (1984} feels cloth-covered and foam rubber blocks are particularly good since they are noiseless, 25

washable and soft without sharp edges. Kelly (1983} concurs blocks that are lightweight are great for throwing. A child learns to pick up and drop objects and coordinate hand movements by looking. Small, brightly colored blocks are easy to handle and see. Ball. A ball is probably the most favorite toy for children ages 8 to 12 months old, reaching to children of all ages. Balls bounce and roll, a child can amuse himself by rolling the ball on the floor and going after it (Aston, 1984}. Catching a ball is more diffkult than throwing one and children for the most part at this age are not very good at it (Segal &Adcock, 1985}. Time and patience is needed when playing ball with 1-year-olds. It is believed that the ball is perhaps the most universal of playthings. Nesting toys. It has long been known that nesting toys are objects of the same shape but different sizes (Kelly, 1983}. A child likes container toys and especially enjoys putting smaller objects into larger ones and then dumping them out (Aston, 1984}. Using nesting toys help children develop eye-hand coordination and learn that objects exist even when they are not seen. The child likes to make size comparisions, big, bigger, biggest and small, smaller, smallest. All such stacking toys relate to future learn­ ing, especially in reading and numbers. Pull toys. Pull toys help a child learn cause and effect concepts. Pull toys give a child a sense of power over objects (Kelly, 1983}. Most pull toys tip over easily, this in turn can frustrate a child. Look for sturdy, stable toys, those that are colorful to look at and make some sound as they move. 26

Stacking rings. Stacking rings on a dowel introduces to a child sorting by size and color, how things fit together and come apart, and sequential relationships (Boehm, 1986). The removable pieces from a stackable toy are usually brightly colored, easy to hold and durable. A child learns to control his hand movements to place the rings in one spot. Children enjoy taking the rings on and off the dowel, stacking and unstacking. Musical toys. Music can and does enrich a child's environment. The child's ability to activate music will help him become aware of emerging skills and the impact that can be created. Music helps to soothe and calm a child. Hartley, Frank and Goldenson {1952) agree that children tend to be soothed, relaxed, and less tense, their interest is challenged and they want to explore their own abilities in relation to the music. Toys for 1-year-olds. While investigating and manipulating toys, the child at this age acquires and practices new skills and comes to understand the impact of his actions on the environment (Boehm, 1986}. The 1-year-old takes every opportunity to inspect, carry, push, drop, hug, put together and take apart objects. Learning by doing is a most valuable and effective education method. Research studies confirm that concepts are better understood and more readily remembered when information is experienced rather than simply received (Boehm, 1986). Toys should be selected to provide educational experiences, physical challenges as well as language opportunities (Kelly, 1983). Boehm (1986) states that usually playing with two or more children occurs in close physical proximity but the play is 27 independent and without interaction. The 1-year-old is able to observe and imitate siblings and peers at this time during play. As children discover each other and their connection to the world around them, toys that encourage socialization will promote interaction and act as a vehicle for social growth and learning (Boehm, 1986). Some of the toys that meet the mental and physical challenges of children at this age are puzzles, large crayons, dolls, playslides, push toys and adult-looking child-sized props, such as a shopping basket or a cash register. Puzzles. A first puzzle should be simple, contain only a few pieces and be based on a single theme (Boehm, 1986). Each puzzle should be knobbed for easy lifting by small fingers and when in place the pieces should not touch one another. Sanded wood or plastic are the best materials for puzzles because they aid in the development of tactile, visual and perceptual skills. An easy to complete puzzle introduces a child to shapes and colors and encour­ ages feelings of satisfaction and success. Large crayons. Drawing with large fat crayons is safer and sturdier than small ones at this time. Children enjoy experimenting with objects such as wide watercolor markers, nontoxic large crayons and large pieces of paper. Art materials foster creativity in a child. Crayons build skills that lead to writing and reading. Children learn the most and gain confidence when their art is their own. Remember, children enjoy what they are doing and are not concerned with how it will turn out. Dolls. When a child sees a doll the first impulse is to give it a hug. Parents naturally communicate attitudes to their 1-year- 28 old. Seeing a doll on the floor, they urge their 1-year-old to pick it up and give it a reassuring hug (Segal &Adcock, 1985). Aston (1984) agrees that dolls represent the human figure caring for him, and give him a chance to express love and affection whether it be a hug or a quick fling over the side of the crib. As a child relates more and more to the world around him, dolls and stuffed animals play an increasingly important role in their life. Parents can encourage their 1-year-old to respond in a variety of ways to the presumed unhappiness of dolls and stuffed animals (Segal & Adcock, 1985). A doll may be crying because it is hungry and needs to be fed or because the doll is cold and needs a blanket. Maybe the doll is sad and needs to be held and rocked for awhile. These various responses to imagined distress are first modeled by older children or adults and then gradually adopted by 1=year-olds (Segal &Adcock, 1985). Doll play has practical advantage for 1-year-olds. Acting out a simplified sleep routine with a stuffed animal helps a 1-year-old accept bedtime. Giving a baby doll a bottle of water instead of milk makes it easier for the 1-year-old to accept a similar substitution (Segal & Adcock, 1985). Doll play can even provide a way for a 1-year-old child to reassure himself. Children who get in the habit of rocking an upset doll to sleep may use these play routines to comfort themselves. Ultimately, the success of doll play depends upon children forming attachments to their dolls. A parent cannot decide a child's feelings towards a doll. A 1-year-old may prefer a stuffed animal to a doll. Doll play is a great adventure for 1-year-olds. 29

Playslides. Boehm (1986) found it is not surprising that as a 1-year-old acquires new skills, the child wants to practice and refine them. A slide is a good climbing apparatus if it is low to the ground and has a sturdy frame. In addition to providing activity, exercise and fun, a slide can facilitate balance and coordination (Boehm, 1986). Push toys. Push toys reinforce walking, sense of direction, balance and coordination. Once a child has his feet on the ground, the right toys make walking more fun. Push toys give the walker something to lean against as added support (Aston, 1984). The push toy helps a child to make smooth transition from holding onto a wall or chair to walking alone. Small scale household items. Boehm (1986) states play with representational child-sized props encourages the development of language and specialized skills through make believe. Fantasy allows children to be creative. Toys can aid in the creation of a fantasy environment within which the toddler can participate in a familiar play experience while imitating adult behavior (Boehm, 1986). During a developmental period such as this one, a variety of toys are needed to provide opportunities for quiet, sustained play as well as active participation in small group activities. Choosing toys suitable for a 1-year-old child is a difficult task. Keeping in mind this section will make decisionmaking easier. Toys for 2-year-olds. The 2-year-old demonstrates strength, agility, and coordination. The child can now modulate his running speed, jump with both feet, and tiptoe (Boehm, 1986). The child at this age is able to push and pull wheeled objects and steer riding 30

toys. Playthings that stimulate and direct the child's physical activities will assist him in further refining these skills (Kelly, 1983). As a child progresses in his twos, he engages in continuous interaction with the world as he investigates, discovers, predicts and invents through the vehicle of play (Boehm, 1986). Participat­ ing in play a child experiences desires to try new things and learn by doing. In doing this the child develops beginning attitudes and skills upon which nursery school performance is based (Kelly, 1983). Experiences during which a child can participate, feel successful, and have fun provide the most effective preparation for preschool and the strongest foundation for later learning (Boehm, 1986). The following toys are especially good for children 2 years of age: a miniature kitchen set, toy telephones, play-dough and riding toys. Kitchen set. When 2-year-olds engage in fantasy play, the most appropriate props are those that are familiar and realistic {Boehm, 1986). Among the most successful props are representations of familiar household items. Since early play is centered around the use of functional objects, a stove, sink and refrigerator can help the child's play experience. Toy telephone. The telephone is one of the most favored props of play. In addition to its role-playing value, it is a source of numerous buttons and dials for exploration and manipulation (Boehm, 1986). Children at this age have fun talking on the telephone while imitating the sounds and behaviors of adults. 31

Play-dough. Children love to roll, pound and poke at play­ dough. Becoming exposed to play-dough a child begins to understand more about math and science concepts. Play-dough can be bought in stores or made in the home. Riding toys. There are many different types of riding toys ranging from animal shapes to transportation shapes (Aston, 1984). Try to find the simplest of riding toys. Choose one that is sized to your baby•s height so that he can easily reach the floor and propel himself forward (Aston, 1984). Riding toys help develop larger motor control. They also can help develop balance and a sense of self-control (Gillis &Fise, 1986). Toys for 3- and 4-year-olds. Between the ages of 3 and 4, shared fantasy becomes a major part of role playing behavior and group interaction. Children of these ages like to play dress up, use small scale household items, and play with dolls. This further enriches the creative and language aspects of the important play experience (Boehm, 1986). Beck (1976) feels that these are peak years for toys, when play is an important part of a child 1 S life, providing him with important stimuli for learning and for physical and emotional growth. At 3 years of age, blocks, dolls, and work­ related props become most important to children. Toys are collected by 4-year-olds and serve as important indicators of possession. Since favored playthings are still viewed by young children as extensions of themselves, traveling with a special toy can ease the transition between home and school or between mother and caregiver (Boehm, 1986). At the age of 4, a child•s coordination has improved and the child is able to work 32

more difficult puzzles. The 4-year-old is also able to socialize more. A preschool environment, day care center or play group is valuable for children because it provides important opportunities for peer interaction that are not usually available in their homes (Boehm, 1986). Children enjoy expressing their ideas by using large crayons and paper, blunt scissors, paints and simple blocks. They also enjoy testing their strengths and their ability to balance. In essence, all the toys mentioned in previous ages are suitable for 3- and 4-year-olds. They are blocks, puzzles, balls, paints, dolls, crayons, and riding toys. These toys now have more materials and accessories to enhance their play. Puzzles have more pieces now and are becoming increasingly difficult; blocks are used now as building materials (Hartley, 1968). Toys are the curriculum for all those other skills and attitudes that children have not had a chance to learn. Because of a toy•s size, it is not threatening to children. Play is the way in which a child gains mastery over his world. We, as people who care about children, have a responsibility to provide children with safe and appropriate toys. As seen by the information compiled, it is of great value for adults to understand the needs of a child when selecting a toy. The enclosed handbook includes the basis of these findings and presents them in a short, easy-to-read manner. This handbook is a useful tool in ensuring a proper toy selection. CHAPTER 3

THE HANDBOOK

Content of the Handbook This handbook is designed to help people involved with young children make an appropriate toy selection. Toys are very important for a young child's development. Toys help a child work through the concepts of fine motor control, finger dexterity, and creativ­ ity. A toy helps prepare a child for the real world. Toys are an essential part of a child's development, so it is very important for an adult to be knowledgeable in a toy selection. The following information has been gathered from a number of different sources and organized into one readily, usable resource.

Spending Wisely on Toys Children need good toys just as adults need tools that are good to do our work with. When shopping for a toy, look for toys with the readiness, interests and needs of the particular child. Please do not solely base your toy purchase on a television commercial, or the memory of your own childhood toys. In evaluating a toy purchase, think through what exactly a child will be doing with this toy? Does it have multipurposes? Please consider whether the child can successfully use the toy you are choosing. Usually a child gets the most pleasure from a toy

33 34

that challenges him to a degree, but no so much that the child always seems frustrated.

Toy Checklist Ask yourself these 25 questions before buying a toy. If your answer is "agree" to most of the questions, the toy is a good purchase. Dis- Agree agree 1. Is the toy well made, well constructed? 2. The toy has no sharp edges or points? 3. The toy has no splinters and will not pinch? 4. Is the toy strong enough to hold child•s weight (if necessary)? 5. Is the toy painted with non-toxic lead-free paint? 6. Is the toy durable? 7. The toy seems easy to clean? 8. Is the toy shatterproof? 9. Is the toy non-flammable? 10. Is the toy non-electric? 11. The toy is not too noisy? 12. The toy has no pins or buttons that can be I removed? 13. The toy has no springs that can catc;h on fingers, toes, and hair? 14. The toy has no glass parts? 15. The toy has no brittle plastic parts? 16. The toy has no exposed nails? 17. The toy has no sharp wires? 35

Dis- Agree agree 18. The toy and pieces are large enough not to be swallowed? 19. The toy has no detectable small parts? 20. The toy has no poorly glued parts? 21. The toy is easy to pick up? 22. If the toy has bells, wheels, nuts, or knobs, they are secured properly? 23. If the toy is a riding one, is it tip-proof? 24. The toy does not shoot, as this could cause eye injuries? 25. The toy has well-sewn seams on stuffed animals and cloth dolls and that the eyes, nose, and mouth pieces cannot be pulled or bitten off?

Here are 8 helpful hints when purchasing a toy. 1. Watch out for toys with strings longer than 12 inches. These are dangerous because of the risk of strangulation. 2. Watch out for hanging toys with long string, cord, loops, or ribbon. 3. Noisemakers in squeak toys should be non-removable. 4. Toys safe for older children can be dangerous for younger ones. 5. Take a look at the instructions, are they clear enough to you? 6. Look for the word 11 non-toxic 11 on painted toys. 7. Look for the words flame retardant or flame resistant on fabrics. 8. Look for the word 11 UL 11 (Underwriters Laboratories) approved on electronic toys. 36

Toy Storing Toy chests. Toy chests are usually found in a child's bedroom. They seem practical because they are large and can hold many toys. Toy chests are an ideal way to control and make cleanup simple. Children often use toy chests when no one is watching; this is never safe. Accidents usually occur when small children attempt to open the chest or pull themselves up onto the chest. The toy chest lid can fall from the open position and cause a bruise and in some cases serious injuries to the head and neck. Bruises and bumps can result from falling against a sharp edge or corner of the chest, but all these problems can be avoided with a little common sense. Make sure your toy chest has a lid support, a hinge of some type, that will prevent the lid from falling and hurting a child or trapping him inside the toy chest. Remember when buying a toy chest, avoid ones that have lids with no hinges. Look for chests that are lightweight, maybe with a removable lid. Try to avoid metal toy chests with sharp edges, and check for splinters on wooden toy chests. Above all, make sure the toy chest you choose has good ventilation with holes on the sides and on the lid. The toy chest you choose should be free of a lock or latch. Here are a few tips about placing the toy chest in your home. Carefully select where the toy chest goes. Try not to put the chest in a heavy traveled area or against the wall, blocking ventilation. Examine the toy chest carefully and regularly. Look to see if any sharp areas have developed. 37

Finally, if you have installed a lid support, it also should be checked regularly to make sure it's clean and working the way it should. Toys also may be kept in a cabinet, on an open shelf, or in a drawer to store or display them. Please be sure to select these toy locations carefully to ensure that the child can reach and see his toys. High shelves and closets are a great place to store toys not being used. Toys put away for a bit will be welcomed by the child when brought out again.

Broken Toys For safety's sake, it is a great idea to look over your child's collection of toys from time to time. Look to see if some of the toys are broken, chip.ped, rusted or in some way a danger to the child. If the toy cannot be repaired at home, welfare organizations often welcome toys, repairing them before passing them on to other children. Some toys that are broken must be thrown away. A great idea would be to do this near holidays or birthdays; new toys usually replace the parting of old ones.

Too Many Toys Children are easily overwhelmed by too many toys. Many chil­ dren may go from one toy to another, not knowing what to play with first. If, as people concerned with child's play, we limit the number of toys available for a child to play with, the child will play more constructively. 38

List of Toys for Children Each child develops at a different speed; toys may overlap in age groups. Toys for the First 6 Months cloth books small dolls large plastic rings soft cuddly toys mobiles squeeze toys rattles textured ball shatterproof mirror toys that make noise

6 to 12 Months baby doll musical toys balls (rubber) nesting toys beads pull toys blocks (soft, large) puppets cloth books simple knobbed wooden puzzles 1 arge mirror stacking rings mobiles stuffed animals

1-Year-01 ds bell musical box blocks (plastic) pail books play-dough (supervised) color cone plastic rings purse dolls pull and push toys jack-in-the-box trucks 39

2-Year-Olds big beads plastic animals and figures blocks puzzles with 4 to 20 pieces books riding toys crayons rocking horse (sturdy) dress-up cloths rubber balls Legos toy telephone paints tricycles peg boards

Toys for 3- to 4-Year-Olds ball Legos beanbag musical instruments blocks paints blunt scissors records books riding toys brushes for painting pegboards clay puzzles with more pieces climbing apparatus sand toys crayons, large size slide dishes and cooking utensils shovel dolls tea set dress-up cloths trains easel trucks housekeeping toys tricycles 1arge beads wagon 40 p '

Toy Manufacturers List A toy manufacturer list has been compiled for your convenience. The U.S. Consumer Products Safety Commission establishes and enforces federal regulations regarding toy safety. The Commission's toll-free number is 1-(800)-638-2772. You may call them or write to any of these toy manufacturers with questions pertaining to toys and the safety of toys. ABC Infant Toys Blazon-Flexible Flyer, Inc. P.O. Box 5291 100 Tubb Ave. Beverly Hills, CA 90210 West Point, MS 39773 Able Child BRIO Scanditoy 1761 Stewart Ave. 6531 North Sidney Place New Hyde Park, NY 11040 Milwaukee, WI 53209 Adica Pongo Broderbund Software, Inc. 25 Third St. 17 Paul Dr. Stanford, CT 06905 San Rafael, CA 94903 Ambi Toys Brrr Products Company 31-D Union Ave. P.O. Box M Sudbury, MA 01776 Wharton, NJ 07885 American Toy & Furniture Co. Ceji-Revell 5933 North Lincoln Ave. 4223 Glencoe Ave. Chicago, IL 60659 Venice, CA 90291 Barval Toys, Inc. Chicco, Artsana of America 8803 Northwest Twenty-third St. 200 Fifth Ave. Miami, FL 33172 New York, NY 10010 Battat, Inc. Childcraft P.O. Box 836 P.O. Box 3081 Chaplain, NY 12919 Edison, NJ 08818 Berchet Child Guidance/CBS Toys 116 Washington St. 41 Madison Ave. Bloomfield, NJ 07003 New York, NY 10010 Binney &Smith, Inc. Coleco P.O. Box 431 999 Quaker Lane South Easton, PA 18042 West Hartford, CT 06110 41

Colorforms Fischer-America 133 Williams Dr. 175 Route 46 West Ramsey, NJ07446 Fairfield, NJ 07006 Connor Toy, A Division of Fisher-Price Connor Forest Industries 636 Girard Ave. P.O. Box 847 East Aurora, NY 14052 Wausai, WI 54401 Crayol a Freemountain Toys, Inc. Binney & Smith, Inc. 23 Main St. 1100 Church Lane Bristol, VT 05443 Easton, PA 18042 Creative Art Activities G. Pierce Toy Mfg. Co. 2024 Lee Road P.O. Box 89 Cleveland Heights, OH 44118 Skokie, IL 60076 R. Dakin &Co. Galt Toys 499 Point San Bruno Blvd. 63 North Plains Highway S. San Francisco, CA 94080 Yalesville, Wallingford, CT 06492 Davis-Grabowsky Globe United P.O. Box 381594 P.O. Box 98 Miami, FL 33138 Menomonee Falls, WI 53501 Design Games Gund, Inc. P.O. Box 5291 44 National Road Beverly Hills, CA 90210 Edison, NJ 08817 Discovery Toys (Catalog) Hasbro, Inc. 4650 East Second St. 1027 Newport Ave. Benicia, CA 94510 Pawtucket, RI 02862 Eden Toys Ideal 112 West 34th St. P.O. Box 490 New York, NY 10020 Portland, OR 97207 Educational Design International Playthings 47 West Thirteenth 116 Washington St. New York, NY 10011 Bloomfield, NJ 07003 Eichhorn Wood Toys J. & L. Randall Ltd. P.O. Boxy 5291 Merit House Beverly Hills, CA 90210 Cranborne Rd./Potters Bar Hertz, England EN6 3JY Fantasy Toys, Inc. Johnson &Johnson P.O. Box 1282 Grandview Road Fair Oaks, CA 95628 Skillman, NJ 08858 42

Kenner Products Marlon Creations 1014 Vine St. 35-01 Thirty-Sixth Ave. Cincinnati, OH 45202 Long Island City, NY 11106 Kiddicraft Matchbox Toys (USA) 116 Washington St. 141 West Commercial Ave. Bloomfield, NJ 07003 Moonachie, NJ 07074 Kiddie Products, Inc. Mattel Toys One Kiddie Drive 5150 Rosecrans Ave. Avon, MA 02322 Hawthorne, CA 90250 Koala Technologies Corp. Milton Bradley 2065 Junction Ave. 443 Shaker Road San Jose, CA 95131 E. Longmeadow, MA 01028 Koplow Games, Inc. Natural Science Industries P.O. Box 965 51-17 Rockaway Beach Blvd. Hull, MA 02045 Far Rockaway, NY 11691 Lakeshore Curriculum Materials Nyl int corp. P.O. Box 6261 1800 Sixteenth Ave. Carson, CA 90749 Rockford, IL 61101 Lakeside, A Div. of Coleco Ohio Art Company 999 Quaker Lane South P.0. Box 11 West Hartford, CT 06110 Bryan, OH 43506 Lauri Panosh Place P.O. Box F 29 01 ney Ave. Phillips-Avon, ME 04966 Cherry Hill, NJ 08003 Learning Materials Workshop Parker Brothers 58 Henry St. 50 Dunham Road Burlington, VT 05401 Beverly, MA 01915 LEGO Systems Play-Jour 555 Taylor Rd. 200 Fifth Ave. Enfield, CT 06082 New York, NY 10010 Leisure Learning Products Pl ayskool 16 Division St. West 1027 Newport Ave. Greenwich, CT 06830 Pawtucket, RI 02862 Lindberg Pressman Toy 8050 North Monticello Ave. 745 Joyce Kilmer Ave. Skokie, IL 60076 New Brunswick, NJ 08901 Little Tikes Princess Soft Toys 2180 Barlow Road 1101 North Fourth St. Hudson, OH 44236 Cannon Falls, MN 55009 43

Ramagon Toys Synergistics Research Corp. 618 Northwest Glisan #205 650 Avenue of the Americas Portland, OR 97209 New York, NY 10011 Rand McNally Tasco P.O. Box 7600 P.O. Box 520080 Chicago, IL 60680 Miami, FL 33152 Scarborough Systems, Inc. Texas Instruments Educational 55 South Broadway Products Tarrytown, NY 10591 Consumer Service Division P.O. Box 2500 Lubbock, TX 79408 Selchow &Righter TOMY 2215 Union Blvd. 901 East 233 St. Bay Shore, NY 11706 Carson, CA 90749 Sign Blocks Tonka Toys c/o U.S. Panel Products 4144 Shoreline Blvd. P.O. Box 905 Spring Park, MN 55384 Ridgefield, CT 06877 Simon &Schuster Toys to Grow On Computer Software Division P.O. Box 17 1230 Avenue of the Americas Long Beach, CA 90801 New York, NY 10020 Skilcraft Uncle Milton Industries 8601 Waukegan Rd. P.O. Box 246 Morton Grove, IL 60053 Culver City, CA 90230 Small World Toys Video Technology (U.S.) Inc. P.0. Boxy 5291 400 Anthony Trail Beverly Hills, CA 90120 Northbrook, IL 60062 Solargraphics Weekly Reader Family Software P.O. Box 7091 c/o Field Publications Berkeley, CA 94707 245 Long Hill Rd. Middletown, CT 06457 Spinnaker Software Corp. Whitehall Games 1 Kendall 105 Chapel Street Cambridge, MA 02139 Newton, MA 02158 Sun Products John Wiley &Sons, Inc. P.O. Box 244 605 Third Ave. Madison, GA 30650 New York, NY 10158 Suncom, Inc. Wolverine Toy 260 Holbrook Dr. Highway 10 East Wheeling, IL 60090 Booneville, AR 72927 44 ,, .

Wonder Toys CBS Toys 41 Madison Ave. New York, NY 10010 Wright International 7600 Sixteenth St. Northwest Washington, DC 20012 REFERENCES

Aston, Athena. (1984). Toys that teach your child. Charlotte, NC: Fast &McMillan Publishers. Beck, Joan. (1976). Effective parenting. New York: Simon and Schuster. Bettelheim, Bruno. (1987, March). The importance of play. Atlantic Monthly, 35-46. Boehm, Helen. (1986). The right toys. New York: Bantam Books. Brazelton, T. Berry. (1979). Doctor and child. New York: Dell Publishing. Caney, Steven. (1972). Toy book. New York: Workman Publishing. Caplan, Frank, & Caplan, Teresa. (1983). The early childhood years. New York: Putnam Publishing. Caplan, Frank, & Caplan, Teresa. (1977). The second twelve months of life. New York: Grosset &Dunlap. Carmichael, Carrie. {1977). Non sexist child raising. Boston: Beacon Press. Corcoran, Gertrude B. (1976). Language experience for nursery and kindergarten years. Illinois: F. E. Peacock Publishers. Feeney, Stephanie, &Magarick, Marion. (1984, November). Choosing good toys for young children. Young Children, 21-25. Frank, Jereme D. (1983, Fall). Guidelines for choosing toys. Day Care and Early Education, 6-8. Gillis, Jack, &Fise, Mary Ellen. (1986). The childwise catalog. New York: Pocket Press. Haber, Michele, &Kantrowitz, Barbara. (1982). The ultimate baby catalog. New York: Workman Publishing. Hartley, Ruth E. (1968). Children grow through play. In The new encyclopedia of child care and guidance. New York: Doubleday. Hartley, Ruth E., Frank, Lawrence K, & Goldenson, Robert M. (1952). Understanding children's play. New York: Columbia University Press.

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Hiller, Mary. (1966). Pageant of toys. New York: Taplinger Publishing. Hils, Karl. (1959). The toy--its value, construction and use. Bishopsgate: Edmund Ward Publishers. Jenkins, Gladys. (1976). Play: Children's business. Washington, DC: Association for Childhood Education International. Kaban, Barbara. (1979). Choosing toys for children. New York: Schocken Books. Kappelman, Murray M., &Ackerman, Paul R. (1980). Parents after thirty. New York: Rawson Wade Publishers. Kelly, Marguerite, & Parsons, Elia. (1975). The mothers almanac. New York: Doubleday. Kelly, Paula. (1983). First year baby care. Minnesota: Meadow­ brook Press. McCall, Robert, B., & Pomeranz, Virginia E. (1986). Your child's first years. New York: Ballantine Books. McConkey, Roy, &Jeffree, Dorothy. (1983). Making toys for handicapped.children. New Jersey: Prentice Hall. Oppenheim, Joanne F. (1984). Kids and play. New York: Ballantine Books. Pendred, Gladys E. (1964). Play materials for young children. New York: Melbourne University Press. Pogrebin, Letty Cottin. (1980). Growing up free. New York: McGraw Hill. Read, Kathrine H. (1971). The nursery school. Philadelphia: W. B. Saunders Co. Rees, Elizabeth L. (1961). A doctor looks at toys. Illinois: Charles C. Thomas Publishers. Salk, Lee. (1983). An A to Z guide to raising your child. New York: Nal Books. Segal, Marilyn., &Adcock, Don. (1985). Your child at play: One to Two Years. New York: Newmarket Press. Swartz, Edward M. (1986). Toys that kill. New York: Vintage Books. Sutton-Smith, Brian. (1986). Toys as culture. New York: Gardner Press.