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A toy is a material basis for children's play. It shapes children's experience, stimulates imagination, and directs their behavior, conveying the values of a certain historical In highly developed societies, younger and younger children are left to solitary with things and gadgets that favor copying models of the global consumer society, glorifying various stereotypes and the use of force. The question is which toys are the most common ones in children's play in our environment? This paper an overview of different studies examining the criteria for the selection toys, parents' exposure to media pressure, and children's wishes emerging from the influence of commercials. Readiness of parents to get engaged in mutual play with their children is also examined, and their developmental importance is emphasized.
How Do Todays Children Play
and with Which Toys?
Jasmina Klemenović
Department of Pedagogy, Faculty of Philosophy, University in Novi Sad
is a
basis for childrens play. It shapes
chi l d ren’s
experience, stimulates
behavior, conveying the
values of a certain
developed societies,
younger and younger children
to solitary
play with things
that favor
copying models
of the global
society, glorifying
various stereotypes and the
use of force. The question is which
most common
chi l d ren’s
in our environment
This paper
presents an overview
of different
studies examining the
for the
selection of
parents’ exposure to
pressure, and children
s wishes emerging from
influence of
of parents
to get engaged in
mutual play
their children is also examined, and their
developmental importance is emphasized
Key words: childrens play; mutual play of children and parents; stereotypes; toy
In the contemporary society, children’s play and toys apparently have a great
importance. Special attention is given to them in the family environment that strongly
affects children during the period of their early development. Today’s parents spend
most of their time performing their professional roles, while they dedicate less and
less time to leisure and communication with their family members, especially children.
In order to compensate for that time and express their love and affection for the little
ones, adults give toys to children (Sutton-Smith, 1989). At the same time, parents
choose things that will occupy childrens attention for some time, enabling them
to gain valuable knowledge and master valuable activities. Having in mind that
both parents are often absent from home due to their work, most children between
the toddler age and pre-school age spend considerable time in various educational
Croatian Journal of Education
Vol.16; Sp.Ed.No.1/2014, pages: 181-200
Review paper
Paper submitted: 25th May 2013
Paper accepted: 19th June 2013
Klemenović: How Do Today’s Children Play and With Which Toys?
institutions which care for children. Into this new context children bring their own
habits and models of behavior rooted in the values of their family life. The expression
of those habits is most directly reflected when playing with their peers, when children
spontaneously express their personality, test the limits, explore opportunities, develop
social skills, and try out different problem-solving strategies.
Starting from the definition of the core concepts, this paper reviews the conditions
for childrens play in the family environment with reference to parents’ attitudes toward
mutual play with children, and the role of toys in such interactions. The findings of
various studies carried out in pre-school institutions are presented here, and they
focus on play and toys of contemporary childhood, while especially analyzing the
criteria by which parents select toys for their children. The paper examines the impact
of the mass media on the selection of toys within the family, the time children spend
interacting with them, and parental awareness of the effects of aggressive contents,
as well as gender stereotypes on childrens play and their overall development. The
impact of ideology on educational toys is also observed and how parents see their
own role in this, as well as to what extent their decisions affect development in the
toy market and industry.
Play and Toys as a Framework of Social Interaction
and Cultural Communication
The fact is that people from different cultures understand play and toys in different
ways. What is considered to be play in some surroundings may not be considered as
such somewhere else. In the communities that separate work from free time and the
world of adults from the world of children, most objects for playing are strictly divided.
Various objects used by children for playing fall into the category of toys, regardless
of their educational character, and as such, they are not related to the activities and
games for adults in any way. On the other hand, in the rural areas of some cultures
there are still games in which children and adults create common objects used for
playing during joint activities (Shannan & Frances, 1992). What also varies in different
communities is the degree of integration of childrens play into everyday family life.
Children who do not have a lot of family responsibilities usually prefer pretend games
that copy real life, compensating for their exclusion. On the other hand, children who
get specific duties in the family at an early age and grow up helping out at home and
taking on responsibilities, have neither a wish to play in such a way nor the need for
toys which are smaller versions of real life objects. In such circumstances, children
more often play with each other than with various objects for playing.
The foundation of these hypotheses was confirmed in the research on psychology
of children’s games, based on the theory of socio-cultural development. It was shown
that the content, design, material and technology of objects which children use in their
games is in line with the changes in spiritual and material values of a community. The
general tendency in the development and production of toys is closely related to the
Croatian Journal of Education,
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, pages: 181-200
changes in the lifestyles of people, and the specifics of their work (Artemova, 2001).
Hence the hypothesis of B. Sutton-Smith is justified, stating that the toys are “objects
of cultural significance that represent the heritage of the civilization, and contribute
to its continuity by modeling a specific “form of human communication – play. As
forms of cultural communication, games and toys are “words” which give meanings
to things, and which could be observed through the rules and meanings that fall
within a broader framework of customs and beliefs in a particular society (Sutton-
Smith, 1989, p. 21).
Most authors agree that play is a free act beyond the process of satisfying one’s
needs. It is spontaneous and related to positive emotions manifested through
a variety of activities, the purpose of which is neither beyond them nor directed
to the production of goods. It is fictional in relation to the real life and limited in
space and time. It develops according to voluntarily accepted rules that are strictly
observed. Nevertheless, it is unique and uncertain by its course and outcome, being
tense for these very reasons. Since the means prevail over objectives, play does not
cause frustrations and fear of failure (Kamenov, 2009). Also, play is a primitive
communication system” by which it is possible to express and communicate all the
wishes, hidden desires, dreams, fears and anxieties (Sutton-Smith, 1989). It is internally
motivated, and it allows spontaneous engagement of the total human resources. This
feature makes it a leading developmental childhood activity that provides physical,
emotional, social, moral and intellectual development of a child.
Play is the primary method of children’s communication, and the sphere of direct
expression of their personality. In this activity, they become the main actors, they
fulfill their needs, realize their abilities, improve their skills, make decisions and act
independently - children become released from the inferiority complex in relation
to adults, and experience their own true value (Kamenov, 2009). Children bring all
their previous experience into the game, upgrading it with the new one that is being
acquired during the play itself, by researching and exploring. Hence, play represents
a form of learning about the life itself, a universal phenomenon that can be found
in all societies, irrespective of their national and cultural boundaries, which makes
it the crucial element of human development (Guddemi, 1992). Although play could
be classified in various ways, the remainder of this paper focuses on the activities
emerging from the interaction of children with objects used for playing and different
technical devices for playing, or, in other words - toys.
Whether they are actually present in play in a particular situation or present in
one’s consciousness, memory, imagination, or childrens reflections, the objects used
for playing (toys) are inevitable companions in play. In general, toys include all the
means which children use when playing. However, toys are more often considered
to be adult-made objects, either industrially or hand crafted, in order for children to
play with them (Shannan & Francis, 1992). Unlike in the old times when toys were
made in the form of reduced-size tools, and given to children in order to train them,
Klemenović: How Do Today’s Children Play and With Which Toys?
today’s manipulation with toys “reflects a response to novelty” (Eljkonjin, 1990, p. 34).
Playing with such toys has developed from an activity for acquiring certain, almost
professional, skills into a game that forms some general motor and visual-motor
functioning systems (Eljkonjin, 1990, p. 36), without which human existence is not
possible in a highly technological society. Toys represent “real and specific cultural
items that shape the daily life of a child”
(Sutton-Smith, 1989, p. 90). They bring order
into childrens thoughts and words, facilitate their gaining insight into the center of
the modern civilization based on individual work and focus on tasks and persistence
(Sutton-Smith, 1989, pp. 93-95). Thus toys become childhood tools”, technical devices
which conquer the symbolic and logical thoughts of the complex world, in which a
child gradually grows. If a toy with its features enables activities that contribute to
the child’s development and learning, at the same time corresponding to the child’s
authentic needs, then it has a distinct educational value (Kamenov, 2009, p. 161).
However, in order to teach children to interpret, i.e. to “read” objects they play
with, it is necessary to train them to use toys. Adults start with that training in the
first months of a child’s life, because “knowledge of objects is the outcome of other
people’s behavior towards us, and towards these objects” (Sutton-Smith, 1989, p. 102).
Parental encouragement and treatment of children are extremely important for the
overall child’s development and his/her willingness to get acquainted with toys and
spend time playing with them. Some toys succeed in keeping children’s curiosity and
dispersing boredom, some of them reinforce the excitement caused by action, while
some of them cause delight only as tools. However, toys mostly represent just a part
of the general way in which parents transmit their own life values to the children.
According to Brian Sutton-Smith, “The first toys build new worlds in a child in
relation to the tools and toys” (Sutton-Smith, 1989, p. 121). In that sense, a toy from
the outside world is seen as “the key to the inner character” (Sutton-Smith, 1989, p.
122). The selection of the toy, given to a child by adults, shapes the childrens overall
development. However, the impact of the toy itself is not always certain, since its use
and purpose is determined by children themselves.
Mutual Play of Parents and Children,
and the Role of a Toy
While in underdeveloped societies children have no time to play, in developed
societies there is a widespread ignorance of the developmental potential of childrens
games and toys. On the other hand, parents, who generally have fewer children,
show readiness to invest more in toys which serve as partners in solitary activities of
children. According to the statistics for the most developed countries in the world,
a half of today’s parents spend more on toys on an annual basis, than on saving
The quotes in this article are translations of the Serbian original made for the purpose of this paper, unless
otherwise indicated
Croatian Journal of Education,
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, pages: 181-200
money for the future and education of their children (Mitrović, 2005). The findings
of the latest researches are especially alarming, since they reveal the temptations and
challenges of childrens play in the family setting. It turns out that many adults perceive
playing with children as something completely frivolous. They are not convinced that
play and toys contribute to the development of children in any way, considering their
involvement in this field a waste of time (Roopnarine & Krishnakumur, 2006). For
example, mothers from Mexico and Italy share the perception that play is worthless,
believing that it is inappropriate for adults to engage in such activities (Haight, 2006).
Parents are particularly suspicious of the role-play and imagination games. Adults
worry about “as” in games with pretending, acting, taking over other roles, replacing
items, due to a close relation of all these concepts with lying. In addition, parents
think that their participation in games of any kind will undermine their authority.
They express fears that later on they will have problems to discipline their children
(Kuchner, 2010). Play is significantly and negatively affected by the perceptions of
parents about the importance of children’s success at school. Recognizing potentials
that education can provide in terms of opportunities for life prosperity, parents feel
that it is more important for their children to study than to play (Guddemi, 1992).
Therefore, the play is almost completely suppressed from the contemporary childhood
quite early on, during the pre-school period.
Although adults often see childrens play as a kind of entertainment that serves to
engage the children while they perform other important tasks or rest, the relevant
studies show the potential of mutual play activities. Recent systematic observing of
mutual play of parents and children has shown how different types of games and toys
can enrich family daily life and improve the quality of interaction between older and
younger family members. According to the research by Lin (2010), the construction
games and toys used in these games enable parents to get to know their children while
playing together, to show understanding and respect for them. Constructor games
help parents to monitor children’s behavior, explore their emotions, identify their
actual needs, and understand their current level of mental development. In addition,
playing together in the construction type of games enables many skills and abilities
to be developed due to mutual communication and interaction with objects, such as
planning, taking over responsibility, correcting and shared decision making (Kuchner,
2010). Games of imagination and role-play have plenty room for inclusion of adults.
The level of complexity of those games depends on the age of the child and his or
her social experience. A study (Thyssen, 2003) has shown that adults are important
creative potential for role-play for children under the age of three. Older children
involve adults in this kind of games in a different, new way. Children develop their own
ideas related to the game, assigning a role to an adult, enjoying the changed positions
that the game brings. Hence, the games of imagination and role-play allow children to
get to know their parents and vice-versa, to understand each other’s perspectives, and
Klemenović: How Do Today’s Children Play and With Which Toys?
develop empathy (Kuchner, 2010). Also, playing with children in a relaxed atmosphere
accompanied by laughing greatly reduces stress and provides positive interaction.
The findings of particular studies (Caldera, Huston, & Obreien, 1989) show that
objects used for playing significantly model the behavior of participants in an
interaction, where the differences are most evident when a mutual parent-child
play includes the toys of gender stereotypes. A significant correlation is established
between the type of toys (“male”, “female, “neutral”) and parental verbal reactions
when playing with their children. “Male” toys, such as a truck, turned out to be related
to a reduced number of questions and instructions, and with an increasing distance
between the parents and children. When playing with these toys, especially with small
transportation models, many parents pronounce a lot of animated sounds, or they
encourage the child to do so. They often correct children by using negative comments
and remarks. The assumption is that the increased activity and distinct changes in
physical proximity caused by boy toys lead to the need for an increased control over
children’s behavior and more verbal interaction.
In contrast, when children play with female toys (dolls, miniature dishes) it causes
greater physical proximity and more verbal interaction in the form of comments,
questions and teaching. Significantly, the largest number of positive information and
verbal reactions of parents, in the form of praising and teaching, are caused by the
so called neutral toys - puzzles, cubes, etc. Parents show subtle tendencies to respond
more positively verbally, and to be more involved when it comes to playing together
with children by using the toys that are stereotypes of their own gender. They also
express more excitement when they discover the toys appropriate for their gender,
showing significant willingness to model the mutual play, rather than when using
the other two types of toys, but without direct stimulation or inhibition. Stereotyped
toys for both genders are more likely to cause fantasy games and general discussion
between parents and children, while jigsaw puzzles cause more questions and teaching,
i.e. a greater focus on the cognitive development (colors, shapes, etc.).
Hence it could be said that the differences in the behavior of young children during
play are the result of the interaction with various objects for playing and strategies
for handling them, which children spontaneously master when playing together with
adults. At older ages, the interaction of a child with a toy includes a higher level of
creativity and imagination. This allows children to revive the toy and transform it
in their imagination, which gives them a sense of power and release of frustration.
As children get older, they more often choose the objects for playing which can
extend or supplement their imagination. In recent times, the mass media have whole-
heartedly “helped” them, thus suppressing the time-proven methods of development of
children’s imagination - storytelling and joint reading of children’s books. Nevertheless,
the results of some experiments (Cugmas, 2010, p. 137) show that books are still a
significant preoccupation in children aged 2 to 5, while the selection of other toys is
under a strong influence of gender stereotypes (Cugmas, 2010, p. 142).
Croatian Journal of Education,
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, pages: 181-200
Influence of Industry and Marketing on Children’s
Play and Toys
Although it is not necessary to emphasize the difference between handcrafted toys,
toys made by manufacturing and industrially made toys in this globalization era, it
should be noted that serious changes have occurred in the toy industry in the second
half of the previous century. Just as a reminder, in the middle of the previous century,
the industrial production of toys moved from Europe (Germany, Scandinavian
countries) to America. In the seventies, manufacturing plants gradually began to move
across the Asian continent - first to Japan, then to South Korea, Taiwan, Hong Kong
and nowadays to China. Up to 80 percent of the world production of toys functions
in the following way: what American corporations design, Chinese manufacturers
produce, mainly in the period of a few months prior to Christmas (Zagorac, 2005).
Hence it could be said that, if nobody else, today’s manufacturers of toys take children
and childrens play seriously. They continually lure children with new sophisticated
toys. Parents, who have fewer children than in the past, are ready to buy much more
than in the past (Mitrović, 2005).
The variety of toys becomes bigger on a daily basis. There are hundreds of toy
models that can talk, move, sing, tell stories, answer questions, and even address a
child by his/her own name. This is the era when a toy as a machine, which consists of
miniature electric motors and chips, is an integral part of growing up process. Electric
trains have been replaced by the drone cars, helicopters and planes. In recent years,
these scaled-down replicas have been surpassed by transformers with their design and
ingenuity, since transformers can turn from a car into a robot. For younger children
there are toy or doll pets, small robots actually, which are programmed either directly
or through a personal computer in order to introduce children into communication
with computers. In addition, it is possible to buy, even for the youngest children,
computers which are colorful, with special service operating systems, with keyboards
where large buttons are adjusted to children’s small hands, and a mouse that reflects
the particular way in which children click. This enables children to already step into
the world of information technologies early on, in the second year of their life. In this
way, the computer becomes a toy that a child can master very early, continuing to
acquire and improve a variety of skills and abilities by playing more and more complex
computer games. However, the analysis of the content and strategy, which are the basis
of these games, shows (Cassell & Henry, 1998) that they generally glorify various types
of stereotypes, especially the gender one, and promote violence as a legitimate way for
solving problems (Jackson, 2001).
Gender stereotypes and childrens toys acquire a completely new dimension when
considered from the standpoint of the market. Although many people tend to regard
it as the main culprit, the fact is that children do not show flexibility in the selection
of toys, and that the preferences of boys and girls are strongly determined by gender
and age differences. These toys, the so-called “stereotypes of a certain age and gender”,
Klemenović: How Do Today’s Children Play and With Which Toys?
are intended for encouraging role play and socialization (Sutton-Smith, 1989), and
therefore they should be observed as a reflection of the complex situation in the
society. On the other hand, the globalization processes and mass media have brought
into every home the contents which promote the consumer way of life, additionally
creating passive relationships in the family, whose members often spend time together
watching television. Certain studies show that an early exposure of children to pure
entertainment, especially to media violence, negatively affects their cognitive abilities
and later academic achievement (Kirkorian, Wartel & Anderson, 2008, pp. 44, 53). In
addition, instead of enjoying playing together with parents, today’s kids often spend
their time in front of television, absorbing the behavior models of supernatural heroes,
and chanting slogans of advertising messages, where advertisers teach them that
“the most important relationships are not with people, but with productsas cited in
Kilburn by Jackson (2001).
The Lithuanian study (Glebuviene & Tarasoniene, 2007) has monitored how
specialized contents of television programs, games and children’s publications affect
the game of imagination in pre-school children, and to what extent the roles in the
games reflect positive and negative aspects of modern living conditions in which
children grow up. The results show that after watching a television program, no
matter if the content is intended for children or adults, preschool children often
imitate the characters acting as agents, models, fighters, Spiderman, Ninja Turtles,
robots, monsters, Digimon, Pokemon, etc. Children who imitate heroes of the modern
cartoons, TV series and publications get immersed in their roles by imitating the
movements of robots, uttering specific sounds, traveling spaceships, firing laser guns,
climbing walls or trees, demonstrating the strength and skills of good warriors, etc.
Games of force and demonstrations of skills are generally typical contents for role-
playing, in which boys test themselves, and where girls rarely get invited. A statistically
significant correlation has been determined between the choice of roles influenced
by heroes of TV programs, and those arising under the influence of examples from
the social environment in which they grow up. It showed that five-year old boys more
often choose traditional roles in the games of imagination (care for family members,
household chores, doctor visits, shopping, going to the hairdresser, etc), in comparison
with older preschoolers (45.3% vs. 35.6%), who prefer more modern roles (making
pizzas, serving guests in a coffee shop, writing invoices, showing clothing, playing in
the NBA, using cards for shopping, visiting concerts, controlling traffic, punishing
drivers, buying and selling stocks, running a company, visiting a solarium, going to
the swimming pool, communicating with foreigners, etc.). In doing so, older children
are more likely to criticize unreal actions performed by those who imitate heroes
either from the real world, or from the unrealistic context. Boys more often choose
non-traditional heroes who demonstrate power and use of violence (29% vs. 6.2%), in
comparison with girls, who prefer heroines from the traditional context. Also, children
from urban areas tend to assume roles under the influence of TV programs, films
Croatian Journal of Education,
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, pages: 181-200
and publications, in comparison with children from smaller towns (11% vs. 4%), and
they are also more likely to imitate negative phenomena (a drunkard, a drug addict,
a gambler, a thief) from the social environment.
Reliance on television throughout the day could be described as a cultural trend.
Studies show that children who watch a lot of television have more themes based on
the TV content in their play, than themes from the family life or their life experience.
In addition, it has been found that children who are passionate television spectators
generally less frequently initiate games with the real-life content, and in general, they
spend less time in games of imagination or role-play games (Guddemi & Jambor,
1993). Watching television replaces activities related to childrens play, and therefore,
television becomes a new childrens toy. In most homes the television is turned on
throughout the entire day. Children wake up with the television on, eat, play, and go
to sleep with the TV. Hence it could be said that watching television has a double
negative impact on children’s play. Not only are children often exposed to negative
influence of what they watch, but the time spent watching television is the time
that could have been spent in play (Milenković, 2008). Although the analyses of
the impact of television are mostly negatively labeled, slightly different views of the
role of television programs can be found. Such insights (Seiter, 1993) point out that
television offers the elements for establishing the concepts of the common culture
to contemporary children who live in social isolation (Jackson, 2001). Namely, when
children are together, they comment with each other on what they have seen on TV,
retell scenes from cartoons, sing songs from the popular shows, or play actions from
a movie (Milenković, 2008).
Therefore, throughout the history of play, the focus from playing with others
shifted to playing with objects and machines. In the contemporary society, television
has contributed to the growing importance of toys, creating the forced market of
products guaranteed by advertisers, with the great help of commercials (Sutton-Smith,
1989). The mass toy market and a huge competition require constant advertising.
Commercial television reduces children to the “market for advertising products
(Lemiš, 2008, p. 132). Even a few months old babies represent a target group in a way
that advertisements lure their parents to buy them different things, including toys.
One of the most important target groups of today’s marketing experts are children.
Calvert (2008) points out that it was determined that children up to the age of eight or
nine do not understand that the toy cannot do everything they see in the commercial,
and that children actors are not “real” children. Some countries try to protect children
from advertising abuse. Thus, in Sweden, it is forbidden for the children under the
age of 12 to be a target group of any advertisers. On the other hand, in America, the
most aggressive advertising campaigns focus on this population (Vuksanović, 2008).
How the modern civilization, which rests on the powerful modern technology,
affects the selection of toys is illustrated by the aforementioned Lithuanian study
(Glebuviene & Tarasoniene, 2007) which was carried out in 26 pre-school institutions,
Klemenović: How Do Today’s Children Play and With Which Toys?
with 400 children aged 5 to 7. It shows that children spend most of their time playing
with modern dolls and figures from cartoon series and TV movies (Pokémon, Barbie
dolls, robots, etc.), reflecting the content of those programs. They are followed by the
toy replicas of modern technical devices (mobile phones, computers, microphones,
scale models of home appliances) and computer and video games. Different designer
toys (cubes, designers) and sports toys (balls, bowling, billiards, etc.) are next on the
list, while the bottom of the list of favorite toys is reserved for educational toys and
children’s books. Statistically significant differences have been found in the longer play
of five-year olds with male and female dolls in comparison with the older children,
and in the time which girls and older pre-school children spend reading through the
pages of children’s books, in comparison with boys and younger children. In addition,
it appears that children’s books are more frequently used by children from urban
areas, who also play computer and video games little longer than the children from
smaller towns, who prefer to play with replicas of technical devices. Boys more often
choose didactic games and toys than girls. It is found that boys have more pronounced
orientation in games of skills, and that they use toys with technical devices, while girls
prefer popular media-exposed toys. Also, it has been determined that the children
whose parents have a higher level of education more often play with educational toys,
while children with parents of lower level of education more often play with replicas
of technical devices and use children’s books more. Parents’ financial situation proves
to have a significant influence on the selection of children’s games and toys. Children
from the families with higher incomes are more likely to play with educational toys,
replicas of technical devices, and childrens books, in comparison with their peers
whose families have lower incomes.
There is an open question whether the children, while playing with their peers in
kindergartens, play with toys which they often use at home, or with toys which they
lack in their family environment? Also, the question is what the parents’ criteria are
when choosing toys for their children? How much are they exposed to the media
pressure and the children’s wishes created under the influence of commercials? Are
parents aware of the age and gender stereotypes among the objects for play? Do
parents have a clear idea and a message when choosing a toy for their child? The
remainder of the paper presents three U.S. studies that represent different parental
criteria, which determine the selection and purchase of toys. The results of studies with
similar topics, and which have been recently conducted in the preschool institutions
in Serbia will also be presented.
Testing Parents’ and Children’s Criteria
for the Selection of Toys
The first formal study on the criteria according to which parents select toys was done
in the mid-fifties of the previous century by the Opinion Research Corporation in
the United States (Opinion Research Corporation, 1955). It showed that the selection
Croatian Journal of Education,
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, pages: 181-200
of toys and their purchase was mostly affected by durability (31%), affordable price
(25%), parental perception of a toy being in accordance with the child’s wishes (24%),
as well as educational and playful potential of a toy (23%). The latter, educational
potential, was mostly related to the age of the child (Christensen & Stockdale, 1991).
Two decades later, a similar question was posed by Sutton-Smith, who tried to
identify the criteria of parents (n= 88) in New York when buying toys for their
children. The author observed to what extent the ideology of educational purpose
of games and toys was preserved considering the market and media impact. The
research findings (Sutton-Smith, 1979) showed that parents believed in the educational
character of toys. A vast majority of parents thought that toys were educational
(84.09%) and that they encouraged the development of childrens imagination (75%).
Parents insisted on security (72.72%), expressing a high distrust concerning the status
of contemporary toys. Slightly more than a half of the parents (57%) indicated that the
toys promoted gender stereotypes, while a significant number of respondents stated
that they personally did not approve of it (76.14%). The author of the study associated
these findings with a strong feminist orientation that was widespread in the United
States at that time. A significant number of parents (69.32%) expressed disagreement
with the toys in the form of weapons, while there were three and a half times fewer
parents who approved of them (19.32%), which might have been the influence of the
Vietnam War pressure. Contrary to all expectations, the impact of the media on the
selection of toys was confirmed only by one eighth of parents who approved of toy
advertising on television (12.5%), three and a half times more of them disapproved
of it (43.18%), and the same number of them did not know or they had no opinion
about it. In addition, the New York study found that the majority of parents (72.73%)
decided which toy to buy together with the child. There were four times fewer of them
who made independent decisions about it (17.05%), and only 3.41% of parents left
the toy selection up to the child (Sutton-Smith, 1989).
A step further in the study of parental criteria for the selection of children’s toys was
made by the American authors Christensen and Stockdale (1991), correlating them
with the demographic features of parents (gender, age, education level, family size,
income, circumstances in which they grew up), and their educational competences
(the ability to assess the child’s competence, and understand their own role in learning
and teaching children). 230 parents, whose children were between 2 and 5 years old,
were asked by the researchers to list the top 10 and the least desirable 10 characteristics
of the toy which they would buy for their children, i.e. to describe the toy as it should
look like. There was a list of 45 different criteria obtained from the parents. It turned
out that the most important characteristic of the toy was safety (I), and that this
implied compliance with different security, technical and aesthetic criteria, such as
the following: the toy should be well constructed (V), without sharp edges (VI), of
a stylish design (VII) and durable (IX). In addition to safety, the parents referred to
different educational aspects, such as the following: a toy should be fun for the child
Klemenović: How Do Today’s Children Play and With Which Toys?
(II), it should stimulate imagination (III), develop creativity (IV), be appropriate for
childrens abilities (VIII), be consistent with the developmental level of the child (X),
be instructive for the child (XI) and be in accordance with the child’s wishes (XVIII).
The price of the toy, as a criterion for selection, was the fifteenth on the list. At the top
of the list of the least desirable criteria were the following criteria: a toy was advertised
on television (I), it was new in the shop (II), and it was intended for particular gender
of the children (III).
Although testing the influence of the parents’ gender on the selection criteria did
not appear as statistically significant, there was a difference noticed between fathers
and mothers. The fathers expressed the criteria in more general terms, and, unlike
mothers, they did not accentuate the criteria which specified how the toys were made,
how flexible they could be, and whether they contained a warning to parents. Instead
of that, the fathers specified a common group criterion. It turned out that mothers
specified the educational criteria more often if they were younger, came from a smaller
family and had a poorer financial situation. This last factor proved to be relevant for
fathers as well, who accentuated educational criteria for the selection of toys to a great
extent. The mentioned criteria proved typical of the young families, which were raising
one or two small children. Also, the educational value of a toy was accentuated as a
statistically significant criterion by mothers who were more sensitive to initiative and
learning initiated by the child itself (which explains 17% of the variance). According to
the authors (Christensen & Stockdale, 1991), the criteria that guide parents in choosing
toys for their children are closely related to the fact how parents perceive their role
in the learning and teaching of their child, and, to a lesser extent, in relation to their
ability to assess children’s competences.
Recently, a similar research was carried out in kindergartens in Novi Sad, in order to
determine the attitudes of parents in our environment in relation to childrens play and
to learn about the criteria by which they usually select toys for their children (Vuković,
2012). It turned out that the parents (n=73), regardless of their gender, age, education
level and monthly income, were willing to spend their free time (“whenever I can -
46.58%, “often” - 35.62%) in mutual play with their children and that they considered
their participation in the games to be important (72.6%). It was found that they had
a high opinion of childrens play and toys, which was not significantly different from
the New York study of four decades ago. Almost three quarters of parents from the
sample considered toys as instructive (73.97%) and highly valued their contribution
to sociability (72.6%). Almost all of them agreed in their assessment that the toys
encouraged childrens imagination (94.52%) and the role-playing games. Referring to
the properties of a good toy, every second parent who participated in the study singled
out as the most important the fact that the toy must not jeopardize the safety of the
children, and that it must contribute to children’s learning. Every third parent said
that it was important for the toy to develop imagination and provide an opportunity
for having fun. The next group of characteristics, which was emphasized only by
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, pages: 181-200
every ninth or tenth parent, was related to the contribution of a toy in expression
of children’s creativity, its aesthetic properties, suitability to the age of the child, and
enabling several children to play with it. One out of 25 or 30 parents stated that the
common properties of good toys were the following: enabling a child to play alone, not
contributing to aggressive behavior, being complex and requiring reasoning and more
complex motor actions, being affordable in price, not being intended for a specific
gender, i.e. being gender neutral.
It is interesting that a half of the surveyed parents thought that toys promote gender
stereotypes, and more than a half of them (61.64%) chose to buy a toy according to
the child’s gender. In addition, it was not found that the differences in the attitudes of
the respondents might be related to differences in age, education level and the level
of monthly income, while the gender of the respondents is singled out as statistically
significant. Fathers express gender stereotypes more than mothers (76.47% vs. 21.74%),
agreeing with the division of toys by gender (χ²=17.25; df=3; p<0.01), and expressing
assurance (64.71% vs. 32.61%) that ‘dolls are toys for girls’ (χ²=9.03; df=3; p<0.05).
It was shown that the majority of parents decide on which toy to buy together with
their children (87.67%), while there are an insignificant number of parents who
make that decision by themselves (4.11%), or entirely leave the choice up to the child
(8.22%). In addition, the research shows that the majority of parents think (89.09%)
that television has a great impact on the time spent in playing. Thereby, a very low
percentage of them (5.5%) evaluate the impact as positive, while more than a half of
the respondents (60.25%) negatively assess the influence of television programs on
childrens play. Although one third of parents could not assess the impact of the media
with certainty, most of them state that commercials do not affect their choices when
buying toys (47.95%).
However, these findings are challenged by the results of an earlier research (Jocić
et al., 2011; Bakić, 2007) that was carried out by preschool teachers in Subotica
encompassing a large number of parents (230 parents whose children were between
2 and 7 years old), and in Belgrade (1,080 parents whose children are between 3 and
7 years old). According to the statements of the parents, the preschoolers’ favorite toy
is the one with the image of a hero from the popular series and cartoons for kids (Ben
10, Superman, SpongeBob, Noddy, Spiderman, Action Man, Ninja Turtles, Bidamon,
Pokemon, and others - for boys; Winx, Bratz dolls, Barbie, Totally Spies, Snow White
and others - for girls). According to the parents from Subotica, preschool children
spend on average about 2 hours and 25 minutes watching their heroes on television
or playing with them on the computer, on a daily basis.
However, for more than a quarter of children (26.83%) that is more than 3 hours
per day, and for 10% of the children that time is 4 hours or more. One of the parents
participating in the study stated that his child spent in total up to 8 hours a day in
front of different types of media (TV, DVD player, PC) (Jocić et al., 2011). According
to the statements of many parents from the Belgrade research (Bakić, 2007), the toys
Klemenović: How Do Today’s Children Play and With Which Toys?
“are selected according to the age, theme, advertising and price. Only subsequently do
they pay attention to whether the toy is educational and if it is safe to play with it. It
is assumed that the scandals related to cancerous substances in toys, and toxic paints,
led to the attitude change on the importance of safety when selecting toys.
When it comes to computer games, they are selected by parents, or parents make
the choice together with their children. Parents emphasize that they pay attention,
when selecting the computer games, to the age of the child, educational value of the
game and that it does not promote violence; all of that is in conflict with the wishes
and interests of their children. They point (Bakić, 2007) out that playing computer
games impairs physical health of the children, and seriously jeopardizes their psyche
since children lose touch with reality, become alienated, aggressive, and full of fears
(e.g. Babić, Irović & Romstein, 2007). Similar findings were obtained in the sample
of parents from Novi Sad (Dragić, 2011), who rated the impact of computers on the
socio-emotional and physical development of children most negatively on the attitude
scale, while they positively valued the contribution of computers to the intellectual
An insight into the individual interviews (Savičić, 2012) conducted with children
(n= 30) between the ages of 4 and 6 contributed to an in-depth understanding of the
criteria based on which today’s children chose toys and games. Among the children’s
responses, the answer that draws most attention is that the children selected twice
as often the option ‘playing on the computer’ (67.3%) than ‘playing with a favorite
toy’ (32.7%). The four-year olds (60%) do not differ significantly from the six-year
olds (72.2%), while the preferences of children by gender differ significantly. More
girl respondents (53.8%) expressed preference for the ‘play with a favorite toy’, in
comparison with boys (23.5%), who prefer much more to play on the computer,
and spend more time in these kinds of games, whereby the boys from smaller towns
spend less time playing on a computer. However, they play on a computer on a daily
basis, unlike their peers from big cities who do not play on a computer every day, but
when they do, they rarely have a time limit (Savičić, 2012). The boys mostly choose to
play action games (shooting, skills) and adventure games (exploration, identification
with imaginary characters), then the simulation games (driving, sports, military) and
thinking games (puzzles, riddles). The girls have a different selection of computer
games which belong to simulation of services, then the games of identifying with
fantasy characters (adventure games), and games that engage their creative potentials
(creating clothes, preparing desserts, and similar). When it comes to computer games,
children like the feeling of satisfaction when they reach the goal after overcoming
many obstacles and avoiding various pitfalls. They like to win points, medals, and
obtain scores for the invested efforts, as well as the ability to perform highly specialized
operations and activities from the world of adults.
One third of the surveyed children, especially the six-year olds, love to play on
the computer alone, while younger children prefer to play games together with their
Croatian Journal of Education,
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, pages: 181-200
brothers or sisters or friends, which can be confirmed by the findings in some other
studies as well (e.g. Babić, Irović, & Romstein, 2007). It is noted that in most cases
parents do not actively participate in the computer games of their children, although in
more than a half of the cases the parents were the ones to introduce children to these
activities. Certainly the most interesting finding of this study is the fact that almost
all the children (93.3%) stated that the computer is not a toy, explaining their view by
arguments based on the physical characteristics of the computer (“because it’s big and
heavy”, “because it is not made of plastic or wool”, “because you cannot take it in your
hand and move it since it will break”, “because you cannot sleep with it”, “because there is
a motor in it”, “because it has electricity”, “because it is a device that costs a lot”), and by
the fact that it is in the ownership of adults who do important work on it (“because
the computer is for doing something important”, “because its real”, “because the computer
is used by adults”, “because the computer is used for something else”; “because we do not
play with it, but we play games on it”, “because mom and dad decided for it to be a regular
computer and not a toy”) (Savičić, 2012).
The findings of the presented studies clearly show that parents in our environment
highly value the childrens play and toys, show their willingness to participate in
the mutual play with children, and consider their involvement in these activities as
important. They rarely see toys as the means for seclusion of the child. However,
they see in it an opportunity to improve childrens social skills, which represents a
significant difference in comparison with the findings of other studies (e.g. Christensen
& Stockdale, 1991; Sutton-Smith, 1979). A part of the explanation lies in the fact that
the last two decades, full of great uncertainties and strong social transformation of
our country, have rehabilitated the traditional values of the family life (Milić et al.,
2010, p. 29). The other explanation takes into consideration that the parents whose
children attend institutions of preschool education have the opportunity to exchange
views on these issues with teachers and other experts. This is proven by a number of
activities for improving parental competencies and the segment of the research into
them has just been discussed here (e.g. Jocić et al., 2011). Parents are instructed that
whenever they listen to their child, support his/her ideas, talk to him/her, help him/
her to expand and enrich his/her playing activities, they are given the opportunity
to better understand and get to know their child, but also to support and encourage
his/her development.
Parents, especially fathers, mostly make decisions on buying toys together with their
children respecting their wishes and needs, whereby they take into account that the toy
is safe, educational, that it stimulates imagination and role play, and contributes to the
socialization in accordance with gender roles. When selecting the toy, it is impossible
to avoid the influence of commercials, since the children of early preschool age
spend several (2-4) hours a day in front of the television watching different contents.
Klemenović: How Do Today’s Children Play and With Which Toys?
However, it could be said that the impact of commercials on the purchase of toys has
a more pervasive than decisive influence, since parents tend to avoid marketing tricks.
Nevertheless, it is important to remind parents that children are extremely susceptible
to manipulation in commercials, and that, according to experts (Calvert, 2008), they do
not understand the essence of commercials until the age of eight or nine. There are a
growing number of authors who critically discuss the immediate and delayed effects of
media manipulation to which children are exposed today. There are a growing number
of countries that impose limitations when dealing with children as a target group of
advertisers (Vuksanović, 2008). Also, along with the globalization of toy markets, there
is a need for a better control of their safety and security, which raises the question of
their standardized labeling in order to prevent the distribution of products intended
for small children, which do not meet certain criteria.
The studies show (Jocić et al., 2011; Bakić, 2007; Vuković, 2012) that the most
favorite objects for playing among small children and girls of all ages are stuffed
toys and female and male dolls with characters of popular heroes from the cartoons
and series for children. Older preschoolers prefer equipment and accessories of
surreal heroes, as well as devices for playing computer and video games (Dragić,
2011; Savičić, 2012). Playing on the computer is almost a regular phenomenon among
children who are exposed to it on a daily basis, from the age of four. Only one fifth
of children between the age 3 and 7 have no access to a computer (Bakić, 2007). The
regular fans of these toys are both children from urban areas and children from small
towns, whereby the children from the cities more often play on the computer without
any time limits. Children especially love these games because of the experience of
competency generated by performing activities successfully (from the world of adults),
which are otherwise unavailable in the real life. A part of the attraction lies in the fact
that the computer is a valuable property of adults, whereby playing on a computer has
an additional satisfaction. Most parents negatively assess childrens playing computer
games. They believe that these activities adversely affect both physical and emotional
development of children. However, they are willing to compromise on the benefits in
the field of intellectual development and contribution to IT literacy.
It is necessary to introduce parents to the fact that after the first wave of enthusiasm,
entering of the information technology into the world of childrens games has less
true supporters today. Increasingly, experts warn that the effects of technology on the
child development have not been sufficiently examined (Elkind, 2003; Harris, 2001;
Haugland, 2000), and many manufacturers have a limited sense of understanding the
ways how children learn (Buckingham & Scanlon, 2002; Elkind, 1998; Healy, 1998).
A long-time supported positive impact on the intellectual development of children
is brought into question, since it appears (Attewell et al., 2003; Gentile, 2003) that the
intensive interaction with technology limits brain development (Downey, Hayes, &
O’Neill, 2004, p. 9). The contents of computer games are also criticized (Cassell &
Henry, 1998; Kilbourne, 1999), since, in principle, they contribute to the reinforcement
Croatian Journal of Education,
Vol.16; Sp.Ed.No.1/2014
, pages: 181-200
of various kinds of stereotypes (gender, racial, ethnic, etc.) and to the spreading of
violence (Jackson, 2001).
Therefore, it could be said that the toys of contemporary childhood fail to avoid
controversies of modern civilization. They are strongly influenced by the modern
technologies, reflecting the numerous unresolved social issues. Accordingly, some
authors (Fleming, 1999) suggest that children have the capacity to avoid the stereotypes
of gender and power that the toys sometimes apparently produce, and that they have
the power (Dyson, 1997) to deal with the contradictory pressures of growing up in
a multicultural society (Downey, Hayes, O’Neill, 2004, p. 9). A special meaning in
strengthening the childrens resilience to various forms of pressure is provided by the
free play in unstructured natural environment that engages children’s motor skills and
reduces stress through positive interaction with nature, on which there is extensive
data (Charles & Senauer, 2010; Charles & Wheeler, 2012). On the other hand, the
benefits of inter-generational exchange and cultural communication are offered by the
traditional games to which people have started to return in the last decades (Duran,
2003) in order to reduce the alienation of children and the instrumentalization of
the children’s play.
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Jasmina Klemenović
Department of Pedagogy
Faculty of Philosophy, University in Novi Sad
Dr Zorana Djindjica 2, Novi Sad, Serbia
Klemenović: How Do Today’s Children Play and With Which Toys?
Čime se i kako igraju
današnja djeca?
Igračka predstavlja materijalni temelj igre, oblikuje iskustvo djeteta, budi
imaginaciju i usmjerava ponašanje prenoseći vrijednosti određenog doba. U
visokorazvijenim društvima sve mlađa djeca bivaju prepuštena usamljeničkoj
igri s predmetima i strojevima koji favoriziraju kopiranje obrazaca globalnog
potrošačkog društva, veličaju razne stereotipe i primjenu sile. Postavlja se pitanje
koje su igračke najzastupljenije u igrama djece iz našeg okruženja? Rad predstavlja
pregled različitih istraživanja koja ispituju kriterije za izbor igračaka i izloženost
roditelja medijskom pritisku i željama djeteta stvorenih utjecajem reklama. Ispituje
se i spremnost roditelja za uključivanje u zajedničke igre s djecom i ukazuje na
njihov razvojni značaj.
Ključne riječi: dječja igra; izbor igračke; stereotipi; zajednička igra roditelja i djece.
... As development and learning take place through relations, the issue of social power and marginalization strongly influences children's choices in relation to children and adults, especially knowing how much power and influence adults have on ethical values and behaviour of children (Milutinović, 2016;Pavlović Breneselović & Krnjaja, 2017;Wood, 2014). It seems that, even in a relatively democratic environment, adults most often determine the choices that children can make, allowing them a degree of freedom, setting institutional rules, and reminding them of boundaries in free play, their choices and behaviour (Klemenović, 2014). Therefore, the question of children's free choice in preschool institutions is raised (Millei, 2012). ...
... In other words, the teacher can be a playmate, decision maker, leader, mediator, responsive participant, and a participant who resolves misunderstandings and verbalises what is happening (Bodrova & Leong, 2006;Perry, 2001;Rengel, 2014). Their roles extend from observation, listening, dialogue and partner involvement in play, that is, from developing sensitivity and relationships with children, through observation and direct participation in play to ensuring a suitable environment for child's play (Klemenović, 2014;Krnjaja, 2012;Pavlović Breneselović & Krnjaja, 2017;Santer et al., 2007). Providing materials for playing and then leaving the play to the children does not necessarily imply the lack of adult participation in play. ...
... Although all subjects, regardless of their work experience in the teaching profession, show a tendency to primarily choose play with rules, and then role play springing from a directed activity and from imagination, it is noted that teachers with least work experience find support for their work in literature and prescribed programs, and accordingly assess children's play on the basis of knowledge and skills in the planned learning situations (Valenčič Zuljan & Blanuša Trošelj, 2014;Vizek Vidović & Vlahović Štetić, 2007;Klemenović, 2014). The selection of didactic play or planned learning situations is observed among teachers with 16 to 25 years of work experience, which would correspond to the notion that children learn something in this type of play (Klemenović, 2009). ...
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The paper presents the research carried out in the school year 2018-19 in preschoolsof the Autonomous Province of Vojvodina. The aim of the research was to assess therole of preschool teachers in supporting and enriching child’s play, gain insight intochildren’s actions in relation to it, as well as to ascertain the dominant perspectiveof the children and adults in the play. One hundred forty-five preschool teachershad been interviewed. The results have shown that teachers have had a shiftof focus in understanding child’s play and assessing its efficiency. Even thoughteachers in general see play as a free child’s activity, it has become apparent theyperceive it more as a learning method than a free child’s action. Play with rules wasintroduced to all age groups of children, including nursery. The play implementedin the research was assessed as successful, and the preschool teacher’s role was toguide or observe it. Even though the question of the relation in which the childenters and builds its own experiences is seen as an imperative in contemporaryeducational policies, teachers have stated that they are mostly focused on eithertheir own or the child's perspective. The research has confirmed the presence of atendency for didactisation of play and showed the need for new insights into thissignificant child's activity.Keywords: child; play; preschool teacher; relationship; perspective. - radu je prikazano istraživanje koje je provedeno u školskoj godini 2018./19. udječjim vrtićima na području Autonomne Pokrajine Vojvodine. Cilj je istraživanjaprocijeniti ulogu odgajatelja u podržavanju i obogaćivanju dječjih igara, uvid ustvaranje djece u odnosu na igru kao i percepciju dominantne perspektive djetetaili odrasle osobe u igri. Intervjuirano je 145 odgajatelja. Rezultati su pokazali da seodgajatelj usredotočio na razumijevanje dječje igre i procjenu njezine izvedbe. Iakoodgajatelji u načelu shvaćaju igru kao slobodnu dječju aktivnost, pokazalo se da jeona viđena kao metoda učenja, a ne kao slobodno dječje djelovanje. Uvodili su igrus pravilima u sve dobne skupine djece, uključujući jaslice. U procesu igre uspješno suocijenili svoju ulogu upravljanja i nadzora. Iako pitanje odnosa u koje dijete ulazii gradi vlastita iskustva vide kao imperativ u suvremenim odgojno-obrazovnimpolitikama, odgajatelji su izjavili da su uglavnom usmjereni ili na vlastitu ili nadječju perspektivu. Istraživanje je potvrdilo postojanje tendencije za didaktizacijuigre i otvorilo potrebu za novim spoznajama o ovoj značajnoj dječjoj aktivnosti.Ključne riječi: dijete; igra; odgajatelj; odnos; perspektiva.
... Toys that serve as a bridge between the real world and children's creativity can be said to help children's imagination and enrich their experiences (Bekmezci & Özkan, 2015). Toys provide major benefits to children and educators with their educational potential (Klemenović, 2014). ...
... As a result, the educational potential of games and toys that are utilized as concrete materials in games in pre-school English education attracts attention. Educational toys used in language teaching can make the teaching process more enjoyable and active, as well as contribute to children's growth in understanding similarities and differences between the words and concepts they study, identifying the cause-effect relationship, and developing the piece-whole relationship (Klemenović, 2014;Ozdemir, 2006). Since AR technology enriches educational materials with the integration of audio, video, and animations (Christ et al., 2018), this technology has become popular in English language education. ...
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The purpose of this study is to discover pre-school children's vocabulary learning, retention levels, and perspectives of English language learning using augmented reality (AR) technology. To achieve this goal, a one-group pre-test, and post-test design was used to assess the effect of using AR-supported educational toys on pre-school children's learning of English words/concepts and retention levels. The case study method was used to investigate the children's perspectives of their AR learning experiences. The sample of this study consisted of 39 pre-school children aged between 5-6. Firstly, the word/concept test was conducted as a pre-test. After 4 weeks of implementation, the test was applied as a post-test. Two weeks after the implementations were completed, the same test was conducted again, and the retention level of the children was determined. Then, face-to-face interviews were done with six children within the week after the final tests. Results showed that there was a 72-point increase in their word/concept learning after the implementation. The children dropped 17 points in the retention test after a two-week break following the post-test. It was found that the children correctly answered 93% of the words saying the English versions of the visual and 55% of the words saying the English equivalents of the words. In addition, the children remembered 77% of the English version of the words shown in the visual and 50% of the English equivalents of the words. Qualitative results indicated that children liked AR materials in general and that it had a positive effect on their learning.
... Structure, or layout as defined in (Pahl and Beitz, 2007), is about how each sub-element of a system is positioned with respect to another, and the number of configurations for these elements is endless. In reality, toys are meant to be "childhood tools" in terms of objects of play by which children learn about the world around them (Klemenović, 2014). It is therefore argued that a therapeutic device should take the form of real life objects or living organisms such as vehicles and animals respectively. ...
... Moreover, it shows that the preference for the natural form increases marginally with age. Although studies such as (Klemenović, 2014) suggest that the fantasy elements in toys are important for children, in this case, the artificial form of the penguin was less attractive, as children frequently highlighted that it looked like a box. The dimension characteristic was analysed both for the natural and artificial forms to understand whether there is an association between the form and dimension characteristics. ...
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Toys are children's first consumer products and while playing they acquire numerous skills, learn about their environment and socialise with other children and adults. Toys are adapted and used by clinicians as therapeutic devices because they allow them to create bonds and communicate with children. Aesthetical aspects should be considered early in the design process, especially since pre-schoolers’ views are still dominated by the appearance of artefacts, also known as, the perceptual salient characteristics. The study of emotions mediates the understanding of the relationships between a product, user and the process with which consumers set up preferences over products. Decisions taken in each design stage will influence whether therapeutic devices will be enjoyed by children. An experiment was carried out to test out pre-schoolers’ preferences on individual attributes: form, dimension, material (hardness and weight) and surface (appearance and texture). This study exposed dominant characteristic preferences and the fact that some are influenced by gender and age. Employing these findings in therapeutic devices will enable clinicians to better engage the children during therapy.
... Socio-emocionalni razvoj, s jedne, i dečja igra, s druge strane, predmet su interesovanja i istraživanja velikog broja teoretičara i praktičara, a cilj i fokus ovog rada usmereni su ka tematici povezivanja ova dva konstrukta, i to u kontekstu pitanja "na koji način se posredstvom igre mogu razvijati i negovati veštine iz oblasti socioemocionalnog razvoja?". DEČJA IGRA: PRILIKA ZA RAZVOJ SOCIO-EMOCIONALNIH … | 175 SOCIO-EMOCIONALNI RAZVOJ DECE Socio-emocionalni razvoj predstavlja bazičnu komponentu dečjeg zdravlja i opšteg blagostanja (Klemenović, 2014;Petrović, 2006) i uključuje (Cohen et al., 2005) iskustvo deteta, izražavanje i upravljanje emocijama i sposobnost uspostavljanja pozitivnih i nagrađivanih odnosa s drugima (Marić Jurišin, 2014). Objedinjuje nekoliko međusobno povezanih područja razvoja, obuhvatajući društvenu interakciju, emocionalnu (samo)svest i samoregulaciju (Jones et al., 2015). ...
... Saton-Smit (1989) ističe da je ona sistem komunikacije kojim se mogu izraziti sve skrivene želje, težnje, strahovi i razmišljanja koja se često ne mogu jednostavno izraziti u svakodnevnim okolnostima. Na primer, deca koja nemaju puno porodičnih obaveza obično vole igre pretvaranja kojima kopiraju stvaran život, tačnije kompenzuju svoju ulogu koju žele da imaju u domaćinstvu i porodici (Klemenović, 2014). Prema nekim autorima (Tailor & Carlson, 1997;Lillard, 1993), igra predstavlja jedan od glavnih izvor za razvoj razumevanja sebe i drugih (prema: White, 2012). ...
Many researches have shown that socio-emotional stability of children is closely related to their success in adjusting to different social situations, academic achievement, positive effects of educational work, mental health, and stable functioning in general. Preschool and school-age periods give important opportunities to the uninterrupted development of social skills: communication, empathy, co-work, respect of rules, constructive problem-solving, as well as competence to recognize, understand and accept oneselves', as well as other’s emotional experiences – emotional skills. Children’s play is a way to support development of those skills in children of different ages. This paper is about theoretical contribution and practical implications of the importance and roles of children’s play, with all its capacities and variations, in children’s socio-emotional development. The main conclusion refers to the fact that the play represents the basic and natural ground for establishing and maintaining human and straight relations, thus contributing to the development of skills that are essential to successful child’s growth and development. KEY WORDS: child, socio-emotional development, skills, play, toys.
... Socio-emocionalni razvoj, s jedne, i dečja igra, s druge strane, predmet su interesovanja i istraživanja velikog broja teoretičara i praktičara, a cilj i fokus ovog rada usmereni su ka tematici povezivanja ova dva konstrukta, i to u kontekstu pitanja "na koji način se posredstvom igre mogu razvijati i negovati veštine iz oblasti socioemocionalnog razvoja?". DEČJA IGRA: PRILIKA ZA RAZVOJ SOCIO-EMOCIONALNIH … | 175 SOCIO-EMOCIONALNI RAZVOJ DECE Socio-emocionalni razvoj predstavlja bazičnu komponentu dečjeg zdravlja i opšteg blagostanja (Klemenović, 2014;Petrović, 2006) i uključuje (Cohen et al., 2005) iskustvo deteta, izražavanje i upravljanje emocijama i sposobnost uspostavljanja pozitivnih i nagrađivanih odnosa s drugima (Marić Jurišin, 2014). Objedinjuje nekoliko međusobno povezanih područja razvoja, obuhvatajući društvenu interakciju, emocionalnu (samo)svest i samoregulaciju (Jones et al., 2015). ...
... Saton-Smit (1989) ističe da je ona sistem komunikacije kojim se mogu izraziti sve skrivene želje, težnje, strahovi i razmišljanja koja se često ne mogu jednostavno izraziti u svakodnevnim okolnostima. Na primer, deca koja nemaju puno porodičnih obaveza obično vole igre pretvaranja kojima kopiraju stvaran život, tačnije kompenzuju svoju ulogu koju žele da imaju u domaćinstvu i porodici (Klemenović, 2014). Prema nekim autorima (Tailor & Carlson, 1997;Lillard, 1993), igra predstavlja jedan od glavnih izvor za razvoj razumevanja sebe i drugih (prema: White, 2012). ...
Nalazima brojnih istraživanja potvrđena je značajna povezanost između socio-emocionalne stabilnosti dece i opšteg uspeha u situacijama prilagođavanja u okvirima različitih socijalnih situacija, akademskog postignuća, pozitivnih efekata vaspitno-obrazovnog rada, mentalnog zdravlja i stabilnog funkcionisanja. Predškolski i školski period pružaju značajnu mogućnost za neometan razvoj socijalnih veština - komunikacije, empatije, saradnje, poštovanja pravila, konstruktivnog rešavanja problema, kao i sposobnosti prepoznavanja, razumevanja i prihvatanja svojih i tuđih emocionalnih doživljaja - emocionalnih veština. Jedan od načina podržavanja razvoja navedenih veština kod dece različitih uzrasta predstavlja domen dečje igre. U radu se razmatraju teorijski doprinos i praktične implikacije značaja i uloge dečje igre - sa svim kapacitetima i varijantama - na socio-emocionalni razvoj dece. Glavni zaključak rada odnosi se na činjenicu da igra predstavlja bazično i prirodno tlo za uspostavljanje i održavanje humanih i iskrenih odnosa doprinoseći razvoju i negovanju veština neophodnih za uspešan rast i razvoj dece.
... Recently, many children have tended to use computer-mediated toys (Kara, Aydin, & Cagiltay, 2012b) and spent a great deal of time playing with them (Johnson & Christie, 2009). Shaping children's experience, enhancing their imagination and affecting their behaviors , toys have great importance for them (Kara, Aydin, & Cagiltay, 2012a; Kara et al., 2012b; Klemenovi c, 2014). Equipped with computers, digital materials and other smart technologies, toys called as " smart toys " have gained a digital characteristic. ...
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The purpose of this paper is to shed light on the digital transformation of LEGO and to figure it out in innovation-oriented growth decisions. To this end, the study here examines the transformation process of the company from diversification to smart specialization strategy in more detail. Besides, where digital architecture for toys requires many innovations at the same time, authors discuss what LEGO does to add value. More importantly, the typologies of innovation strategy elucidate the changes and improvements that foster digital transformation.
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This Educational toys are important in early child development and motivate children to learn language. Numerous digital toys are now available in the children’s educational toys market to help children learn foreign languages. However, a number of such technologies are expensive and the quality of usability is not at an acceptable level. The aim of the study is to develop a cost-effective, sustainable and danger-free educational toy for pre-kindergarten children aged between 4-5 years old to teach English as a second language in developing countries. This toy has been developed with Raspberry Pi and makes use of the RFID technology. The experiment in this research was conducted with 20 pre-kindergarten children for four weeks under the supervision of 14 teachers, using five games of the developed toy testing the pre-kindergarten children’s learning of alphabet, words, colors, shapes, and numbers. A design-based research model with an innovation design method utilized during the development stage of the toy. Quantitative and qualitative methods were used to evaluate the developed toy. The results of the experiment showed that the developed toy is user-friendly, and the pre-kindergarten children were enthusiastic about playing with it and learning was enjoyable. Also, the results showed that the developed toy can be suitable for use as an educational toy for pre-kindergarten children to teach English as a second language. The educational toy developed by the researchers will be beneficial for those who wish to teach English to pre-kindergarten children such as administrators, teachers and parents in developing countries.
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Research study commissioned by the Office of the Minister for Children, Government of Ireland, 2007.
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Marketing and advertising support the U.S. economy by promoting the sale of goods and services to consumers, both adults and children. Sandra Calvert addresses product marketing to children and shows that although marketers have targeted children for decades, two recent trends have increased their interest in child consumers. First, both the discretionary income of children and their power to influence parent purchases have increased over time. Second, as the enormous increase in the number of available television channels has led to smaller audiences for each channel, digital interactive technologies have simultaneously opened new routes to narrow cast to children, thereby creating a growing media space just for children and children's products. Calvert explains that paid advertising to children primarily involves television spots that feature toys and food products, most of which are high in fat and sugar and low in nutritional value. Newer marketing approaches have led to online advertising and to so-called stealth marketing techniques, such as embedding products in the program content in films, online, and in video games. All these marketing strategies, says Calvert, make children younger than eight especially vulnerable because they lack the cognitive skills to understand the persuasive intent of television and online advertisements. The new stealth techniques can also undermine the consumer defenses even of older children and adolescents. Calvert explains that government regulations implemented by the Federal Communications Commission and the Federal Trade Commission provide some protection for children from advertising and marketing practices. Regulators exert more control over content on scarce television airwaves that belong to the public than over content on the more open online spaces. Overall, Calvert concludes, children live and grow up in a highly sophisticated marketing environment that influences their preferences and behaviors.
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Noting that the social and emotional experiences of American children today often heavily involve electronic media, Barbara Wilson takes a close look at how exposure to screen media affects children's well-being and development. She concludes that media influence on children depends more on the type of content that children find attractive than on the sheer amount of time they spend in front of the screen. Wilson begins by reviewing evidence on the link between media and children's emotions. She points out that children can learn about the nature and causes of different emotions from watching the emotional experiences of media characters and that they often experience empathy with those characters. Although research on the long-term effects of media exposure on children's emotional skill development is limited, a good deal of evidence shows that media exposure can contribute to children's fears and anxieties. Both fictional and news programming can cause lasting emotional upset, though the themes that upset children differ according to a child's age. Wilson also explores how media exposure affects children's social development. Strong evidence shows that violent television programming contributes to children's aggressive behavior. And a growing body of work indicates that playing violent video games can have the same harmful effect. Yet if children spend time with educational programs and situation comedies targeted to youth, media exposure can have more prosocial effects by increasing children's altruism, cooperation, and even tolerance for others. Wilson also shows that children's susceptibility to media influence can vary according to their gender, their age, how realistic they perceive the media to be, and how much they identify with characters and people on the screen. She concludes with guidelines to help parents enhance the positive effects of the media while minimizing the risks associated with certain types of content.
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Electronic media, particularly television, have long been criticized for their potential impact on children. One area for concern is how early media exposure influences cognitive development and academic achievement. Heather Kirkorian, Ellen Wartella, and Daniel Anderson summarize the relevant research and provide suggestions for maximizing the positive effects of media and minimizing the negative effects. One focus of the authors is the seemingly unique effect of television on children under age two. Although research clearly demonstrates that well-designed, age-appropriate, educational television can be beneficial to children of preschool age, studies on infants and toddlers suggest that these young children may better understand and learn from real-life experiences than they do from video. Moreover, some research suggests that exposure to television during the first few years of life may be associated with poorer cognitive development. With respect to children over two, the authors emphasize the importance of content in mediating the effect of television on cognitive skills and academic achievement. Early exposure to age-appropriate programs designed around an educational curriculum is associated with cognitive and academic enhancement, whereas exposure to pure entertainment, and violent content in particular, is associated with poorer cognitive development and lower academic achievement. The authors point out that producers and parents can take steps to maximize the positive effects of media and minimize the negative effects. They note that research on children's television viewing can inform guidelines for producers of children's media to enhance learning. Parents can select well-designed, age-appropriate programs and view the programs with their children to maximize the positive effects of educational media. The authors' aim is to inform policymakers, educators, parents, and others who work with young children about the impact of media, particularly television, on preschool children, and what society can do to maximize the benefits and minimize the costs.
In the article, I am presenting two researches whose intention was to study which toys are stereotypical in our culture, children's play with gender-stereotyped toys and parents' influence on children's play. The main hypothesis was that children play with gender-stereotyped toys and that there is a possibility that this is related to the availability of these toys and the possibility of imitating the parents. 82 female students and 15 male students of the Faculty of Education Maribor estimated the suitability of particular toys for girls and boys in Slovenian culture and on the basis of their personal opinion. In another research, the students conducted the "Interview with parents about the child's first toys". They interviewed parents (85.4 % of them were mothers) of 199 children (53.3 % girls) between the age of 5 and 53 months. The results of the first research showed that according to the students' evaluation toys in our culture are more gender-stereotyped then according to their personal opinion. The second research demonstrated that children's first toys are gender stereotyped. Children's partners in play are more frequently adults rather than other children. Children can internalize the messages about women's and men's work while observing their parents. Therefore they have enough opportunities to imitate their parents when playing with toys.
A questionnaire format was used in the present study of 230 parents of 2- to 5-year-old children to investigate toy selection criteria and the potential influence of parents' perceptions of child competence and their role as teachers of their children. Factor analysis revealed five salient categories of toy choice criteria for mothers: Educational, Well Made, Parent Appeal, Flexible, and Child Appeal. Factors identified for fathers were: Educational, Child Appeal, and Father Values. Regression analysis acted as a confirmation of associations found through correlational analysis. Regression analyses revealed that mothers who were more likely to accept their child's ideas and value their own position as a parent, particularly in play (Adult Receptivity), were predicted to choose toys that were well made, but not educational. The use of child-centered teaching methods was found to be a significant predictor of the use of educational toy criteria for mothers. The overall results indicated that the criteria used by mothers to select toys for their children vary with regard to their background characteristics and the role they perceive themselves to play in relation to the teaching of their children. No such relationships were observed for fathers.
The article discusses child development in the context of child life in day care. It traces children's development of an independent, autonomous life and their creation of culture where play is a central feature. The culture produced by the children is analysed on the basis of classical notions of culture. Furthermore the emergence and development of play in the life of the child is traced and the particular way of thinking represented in play is analysed: thinking related to creating drama with pretend figures on a “stage”. The potentials for learning inherent in this particular way of thinking are discussed with reference to the child's learning in the context of early instruction.
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.
Stimulation of International Council for Children's Play Erfurt Conference Computer games, preschoolers, parent and preschool teachers' experience. International Council for Children's Play Brno Conference Ekšnmen " umesto šetnje. Politika, rubrika " Društvo
  • L V Artemova
  • N Babić
  • S Irović
  • K A Romstein
Artemova, L. V. (2001). Stimulation of Play by Means of a Toy. International Council for Children's Play Erfurt Conference 2001/online/. Retrieved on 5 th January 2012 from http:// Babić, N., Irović, S., & Romstein, K. (2007). Computer games, preschoolers, parent and preschool teachers' experience. International Council for Children's Play Brno Conference 2007 /online/. Retrieved on 5 th January 2012 from brno/babic.pdf Brkić, A. (2007). " Ekšnmen " umesto šetnje. Politika, rubrika " Društvo ", 09.05.2007/online/. Retrieved on 13 th February 2011 from t27636. lt.html Caldera, Y. M., Huston, A. C., & O'Brien, M. (1989). Social Interactions and Play Patterns of Parents and Toddlers with Feminine, Masculine and Neutral Toys. Child Development, 60 (1), 70-76.