Toy experience, recommendation, and group purchase are some of our main work, and "what toys are suitable for children aged X" is the most concerned question of readers' parents these years. Therefore, the experience officer plan we are trying to make now also hopes to summarize toys suitable for children of different ages and hobbies.
The revolution is far from successful. We are still working on it. So today, we introduce the American Association of Early Childhood Education's recommendations for buying by age.
NAEYC, whose full name is the National Association for the Education of Young Children, is an American Association of 0-8-year-old early childhood educators. Founded in 1926, NAEYC has more than 80,000 registered members and is the largest professional early childhood education organization globally.
Today's content is from the official website of NAEYC. They advise buying toys for parents of different age groups, including the growth characteristics of children of varying age groups and the key points to pay attention to when purchasing toys. At the same time, they give examples of some toy categories suitable for children of corresponding age groups.
0 to 6 months
The developmental characteristics of children at this stage:
Newborns at this stage like to look at people and track their movements with their eyes; They tend to like faces and bright colors and touch things; They look at what they can do with their hands and feet; Looks up and turns their head to find the place where the sound comes from; Put things in your mouth.
Examples of suitable types of toys at this stage:
Toys that can be reached, grabbed, sucked, shaken, and made sounds, such as rattle, big rings, squeeze toys, gum teeth, soft dolls, textured balls, vinyl and cardboard books;
Toys with sounds, such as books with nursery rhymes and poems, and toys that play lullabies and simple songs;
Things to look at, such as portraits on the wall that the baby can see and mirrors made of safe materials.
7 to 12 months
The developmental characteristics of children at this stage:
Babies grow up to move around on their own - usually, they start by rolling and sitting, then crawling, climbing, and standing...... They can understand their name and other common words, identify body parts, find hidden objects, place them in containers, or take them out.
Examples of suitable types of toys at this stage:
Toys that can be used to "pretend," such as baby dolls, dolls, plastic and wooden trolleys on wheels, and water toys;
Toys that can be thrown in and taken out, such as plastic bowls, large beads, balls, and nested toys;
Things that can be built, such as soft blocks and wooden blocks;
Toys that work large muscles, such as large balls, push-pull toys, and low, soft objects, can be crawled over.
12 and 24 months
The developmental characteristics of children at this stage:
At this stage, the child begins to walk around regularly. Usually, they can gradually walk steadily and even climb stairs. They like to listen to stories, say simple words, and play alongside (but not play together) other children. They want to experiment but need adult supervision to keep them safe.
Examples of suitable types of toys at this stage:
A cardboard book with simple illustrations or photographs of real objects;
Recorded songs, nursery rhymes, simple stories, or toys with pictures;
Creative items such as non-toxic, washable markers, crayons, and large paper;
Toys that can be used to "pretend," such as toy cell phones, dolls, and cots, doll trolleys, clothing items (scarves, purses), puppets, stuffed toys, plastic animals, plastic and wooden "realistic" cars;
Things that can be built with: cardboard and wooden blocks (which can be -2 to 4 inches smaller than those used by babies);
Considerable and fine-motion training objects, such as puzzles, large pegboards, toys with small mechanisms (dials, switches, knobs, LIDS), and balls.
24 to 36 months
The developmental characteristics of children at this stage:
Children at this stage learn a language quickly and have a certain sense of danger. Still, they did a lot of "experimentation": jumping from high places, climbing and hanging with their arms, rolling, and chasing. At this stage, they have the reasonable control of their hands and fingers and like to work with small objects.
Examples of suitable types of toys at this stage:
Problem-solving toys such as wooden puzzles (4 to 12 pieces), building blocks that can be pieced together, items that can be sorted (by size, shape, color, smell), and items with hooks, buttons, buckles, and buttons;
Toys that can be used to "pretend" and build, such as building blocks, small (sturdy) truck toys, construction equipment, child-size furniture (kitchen appliances, chairs, food toys), costumes, dolls, and accessory parts, puppets, sand and water toys;
Creative items such as non-toxic, washable large crayons and markers, large brushes and finger painting supplies, large size drawing paper, colored drawing paper, blunt child scissors, chalkboard and large chalk, and rhythm instruments;
More picture books than children's picture books;
CD and DVD players that play all kinds of music (and, of course, phonograph players and recorders too!). ;
Large and delicate motor objects such as balls for kicking and throwing, riding equipment (don't ride a tricycle until age 3, if you can), tunnel toys, low climbers on cushions, and toys for knocking and hammering.
3-6 years old
The developmental characteristics of children at this stage:
Kindergarten children have longer attention spans. Usually, they talk a lot and ask a lot of questions. They like to try new things with physical skills they haven't mastered yet. They like to play with their friends -- and they don't want to lose! For older children at this stage, it is usually possible for two or more people to play with a toy in sequence and share a toy.
Examples of suitable types of toys at this stage:
To solve the problem of toys, such as puzzle (12 to 20 + block), splicing blocks, but (according to the size, shape, color, smell) classification of goods, and with hooks, buttons, buckles, and buckle, can collect items and according to the length, width, height, shape, color, smell, quantity and other feature ordering other smaller objects, such as collecting plastic bottle caps, plastic bowl, and lid, keys, shells, count little bear, little color block;
Toys that can be used to "pretend" and build, such as building blocks for building complex structures, transport vehicle toys, construction equipment, child-size furniture (household items and food toys), costumes, dolls and accessories, puppets and simple puppet theaters, sand, and water play toys;
Can be used in the creation of objects, such as crayons and markers, brushes and finger painting, painting paper, colored drawing paper, preschoolers can use scissors, blackboard and chalk, the plasticity of mud and silly putty, and mold, used to make a collage of glue, paper and cloth, and rhythm and keyboards, xylophone, sand hammer, and drum;
Picture books with more words and pictures than children's picture books;
CD and DVD players that play all kinds of music (and, of course, phonograph players and recorders too!). ;
Exercise significant movements and slight movement of goods, to kick, throw, pick up the ball, riding equipment, including the tricycle, tunnel, to buffer cushions to climb higher and trolley and the wheelbarrow, plastic racket and ball, plastic bowling, target, and missiles, as well as with pliers, hammers, nails, and a saw table;
Suppose a child begins to use a computer. In that case, the software can be used in an interactive mode (the child needs to do operations) that the child can understand (using graphics and spoken instructions, not just written instructions) at a pace and in a manner that the child can use. The child has the opportunity to explore concepts at different levels.
