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非专门化玩具对于培养幼儿的想象力、创造力以及思维能力等具有重要作用。在游戏情境中运用非专门化玩具,需要根据幼儿的年龄和认知发展水平,正确引导,有目的地搜集和投放,注意多样性和安全性等。 相似文献
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1.摆积木准备三四块颜色、形状不同的积木两份,报纸1张玩法妈妈先用1份积木,在桌上摆出1个造型,让孩子在旁边观看20秒~30秒,然后用报纸把积木盖住,再让孩子凭记忆用另1份相同的积木摆出刚才的造型。如果找不到积木,也可用日常生活中具有几何图形的物品来代替。例如:茶杯盖、纸巾盒等。2.说名称准备8种日常生活用品玩法把这8种用品,如杯子、碗、毛巾等依照一定的次序摆在桌上,让孩子看上几十秒钟,然后闭上眼睛,凭记忆依次说出这8种日常用品的名称。3.给玩具找家准备6个玩具,6个颜色、质地或形状不同的筐子玩法将孩子的6个玩具分别放在6个筐子… 相似文献
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小爬娃（适合１～２岁的宝宝）准备：一条大毯子，一个小铃铛和玩具若干个。玩法：游戏开始，让宝宝趴在大毯子上，妈妈一只手摇动小铃铛，另一只手举着玩具，让宝宝朝着铃声的方向爬行，到达目的地时，给他一个玩具，以示鼓励。编辑缪启明准备：在户外平坦干净的地方，准备一块大塑料布和两三个枕头，将枕头放在塑料布下面，形成高低起伏的“小山坡”。玩法：游戏开始，让宝宝趴在大塑料布上，妈妈用游戏的口吻，鼓励宝宝在“小山坡”上爬上爬下。爬“小山坡”（适合１～２岁的宝宝）准备：一块大塑料布，玩具若干个，如小球、娃娃等。玩法… 相似文献
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头顶布包走游戏目的:发展宝宝的平衡能力。准备:玩具平衡木、布包、没有盖儿的纸盒,以上物品也可用其他物品代替。游戏玩法:妈妈把玩具平衡木在地上摆好(如图),把没有盖儿的纸盒放在玩具平衡木的一端。宝宝把布包顶在头上(手不要扶布包)从玩具平衡木的另一端开始走,走到有纸盒的这一端时,低头将布包放进纸盒里,再按原路返回。注意事项:宝宝可反复做这个游戏,然后妈妈帮他数一数,纸盒里有多少个布包。看看谁能追上我游戏目的:发展宝宝的平衡能力。准备:用大积塑(或其他物品)拼接的玩具平衡圈。游戏玩法:两个宝宝先站在玩具平衡圈的同一直径上… 相似文献
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Social interactions and play patterns of parents and toddlers with feminine, masculine, and neutral toys 总被引：3，自引：0，他引：3
Children as young as 18 months display sex-stereotyped toy choices. The present study was designed to determine whether parents encourage involvement with sex-stereotyped toys or avoidance of cross-sex-stereotyped toys and to determine whether masculine and feminine toys lead to different patterns of parent-child interaction, regardless of gender. 40 parent-toddler dyads were videotaped while playing with 6 different sets of sex-stereotyped toys. Equal numbers of boys and girls were observed with mothers and fathers. The children showed greater involvement when playing with same-sex-typed toys than with cross-sex toys even when statistically controlling for parents' behaviors. Parents' verbal behaviors, involvement, and proximity to the child differed across toy groups, regardless of the parent's or child's gender. Parents' initial nonverbal responses to the toys, however, were more positive when the toys were stereotyped for the child's and parent's gender than when they were not. 相似文献
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Developmental intergroup theory would predict that children develop fewer or weaker stereotypes about toys that have less distinguishable gender attributes than those that are clearly associated with a gender. The purpose of this study was to investigate the role of neutral and ambiguous toys in 31 three‐ to five‐year‐old children’s play behaviour and understanding about gender. Overall, children did not categorise more perceptually salient (ambiguous) toys than less distinguishable (neutral) toys to their own gender. Colour was the most frequently used reason for the toys’ gender assignment. The findings also showed that with age, girls’ play complexity increased linearly, whereas boys’ scores did not. A play substitution scale measuring play creativity or maturity showed no gender differences. The discussion highlights the role of perceptual salience in sex‐dimorphic toy preferences and behaviour and their application to educational issues. 相似文献
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To study effects of the gender-packaging of science, technology, engineering, and mathematics (STEM) toys, mother–child dyads (31 daughters; 30 sons; M = 5.2 years) were randomly assigned to play with a mechanical toy packaged for girls (GoldieBlox) or boys (BobbyBlox). When familiarizing themselves with the toy to prepare for play, mothers given BobbyBlox built more with toy pieces than did mothers given GoldieBlox. During dyadic play, mothers with sons built more; mothers with daughters read the toy's narrative instructions more. Children's independent play likewise varied with game packaging. Girls learned the mechanical belt-drive principle better from playing with BobbyBlox; boys learned the principle better from playing with GoldieBlox. Implications for gender-schema theories, STEM interventions, and toy marketing are discussed. 相似文献
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This study investigates whether gifted children differ from non‐gifted regarding the possession and use of toys and whether gifted are less affected by traditional gender roles in these two variables. The parents of 286 fourth‐grade elementary school students (151 intellectually gifteds [IQ >= 130] and 135 children of average intelligence) responded to a list of 30 toy groups. It was assessed (a) which toys are present in the household and (b) how often they are used by the child. The analysis revealed that only the use of toys typical for boys displayed a mildly significant effect for giftedness. Dramatic gender effects were found: with the exception of the use of athletic equipment and group games, both groups exhibited gender‐specific toy possession and toy use to an equal degree. 相似文献
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Infants' Ability to Draw Inferences about Nonobvious Object Properties: Evidence from Exploratory Play 总被引：1，自引：0，他引：1
Generalizing knowledge about nonobvious object properties often involves inductive inference. For example, having discovered that a particular object can float, we may infer that other objects of similar appearance likewise float. In this research, exploratory play served as a window on early inductive capability. In the first study, 48 infants between 9 and 16 months explored pairs of novel toys in 2 test conditions: violated expectation (two similar toys were presented in sequence, the first toy produced an interesting nonobvious property, such as a distinctive sound or movement, while the second toy was invisibly altered such that it failed to produce the nonobvious property available in the first toy), and interest control (two similar-looking toys were presented in sequence, neither of which produced the interesting property). Infants quickly and persistently attempted to reproduce the interesting property when exploring the second toy of the violated expectation condition relative to the first toy of the interest control condition (a baseline estimate) or the second toy of the interest control condition (an estimate of simple disinterest). The second study, with 40 9–16-month-olds, confirmed these results and also indicated a degree of discrimination on infants' part: Infants seldom expected toys of radically different appearance to possess the same nonobvious property. The findings indicate that infants as young as 9 months can draw simple inferences about nonobvious object properties after only brief experience with just 1 exemplar. 相似文献
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Children's Gender-Based Reasoning about Toys 总被引：2，自引：0，他引：2
The goal of these studies was to investigate how preschool children use gender-based reasoning in making judgments about toy preferences for themselves and for others. In Studies 1 and 2, children ( n = 22, n = 71) were shown unfamiliar, non-sex-typed toys and asked to rate how much they, other girls, and other boys would like each toy. As expected, children made gender-based inferences: "What I like, children of my sex will also like, and children of the other sex will not like." Study 3 was designed to assess how children use gender-based reasoning to make decisions about attractive and unattractive toys when they are given gender labels. Children ( n = 91) were shown unfamiliar toys varying in attractiveness that were given explicit gender labels (e.g., "this is a toy girls really like") or no label. With a different experimenter (to avoid demand characteristics), children rated their own and others' liking of the toys. Children used gender labels to guide their own preferences and their expectations for others. Even with very attractive toys, children liked toys less if they were labeled as being for the other sex, and expected other girls and boys to do the same. The role of gender-based reasoning in cognitive theories of gender and on children's play preferences is discussed. 相似文献
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Toy choices of 3- to 10-year-old children with congenital adrenal hyperplasia (CAH) and of their unaffected siblings were assessed. Also assessed was parental encouragement of sex-typed toy play. Girls with CAH displayed more male-typical toy choices than did their unaffected sisters, whereas boys with and without CAH did not differ. Mothers and fathers encouraged sex-typical toy play in children with and without CAH. However, girls with CAH received more positive feedback for play with girls' toys than did unaffected girls. Data show that increased male-typical toy play by girls with CAH cannot be explained by parental encouragement of male-typical toy play. Although parents encourage sex-appropriate behavior, their encouragement appears to be insufficient to override the interest of girls with CAH in cross-sexed toys. 相似文献
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儿童的成长过程中,玩具是必不可少的。玩具给儿童带来了快乐,同时,也带来伤害。就玩具设计如何减少这些伤害,拟从儿童年龄阶段、体格特征、儿童心理颜色倾向等因素进行分析,试图为儿童玩具的安全性设计提供建设性的意见,以求借鉴意义。 相似文献
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Becky Francis 《牛津教育评论》2013,39(3):325-344
In spite of continuing patterning of curriculum subject preference and choice by gender, there has been little recent attention to the argument developed in the 1970s that children play with different toys according to their gender, and that these provide girls and boys with (different) curriculum‐related skills. The article describes a small‐scale empirical study that asked parents of 3–5 year old children to identify their child’s favourite toys and viewing material, and analysed responses according to children’s gender. The most frequently identified toys and viewing materials were subjected to content and discourse analysis, with the intention of identifying both educative aspects of content, and the gender discourses reflected. The article explores conceptual issues around categorisations of ‘education’ within toys and entertainment resources, positing the notion of ‘didactic information’ to delineate between overtly educational content and other social discourses. Analysis reveals toy preferences to be highly gendered, with boys’ toys and resources concentrated on technology and action, and girls’ on care and stereotypically feminine interests. Didactic information, and aspects developing construction and literacy skills, were identified in the selected toys and resources for boys, and were lacking in those for girls. All the toys and resources could be read as implicated in ‘gendering’: the various gender discourses, and other discourses around aspects of social identity reflected in the toys and resources are identified and analysed. The analysis presented suggests the value of reinvigorated attention to children’s toys and entertainment resources in terms both of the education they afford, and their role in the production of social identities. 相似文献