Which toys are suitable for my two year old child? Which is the right toy for 1, 2 and 3 year olds? This is what mothers or fathers ask the saleswoman in the toy store, and they usually buy something that seems particularly cute or valuable to them, something that has been advertised, but seldom buyers choose toys based on whether it is the child's developmental stage best corresponds.
Which toys are suitable for my two year old child? Which is the right toy for 1, 2 and 3 year olds?
While one takes it as a matter of course when buying a children's book that the saleswoman asks: “What has the child already read?” Or “What did they like to read?”, One rarely hears people asking in the toy store: “What can because the child already? ”or“ which toy does it already know? ”. And yet buying a toy is just as responsible as choosing the right book for a school child, because the toy conveys just as important knowledge and knowledge to the toddler as the book does later to the school child.
There are still adults who disregard games and toys as something completely insignificant and disregard them: “It's just a game.” But this game is the only and wonderfully functional way that small children can use their environment gets to know, deals with it, learns to distinguish colors, shapes, things, noises, tones, details and smells and learns activities and skills in handling a wide variety of materials.
In short, the game is the indispensable, necessary preliminary stage for schoolchildren's learning and for the work and skills of adults.
The child's development in the first years of life is wonderful, diverse and fast. The various stages in this development are primarily determined by the development of the child's brain, which is subject to strict laws. The pace, the direction and the manner of development depend on the influences of the child's environment, i.e. primarily from the educational influences of adults.
Whether a person has fixed habits later in his life, is orderly, systematic, has a good sense of time and a sense of orientation often depends on whether his mother or father taught him fixed habits from infancy and adhered to the meal times precisely with loving consistency. so is going to bed, etc. But it is not only the basic habits, for better or for worse, that arise early under the influence of adults; it is the same with basic feelings.
Whether a person in later life is open-minded, affectionate, loving, trusting, amicable, with good interpersonal relationships, integrates himself into the human community largely depends on the manner in which he or she behaves in the family, especially through the most trusted adults, was brought up. Neglected children, who have been denied tenderness and love, often grow up to be people who cannot find a human bond with others, who are cold-hearted and weak.
On the other hand, some mothers and fathers don't know what harm they can do by indulging and adoring their baby. A few years later she is amazed at the moodiness of her darling, his egoism, his eternal self-centeredness, his inability to fit into the community where he is no longer the focus around which everything revolves.
Through her jealous love, her indulgence and weakness, she has made it difficult or even impossible for her toddler to develop good interpersonal relationships and the right social behavior with other children and with adults outside the family circle.
Fundamental processes in the behavior of the child take place in the first few years of life, and it is important to educate them correctly during this time. Raising up correctly means knowing how the child should develop and how it should be evoked or guided and led in the right direction.
During this time, play is the main factor for mental development as well as for the development of physical dexterity and skills. The foundations for the child's play are their orientation and imitation activities. As early as the second month of life, babies fixate a colorful, shiny or noise-causing object moving close in front of their eyes and try to follow it with their eyes.
The little head of the 3 to 4 month old child turns to every sound, every movement, every new object. Once the child has learned to grasp, orientation, curiosity and thirst for knowledge have no limits.
Everything that can be reached is grasped, touched, examined, taken from one hand to the other, put into the mouth, etc. The child manipulates and handles things and learns their properties in the process. At the same time, the movements of his hand and fingers are refined.It acquires skill.
One of the bases of the game is the instinct for orientation. He gives the child sensations and perceptions. The child gets to know shapes, colors, bodies, spatial relationships and distances, material qualities, etc. His seeing, hearing and touching qualify.
This original investigation of all objects, which would exhaust itself in knocking, throwing, pushing, scratching, tearing, etc., now comes to the aid of a further instinct of the child, the ability to imitate.
Already in the 6th and 7th month of life the child is able to imitate the facial play of the adult, then movements of the head follow, e.g. Nodding, shaking the head, then arms and hands (wave-wave, please-please, etc.), and finally the child can with his whole body or individual limbs complex movements, activities, even entire actions that he has observed in his environment to imitate.
This is where the conscious, purposeful upbringing must start again. If you teach the child what is undesirable, he will learn what is undesirable, for his urge to act and his ability to imitate are limitless. Throughout the entire toddler period, the child learns primarily through imitation, which is gradually supported and accompanied by linguistic guidance and is largely replaced by it at school.
In the first years of life, play is the main factor for mental development as well as for the development of physical dexterity and skills.
Learning in the game means examining and imitating. But so that the child learns, i.e. Recognize its environment, orientate itself in it, find its way around, get to know it, it must be able to play and have play objects with which it can grapple. However, if the playing activity is to go beyond mere infant-like examination, to prevent the beautiful toy from breaking immediately or from being carelessly pushed aside after a short time, then two conditions must be met:
1. The toy must correspond to the child's level of perception and dexterity. So it shouldn't be too easy for the child or too complicated.
2. The adult has to show the child what can be done with the play object, because only if the child can first observe what activities can be performed with the object will he imitate these activities and creatively take them up in his play and thereby his develop physical and mental abilities and skills.
The following list in the 3rd part about the right toys up to 3 years of age serves as an orientation for the gradual development of the play activity in the first three years of life and for the most suitable toys.
The following list serves as an orientation for the gradual development of the play activity in the first three years of life and for the most suitable toys.
4th to 6th month:
7th to 9th month:
10th to 12th month:
13th to 15th month:
16th to 18th month:
19th to 21st month:
22nd to 24th month:
25th to 27th month:
28th to 30th month:
31st to 36th month:
Fundamental processes in the behavior of the child take place in the first few years of life, and it is important to educate them correctly during this time.
Toys up to the first year of life:
Toys for 1 to 2 year olds:
Toys for 2 to 3 year olds: