To give and what NOT to give . . .

The gift-giving season is upon us and again you are bombarded with advertisements for the perfect games and toys for your children. It’s hard to know what to do. We at Cornerstone support the goals of T.R.U.C.E. (Teachers Resisting Unhealthy Children’s Entertainment). 
          Play is essential to children’s healthy development and learning. Children use play to actively construct knowledge, meet social/emotional needs, and acquire life skills. The content of their play comes from their own experiences. Changes in today’s childhood are undermining play. Because of the pervasive influence of the electronic media — such as TV, movies, videos, DVDs, computers — children spend more time sitting in front of a screen and less time playing creatively with each other.
         Toys, the tools of children’s play, influence that play. Toys of value enhance children’s natural ability to engage in imaginative, meaningful play by allowing them to try out their own ideas and solve their own problems. Many of today’s toys are highly structured and often linked to popular media images and programs. These toys channel children into imitative play, robbing them of opportunities to use their own imaginations, creativity, and problem solving skills.

Parents are constantly faced with decisions about what toys to buy and what toys to avoid. High-powered marketing and the influence of popular culture interfere with thoughtful decision-making at the toy store.

This guide (that is available at  www.truceteachers.org) intended to help adults promote children’s creative and constructive play by making informed choices about toys.

Choose toys that promote . . .
Toys have enhanced play value when they . . .
Can be used in many ways *Allow children to determine the play * Appeal to children at more than one age or level of development * Are not linked to video games, TV, or movies * Can be used with other toys for new and more complex play * Will stand the test of time and continue to be part of play as children develop new interests and skills * Promote respectful, non-stereotyped, non-violent interactions among children * Help children develop skills important for further learning and a sense of mastery.
Dramatic play. Helps children work out their own ideas about their experiences. Provides a powerful way of learning new skills and a sense of mastery. Examples: blocks, toy vehicles, dress-up clothes (vests, hats, fabric squares), small stuffed and plastic animals, dolls, puppets, props to recreate real life (post office, restaurant, store), materials for creating small worlds (doll houses, castles).
Manipulative play with small play objects. Develops small muscle control and eye-hand coordination. Teaches about relationships between objects, essential for understanding math and science. Examples: construction sets and toys with interlocking pieces (Legos, Lincoln Logs), puzzles, pegboards, miniature models, parquetry blocks.
Creative arts. Encourage self-expression and the use of symbols, a vital skill for problem solving and literacy. Develop fine motor skills. Examples: poster and finger paints, assortment of blank paper of all sizes and colors, crayons and markers, scissors, glue, recycled materials, stamps, clay, weaving kits.
Physical play. Promotes healthy body awareness and coordination and helps let off steam. Opportunities for social interaction. Examples: bikes, scooters and other wheel toys, balls, bats, jump ropes, space trolleys, pogo sticks, giant chalk, swing sets, climbing structures, play tunnels.
Game playing. Teaches about taking turns, planning strategy, sequencing, rules, and cooperation. Examples: board games like checkers and chess, card games, jacks.

Remember the Classics! • table blocks • ocean, farm, and rainforest animals and insects • cars, trucks, boats, planes, and trains • natural materials (shells, leaves, acorns) • open-ended construction sets • flashlights • dolls with accurate features • clay • basic art supplies • dress-up clothes and house wares •bean bags • balls • playing cards • puzzles • medical kits 

Toys have limited play value when they . . . can only be used in one way. Encourage everyone to play the same way as determined by the toy designer. Appeal primarily to a single age or level of development. Will probably sit on a shelf after the first “fun” half hour. Will channel children into imitating scripts they see on TV or movie screens. Do special high-tech actions for the child instead of encouraging the child’s exploration and mastery. Lure children into watching the TV program or other media linked to the toy. Promote violence and stereotypes, which can lead to disrespectful and aggressive behavior.

Try to avoid toys that . . . make violent themes the focus of the play. Often linked to TV programs, movies, and video games, these toys make violence seem entertaining and fun. Guide children into anti-social play that undermines the positive lessons which caring adults try to teach.
Are linked to movies, TV shows, and video games rated for older audiences (e.g., PG-13 and
R-rated movies). Expose children to content that can be confusing and scary. Leads them to think media for older audiences is meant for them.
Link non-nutritious food to play. Play connected to high-sugar/high-fat foods can lead to poor nutrition, childhood obesity, and can create brand loyalty from an early age.
Encourage gender stereotypes and premature sexuality. Dictate that certain toys and interests are only for boys or only for girls. Emphasize highly sexualized appearance/behavior that is confusing to children. Make bodies the focus of play and equate self-worth with appearance (often extreme thinness).
Use electronics in toys for babies. Infants and toddlers learn best by interacting with people and objects and by seeing how they can affect their environment. These electronic (“smart”) toys control and limit play, teach babies to expect toys to entertain, keep them from creating their own “smart” actions and ideas, and exploit parents’ desire to be good parents.
Make shopping the focus of the play. Condition children to equate spending money and shopping with fulfillment and fun.
Use flashy props to turn children’s books into toys. These “toy” books undermine the acquisition of reading skills by diverting children’s attention from the story line and language. They can make traditional books seem boring when they don’t resemble toys and make children expect their books to use gimmicks to entertain.