Toys and Communication pp 63-73 | Cite as
Age Differences in the Use of Toys as Communication Tools
Chapter
First Online:
- 501 Downloads
Abstract
This chapter discusses how children of different ages tend to use toys for different communicative purposes. Evidence for this report is based on feedback obtained from watching children aged 0–12 play with over 800 toys as part of the Good Toy Guide evaluation process. Each toy was tested on at least four occasions with different children, and observations on the type of play, interactions, and communications have been recorded and analyzed for this chapter.
Keywords
Pretend Play Mozart Effect Plush Toys Imaginative Play Expressive Writing
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
References
- Alexander, G., & Hines, M. (2002). Sex differences in response to children’s toys in nonhuman primates (cercopithecus aethiops sabaeus). Evolution and Human Behaviour. http://www.ehbonline.org/article/S1090-5138(02)00107-1/abstract.
- David, A. (2014). Help your child love reading. London: Egmont.Google Scholar
- Foster, S. (1990). The communicative competence of young children. London: Longman.Google Scholar
- Gummer, A. (2015). Play. London: Vermilion.Google Scholar
- Hirsh-Pasek, K., & Golinkoff, R. M. (2003). Einstein never used flash cards. Emmaus: Rodale.Google Scholar
- Hughes, J. (1998). The “Mozart effect” on epileptiform activity. Perceptual and Motor Skills, 86, 835.CrossRefGoogle Scholar
- Mortimer, H. (2008). Making the early years foundation stage work for you (30–60+ months). Stafford: QEd Publications.Google Scholar
- Rowlands, H., & Mortimer, H. (2008). Making the early years foundation stage work for you (0–36 months). Stafford: QEd Publications.Google Scholar
- Sunderland, M. (2006). The science of parenting. London: Dorling Kindersley.Google Scholar
- Snowling, M. (1987). Dyslexia: A cognitive developmental perspective. Oxford, UK: Blackwell.Google Scholar
- Sutton-Smith, B. (1997). The ambiguity of play. Cambridge, MA: Harvard University Press.Google Scholar
- Wood, E., & Attfield, J. (2005). Play, learning and the early childhood curriculum. Thousand Oaks, CA: Sage.Google Scholar
Copyright information
© The Author(s) 2018