What to choose a toy for the child?
Were able to pick up a toy to parents it is possible not always. The matter is that many defer to the taste more often, choose bright “ ezdilka “ “ prygalka “ “ begalka “ (in fact useless) which in most cases break in a week and fill up blockages in cases and boxes for toys.
Meanwhile, the toy was always the main educational tool of the child. It has to be functional, acting. That at which it is only possible to look is useless. Means, the child needs only such toys with which he really can and will play. To the kid in two - three years are better to offer large toys, simple, without excess details.
Children accept toys, in the generalized form the transferring main features of the represented characters or objects more willingly. It is not obligatory that they were copies of animals, people, things. It is more useful to development of the imagination and in order that the child understood quicker: a toy - not the real thing, but its designation, an image. Such understanding is very important for intellectual development of the little person.
It is worth paying attention to a serious detail: toys have to be expressive (cheerful, sad, fervent, but not faceless). Then in game it will be easier for child to think out situations and to award characters with roles.
If in two - three years the child mastered toys, actions of adults helping to reproduce familiar to it (for example, a doll and everything that it is necessary that “ to put to bed “ and “ to feed “ it or the car in which it is possible to transport cubes, to roll animals), on the fourth year of life the kid passes to role-playing games. He now “ cook “ “ doctor “ mother “ or “ father “. By four years children, as a rule, already play together, casting among themselves.
Of course, now they need toys which will help to think up different subject games, to get into the role of the adults occupied with an important issue. Now thematic sets - accessories " are good; hairdressing salon “ “ kitchens “ “ medical office “ “ " cafe; … At this age children try to reproduce precisely actions of experts of familiar professions, and for this purpose they need suitable deputies “ workers “ objects.
Years from five for children more important is an inventing of new situations, adventures. Such games develop the imagination, thinking, imagination. Many toys are not necessary now. “ To the Pilot “ now there can be enough helmet, “ to the captain “ - telescope, “ to the princess “ - crowns, and “ to the warrior “ - magic weapon.
In five - six years, especially if the child plays one, he prefers to be a director and to distribute roles to toys, and itself work and speak for them. For this purpose it need enough small toys (figures of animals, baby dolls, tell-tales, characters of favourite fairy tales) who can visit to each other, participate in adventures or lead life familiar to the child.
On the special place there is a training (didactic) toy. On the second - the third year of life it is even more important for the child subject. Actions with objects attract the kid. It is ready to sort and collect a pyramid, a nested doll again and again, to push in a box with cuts of a figure of a certain form, to fill sand in forms and to pour out it.
So focus of actions develops, ability at first practically is formed, and then to visually define a form and the size of objects, their color, to correlate their properties among themselves.
For the child the training toys are more senior it is necessary to select according to his individual knowledge and abilities. If he, for example, likes to design and at least by means of adults can collect model of the boat or plane, buy to it such models. Many girls in four - with pleasure will create five years a soft toy together with mother, will sew a dress to a doll.
Skills of assiduity and attention are well formed at occupations with board games. It is very good if the child has a favourite doll, the car, an animal. Maintain this attachment. You learn to make thrifty use of toys carefully. It is more useful to repair, tint the old broken toys in the educational purposes together with the child, than to throw out and hurry in shop behind new.
New toys have to appear only to enrich game of the child, to make it more substantial. And one more moment about which adults cannot forget. To impose games and addictions to children it is inadmissible. Game is game, and it has to be pleasant to the child!