Objects of Play: Information on Toys

Child with toysToys and objects which are used in play may vary among cultures, age groups, by gender and reflect individual preference. Toys can serve as crucial vehicles to assist a child in the task of interaction with the world. Most adults can recall a favorite toy or object of childhood.

 

 

Ensuring a Good "Fit" Between Children and Objects of Play

 

The saying that one size fits all is the furthest thing from the truth when it comes to children and toys. Simple experimentation with toys and objects may result in finding a match. For example, if a child is having difficulty batting a beach ball with his hand, perhaps the child will have better success hitting a suspended balloon. If a child is having difficulty stacking legos, perhaps the child could be more successful using duplos. If wooden blocks are too slippery, perhaps soft foam blocks would allow the child to be engaged in constructive play.

 

Sophisticated assistive technology devices may be helpful in encouraging play, particularly in a child with severe disabilities. The adapted physical educator can work in cooperation with the occupational and assistive technology therapists to ensure appropriate accommodations are made.

 

 

Assistive Technology: A Crucial Link for Adapted Play

 

Some of the more common tools include

 

A Jelly Switch

A single input switch requiring minimal to moderate pressure. Usually comes in an array of colors or sizes.

 

Big Mac or Talking Mac Switch

Similar to a Jelly Switch, but with battery operated, portable capabilities. A Talking Mac also allows one to record voices or music to be used upon activation.

 

Toggle Switch or Lever Switch

As the name indicates, this is usually a single input switch that is activated by using a lever triggered in a manner similar to the joystick of an electric wheelchair.

 

Mercury Switch

This switch acts on a similar concept as a liquid carpenter's level. The switch is activated when the mercury is balanced (i.e., similar to the bubble in the carpenter's level). These switches are frequently banned for schools, however, because of their mercury content.

 

Proximity Switch

This is a two part switch system which is activated when the two receptors come in close contact with one another (for example the small movement of a finger as it comes into contact with the other receptor portion of the switch which is positioned on a wheelchair lapboard or armrest can activate this switch).

 

Interlink Connection System

This is a system which allows switches to be connected to electrical appliances that are not specifically adapted for switch technology. It also increases the options in which one can utilize a switch.

 

Need more info? For more answers see some of the vendors and professional consultants listed on the links and resources pages.

 

 

Inside the Toy Box: Obtaining and Organizing Toys

 

Whether at home or in a classroom, the work of a "play facilitator" does not end with the mere acquisition of toys. Below are some suggestions to make the most of toys and play objects:

 

Initiate a Toy Lending Library (Musselwhite, 1989)

This type of program allows several families or classrooms within a school district to have access to a broader range of stimulating and appropriate toys. Often vendors and manufacturers will allow for bulk buying discounts which further serves as motivation to pool resources. Additionally the initiation of such a library can help provide a means of interaction between parent and child as well as siblings who can all become involved in the process of selecting toys for contribution or purchase towards such a lending program.

 

Classify Toys to Help with a Child's Goals

Classifying toys either at home or in a classroom can often be easily done through color coded dots. This not only allows a parent, teacher or educational professional to identify toys which may focus on areas in which a child needs particular exposure, it also provides the opportunity to make choices within these areas of improvement (i.e., providing a child with the opportunity to choose from a variety of green labeled, "fine motor" toys for example). Examples for classification categories include: fine motor, gross motor, social, cause and effect, sensory discrimination, symbolic/make believe play, visual tracking, etc. Musselwhite (1989) suggests even further categorizing such toys to include inclusive or exclusive elements (i.e., "‘a’ = suitable for walkers as well as non-walkers; 'b' = suitable for walkers and climbers only," p.157).

 

Utilize Community Resources

The saying "don't ask, don't tell" can easily be adapted to "you don't ask, they won't tell" in regards to soliciting community resources for building a toy library or classroom toy box. Many non-profit organizations have equipment lending programs that can benefit individuals and it is not uncommon for local businesses or organizations to engage in toy drives. Parent support organizations can be helpful when exploring resources and acquiring adapted toys and play equipment. Additionally, why not advocate for increasing accessibility for public playground and parks in your area? City council and school board meetings are often excellent forums.