The toy picked for the toy evaluation in child and development psychology class was a Transformer for the suggested age of 3. A brief description of the Transformer will be given to identify the characteristics and how they are suitable or not suitable for the recommendation age listed. The toy will be analyzed on specific qualities that relate to how it can foster growth of the child and be evaluated on what the necessary abilities are needed to play with the unit. This toy will also be evaluated as it pertains to how the child would play with the car and if the child would be able to grasp the concept of the Transformer. Other cognitive concepts will be applied to how the Transformer is used and if the child would be able to understand the Transformer. The fine motor skills and gross motor skills used to play with the Transformer car will be another topic of discussion. In addition, the toy will be reviewed to how or if it would be shared within a social environment and if an adult would be able to participate in teaching the child.
The Transformer is in the shape of a car and has a picture of a robot on the bottom of the car. The top of the car was mostly black with some gray trim and had the transformer logo in grey on the hood of the car. The car is approximately 2 to 3 inches in length and about 1 inch wide. There is an imprint of a robot that is mainly light grey with black, blue and red accents on the bottom of the car. The robot is easy to make out because it is prominent from the brown background, although, it took a close examination to make out all the details of the robot. There is also the name of the character under the robot on the bottom of the car. The name of this particular Transformer is Sideways. The Tran...
... middle of paper ...
...using fine motor skills and some gross motor skills. Children this age have enough attention span to play with the Transformer for short periods of time, but may find it difficult to keep focused on the toy with other toys around. The Transformer cartoon may help the child figure out the actions of the toy. The additional environmental cartoon stimulus may foster enhance development temporarily. Paiget’s cognitive-developmental theory may be useful in the child’s adaptation of how he or she plays. The child may also be able to maneuver the toy but not be able to understand the concept or story of the Transformer. The child is able to understand the symbols that label what toys are and may also be able to better process parent’s teachings with symbolic knowledge.
Works Cited
Bee, Helen, & Boyd, Denise., (2010). The Developing Child. Boston, Ma: Pearson Education
. G. Toys is a leading supplier of high quality dolls that are manufactured in two plants within Illinois, one in Chicago, one in Springfield. These dolls are sold in retailors throughout the United States and have an established, loyal customer base due to their high quality and popularity (Campbell & Kulp, 2004). In the last few years, due to rising production costs, their most popular doll, Geoffrey, has seen a decrease in profit margin. In this evaluation we plan to address G.G. Toys existing cost system and offer recommendations on whether management should change the costing system in both the Chicago and Springfield plant. We will calculate the costs of the Geoffrey doll, the specialty branded doll #106 and the cradles using the cost
More specifically, imaginative play is very important during this stage of development because it serves as a means of understanding the world. For example, imaginative play allows the child to comment and try to understand reality via an imaginary world that the child can control and manipulate. This in turn, allows the child to express their feelings in a pretend scenario without receiving the same responses if expressed in reality. As a result, this assists the child in the understanding of emotions and perspective thinking because during imaginative play, the child expresses strong emotions and must empathize with each other’s ideas and feeling (Davies,
As children play in the dirt, run through the grass, climb trees, build cars and castles, scribble on paper, or sing songs they are developing learning skills that many are unaware. Many people mistake play as uselessness but through Piaget’s developmental stage theory he shines light on such activities and how each stage enhances children’s learning outcomes throughout life. In this paper I want to look at Piaget’s stage theory definition, identify and describe the developmental characteristics of the preoperational stage, his ideal of how a four year old classroom should be set up for activities that will enhance children’s developmental learning and explore one activity for each developmental domain.
Childhood is an exciting time; during the formative years a plethora of children explore their world through their senses. Jean Piaget summarizes these developments through age groups and the stages that correlate with these age groups. Piaget defined the 0-2 years of age as Sensorimotor, the 2-7 as Preoperations, 8-12 as Concrete Operations and 12+ as Formal Operations. This analysis will be depicting the trends of the current toy market, representative of The Summit’s TOYS R US, and then displaying the correlations with toys available to the stages of Jean Piaget 's theory.
Children can greatly benefit from having chances to create connections to the real world in their play space, waiting for the fruit on the fruit trees to ripen or continuously checking to see if their seeds have sprouted all provide both connections to the real world ,as well as expanding developmental skills and knowledge. An ideal learning environment for children does not necessarily need to cost a lot of money to establish and maintain, using items found out the natural environment can often spark creativity and connections with children. Children don't need to always be surrounded by the newest and fanciest plastic toys, natural ideas such as wood blocks can but used instead of lego pieces or rocks for painting on, items such as those can be cheap easily found and yet still provide children with the same if not more developmental skills and learning. From young age children need to be presented with opportunities to take safe risks in order for them to grow and
...ildren that seem helpful and educational. Learning systems such as leap frog or educational television programs are also a hot topic when it comes to giving your child a boost in the education department. Being that it is still “media”, the question is; how helpful are they really and how much is too much? (Garrison & Christakis, 2005) Many researchers suggest that there are no negative effects of these educational programs. However it may not be the education department that these children will be lacking in. It is found that more children that are preoccupied with media, even educational, are more likely to become obese, lack in social skills, and be less creative. There are pros and cons to every situation that occurs in life. When it comes to the development of a child, balance is ultimately what needs to be achieved to be able to obtain a healthy lifestyle.
This paper will explore my findings of my observation of a young boy, age 28 months, named Jax. Jax is fun little man and happens to be my nephew. I will discuss the attributes and characteristics of Jax that I witnessed in the few hours that I had observed him. Starting with motor development skills, I observed that Jax is a very favorable walker. He is well coordinated, and loves to run. Still, just like any two-year-old, he still stumbles frequently. He loves to play with his toys and can pick up and grasp his toys well. He is great at maneuvering his toys and putting them where he wants them. I did notice that he did favor his right hand regularly. Jax did love to throw things, and catch them as well. However, he seemed to be a bit better at catching things, more so than he was at throwing
Most of the time children were only able to play on days that when the weather conditions were bad enough that they could not work and in the 1800s they didn’t have the fancy complex dolls, board games, or toys children have today. (Toys and play in eighteenth-century America) There were no motorized race cars, plastic dolls, Barbie dream houses, or pretend kitchens. Until the Industrial Revolution toys had been made of wood, fabric, or ceramics and with the revolution brought what would be known as the “golden age of American tin toys”. (Kovel) Not only were the toys children had at this time not very fancy but there were very few, particularly if you were a lower class family you were lucky to have even one toy to share with all your siblings, and were often passed down from child to child. Toys were also different for boys and girls. (Toys and play in eighteenth-century America) This likely had an effect on child development as many of their toys were more thought provoking and difficult so it taught them patience, how to think “outside of the box”, and since toys were so rare it likely taught them to appreciate what they had. Some of the toys and games they had also taught them hand-eye coordination, and survival
Toddler in green shirt – He appears to be around 24 – 30 months old. His motor/physical development is stronger than the first boy. He is more sturdy when climbing and coming down the slide. His social/emotional development is strong by playing well with others. His cognitive development is also strong. He can take off and put on the lid of the dinosaur box as well as throwing the dinosaurs into the
The four concepts present in our toy is object permanence, palmer grasp, sensory stimulation and self-recognition. Object permanence is the ability for the child to understand that an object continues to exist even when they cannot visually see it (Martin and Berke 176). Garden Adventures promotes the development of object permanence by playing with the Peekaboo Bunny. Parents promote play by hiding the bunny in the bush and eventually the child will understand that bunny is still present even though they can not see it. Similarly, Garden Adventures promotes sensory stimulation through the different textures, sounds and smells present. Sensory stimulation information processed through taste, touch, visual, smell or audio (Martin and Berke
The socialization of children is greatly affected by the toys they are exposed to while growing up. Looking through magazines and walking down the aisles of toy stores it is clear that toy companies are supportive of cultural gender roles biases. Toys designed for girls are commonly found in pink boxes; typically these toys involve housework or taking care of children, for example, dolls and easy bake ovens. On the other hand, “boy” toys are found in blue and black boxes, and a lot of them involve construction and cars.
The children are put through different learning experiences and tasks, for the professionals to evaluate and observe their different development stages. All this helps to understand the children’s adult characteristics for future life as every child’s play experiences are crucial to their adult life.
Children educational tv show teach the children a various number of things. Kids tv show such as Jake and the Neverland Pirates teaches children problem solving skills. “As Piaget indicate that around 7 to 8 moths infants develop intentional means-end action sequences which they use to solve simple problems, such as pulling on a cloth to obtain a toy resting on its far end” (“Exploring Lifespan Development” pg,123) The show introduces a problem to the children and a possible solution. The characters encourage children to participate in activities with them for instance asking the kids to push down to open the door. “By 10 to 12 months, infants can solve problems by analogy-apply a solution strategy from one problem to other relevant problems” (pg. 123). The Characters ask the children how they think they should fix that problem. It gives the child enough time to answer then they propose a possible solution that is very like the child’s proposition of solution. Educational tv shows such as Jake and the Neverland pirates gives children the opportunity to explore their ability to solve problems while they are during that stage of autonomy verses shame and doubt. During the ages 1-3 years old children uses new mental and motor skills , they want to decide for themselves (pg,13). Children educational TV shows strength
Also in pre-operational children learn by imitating, investigating, asking questions, comparing and classifying the things around them. Piaget emphasized the role of symbolic play in emotional and social as well as cognitive development of children. In addition, in this area were the children is start building or adapting their environment in schooling and meeting other people and making friends with each other by sharing toys and playing games. Since they were starting to learn in this stage were the children is always asking question to start their conversation were the adults is explaining to
It involves language, mental imagery, thinking, reasoning, problem solving, and memory development. Jean Piaget stages of cognitive development are the sensorimotor period (birth to 2 years). Children at the sensorimotor stage becomes more goal-directed oriented with goal moving from concrete to abstract (Driscoll et al., 2005). Children at the preoperational period (2-7), engage in symbolic play and games, but has a difficult time seeing another person’s point of view (Driscoll et al., 2005). For example, teaching a preoperational child can provide opportunities to play with clay, water, or sand. Children at the concrete operational period (7-11), solves concrete problems in a logical fashion (Driscoll et al., 2005). For example, providing materials such as mind twisters, brain teasers, and riddles. The formal operational period (11-adulthood) is when student’s solve abstract problems and develop concerns for social issues (Driscoll et al., 2005). For example, making sure that tests that’s given has essay questions and asks a student to come up with other ways to answer the