We love toadstools! Here is a very sweet toadstool garland for you to print out and display. Would look lovely in a woodland themed room, pretend fairy garden or a nature corner.
Click on the image below to download!
Yes it does seem strange for a toy manufacturer to say ‘buy less toys.’ However here at Wild Thing Toys we truly believe less is more when it comes to toys. A few good quality heirloom toys made from natural materials are worth far more than an entire room of plastic themed dolls or toys that need a switch to move or talk or flash. With pre-determined toy, especially true of merchandised toys, everything in that toy is intentionally planned out so your child does not need to use their imaginative skills at all. The fantasy and discovery of play is restricted.
Two German researchers, Elke Schubert and Rainer Strick in the 1990s conducted an experiment where toys were taken away from Munich nursery for three months. After short period, researchers say children re-adjusted and their play became more social and creative. You can read their findings here.
Of course, we are not advocating a toy free world for your children. Toys are an important part of your child’s life, they teach your child about the world around them and about themselves, but limiting the amount of toys you give to a child will have greater benefits.
Less toys leave room for a child’s participation and creative imagination with the toys they do have. Simple open ended toys are the toys children comeback to again and again. These toys are appealing and long lasting because of their ability to fuel the imagination. Research shows children who are encouraged in imaginative play prove to be more creative in later years, have better vocabulary, have less aggressive tendencies and are more confident with other children.
Being bombarded with too many toys, a child will go from this toy to that toy, for temporary amusement and distraction without feeling inspired. A study by Claire Lerner, a childhood development researcher funded by the US government to run pre-school educational programmes across America reported that children under the age of five that have too many toys, cannot concentrate on one thing long enough to actually absorb from it, instead they feel duty bound to rummage everything without ever fully immersing themselves in any one activity or ever learning from it. “Our studies show that giving children too many toys or toys of the wrong types can actually be doing them harm. They get overwhelmed and cannot concentrate on any one thing long enough to learn from it,” said Lerner.
A toy given only on certain occasions only or not very often, will hold more value to the child and the child will have an emotional investment to it knowing that he/she had to look forward to this toy and it is something special. The child takes care to look after it and appreciate it more, as they know that there is no replacement at hand.
Children with fewer toys to play with learn better at how to improve their personal relationships and social skills with other children and adults. They spend more time in natural play as well as outdoor play. Endless toys which require staring at a screen and pushing buttons will only have a passive negative effect on building the social skills they require.
Less toys can mean more time to play out doors, read books and paint and draw. Good old fashioned childhood activities such as kicking a ball about with friends, playing with marbles, inviting friends to play with dolls, making dolls clothes, making paper planes, and reading a book in a cosy corner are all unstructured play activities that nurture their creativity, intellect and social skills.
Happy international women’s day!
In celebration of women everywhere here are five favourite motivational books for young children.
An enchanting book with beautiful illustrations of strong female role model’s through history.
Ideal for ages 4-10 years.
The inspiring, story of Malala Yousafzai, a young girl from Pakistan who stands up and speaks out for every child’s right to education. The book is well written l so children can understand the facts, which are dealt with in an age appropriate way.
Recommended age is 4-7 years.
This book is brimming with the stories of 50 amazing women who made their mark in science, some not so familiar, who have brought important facts and information to our lives.
Recommended age is 8-12 years.
From the ‘Little People, Big Dreams’ series, this book follows Maya Angelou, from her early traumatic childhood to her career, civil rights campaigning and eventually, one of America’s most loved writers.
Recommended age is 5-8 years.
A super inspirational book full of interesting stories and fact about women and girls doing great things and invented ingenious innovations that have made our lives simpler and better.
Recommended age is 10-12 years.
We don’t sell books here but we know that little readers make great leaders, or at least have an open heart and mind and hopefully a lifelong passion for reading.
A book is a device to ignite the imagination. – Alan Bennett
A book is a dream that you hold in your hand. – Neil Gaiman
A book must be an ice-axe to break the seas frozen inside our soul. – Franz Kafka
A bookstore is one of the only pieces of evidence we have that people are still thinking. – Jerry Seinfield
A first book has some of the sweetness of a first love. – Robert Aris Willmott
A good book has no ending. – R.D. Cumming
A house without books is like a room without windows. – Heinrich Mann
A room without books is like a body without a soul. – Marcus Tullius Cicero
A writer only begins a book. A reader finishes it. – Samuel Johnson
Books are a uniquely portable magic. – Stephen King
Books are lighthouses erected in the great sea of time. – E.P. Whipple
Books are not made for furniture, but there is nothing else that so beautifully furnishes a house. – Henry Ward Beecher
Books are the bees which carry the quickening pollen from one to another mind. – James Russell Lowell
Books are the plane, and the train, and the road. They are the destination, and the journey. They are home. – Anna Quindlen
Books are the quietest and most constant of friends; they are the most accessible and wisest of counsellors, and the most patient of teachers. – Charles William Eliot
Books let us into their souls and lay open to us the secrets of our own. – William Hazlitt
Books were my pass to personal freedom. – Oprah Winfrey
Children are made readers on the laps of their parents. – Emilie Buchwald
Good friends, good books, and a sleepy conscience: this is the ideal life. – Mark Twain
I find television to be very educating. Every time somebody turns on the set, I go in the other room and read a book. – Groucho Marx
I have always imagined that Paradise will be a kind of library. – Jorge Luis Borges
If there’s a book that you want to read, but it hasn’t been written yet, then you must write it. – Toni Morrison
My best friend is the man who’ll get me a book I ain’t read. – Abraham Lincoln
My test of a good novel is dreading to begin the last chapter. – Thomas Helm
Never judge a book by its movie. – J.W. Eagan
No matter how busy you may think you are, you must find time for reading, or surrender yourself to self-chosen ignorance. – Confucius
No matter what his rank or position may be, the lover of books is the richest and the happiest. – J.A. Langford
Not all readers are leaders, but all leaders are readers. – Harry S. Truman
Once you learn to read, you will be forever free. – Frederick Douglass
One of the joys of reading is the ability to plug into the shared wisdom of mankind. – Ishmael Reed
Reading is escape, and the opposite of escape. – Nora Ephron
Reading is to the mind, what exercise is to the body. – Joseph Addison
Reading takes us away from home, but more important, it finds homes for us everywhere. – Hazel Rochman
Reading well is one of the great pleasures that solitude can afford you. – Harold Bloom
So many books, so little time. – Frank Zappa
The books that help you the most are those which make you think the most. – Theodore Parker
The first time I read an excellent book, it is to me just as if I had gained a new friend. – Oliver Goldsmith
The greatest gift is a passion for reading. – Elizabeth Hardwick
The love of books is a love which requires neither justification, apology, nor defense. – J.A. Langford
The more that you read, the more things you will know. The more that you learn, the more places you’ll go. – Dr. Seuss
The person, be it gentleman or lady, who has not pleasure in a good novel, must be intolerably stupid. – Jane Austen
The wise man reads both books and life itself. – Lin Yutang
The world is a book, and those who do not travel read only a page. – Saint Augustine
The world of books is the most remarkable creation of man. – Clarence Shepard Day
There are many little ways to enlarge your child’s world. Love of books is the best of all. – Jacqueline Kennedy
There is no friend as loyal as a book. – Ernest Hemingway
There’s so much more to a book than just the reading. – Maurice Sendak
To learn to read is to light a fire; every syllable that is spelled out is a spark. – Victor Hugo
Today a reader, tomorrow a leader. – Margaret Fuller
What is reading but silent conversation? – Walter Savage Landor
When you sell a man a book you don’t sell him just 12 ounces of paper and ink and glue – you sell him a whole new life. – Christopher Morley
Whenever you read a good book, somewhere in the world a door opens to allow in more light. –Vera Nazarian
You cannot open a book without learning something. – Confucius
You know you’ve read a good book when you turn the last page and feel a little as if you have lost a friend. – Paul Sweeney
Little girls have always played with dolls, however all children should have the opportunity to own and play with dolls regardless of gender. Toys that are aimed at boys are usually based on aggression or competitiveness, whereas dolls are generally aimed at promoting nurturing and social skills. A healthy balance would be for both girls and boys to have a chance to play with toys that promote all these skills. It is widely accepted these days that girls should be encouraged to play with toys that are traditionally ‘boy’s toys’ such as cars and Lego, however sadly it is not the same for toys that are traditionally aimed at girls.
Playing with dolls can be hugely beneficial for boys (and girls) in their developmental skills.
A doll is a toy that can really assist in expanding a child’s interactive play. They learn a lot of language through playing with dolls giving them the opportunity to use and practice their speech and linguistic skills. As they progress into greater imaginative play, they will further extend their vocabulary.
Cognitive & Motor Skills
Children use dolls to practice skills before they are able to apply it themselves, such bathing, getting dressed and brushing their teeth. Boys tend to develop their fine-motor and self-help skills a little later than girls, therefore have an even greater need of a doll. At the age of two or three a doll can become a friend and confidante that can help overcome fears or emotional issues. Dolls can be a source of comfort and assist in make believe scenarios similar to the child’s own, helping them face challenges and find solutions.
Caring for a doll increases caring and nurturing skills. Children learn to be responsible for the doll as they care for it and pretend play imaginary scenarios. This gives them the opportunity to see beyond just themselves and develop vital strengths such as empathy and selflessness, which will hopefully lay down the foundation for empathetic parenting when they are older.
We are very excited about our new creative play sewing kits! Learn to sew and make your very own beautiful soft toy or doll. This sewing kit includes everything you need to make a cute toy. Can be hand or machine sewn. A perfect project for learning how to sew by hand or the first steps in to using a sewing machine. The fabric panel also contains a mini toy. Designs include some lovely international dolls and some woodland animals.
Buy kits here
Article from Psychology Today
[This post was co-authored with Jerome L. Singer and Dorothy G. Singer]
Many people often think of play in the form of images of young children at recess engaging in games of tag, ball, using slides, swings, and physically exploring their environments. But physical play is not the only kind of play. We often use the terms pretend play or make-believe play (the acting out of stories which involve multiple perspectives and the playful manipulation of ideas and emotions), that reflect a critical feature of the child’s cognitive and social development. Over the last seventy-five years a number of theorists and researchers have identified the values of such imaginative play as a vital component to the normal development of a child.
Systematic research has increasingly demonstrated a series of clear benefits of children’s engagement in pretend games from the ages of about two and one half through ages six or seven. Actual studies have demonstrated cognitive benefits such as increases in language usage including subjunctives, future tenses, and adjectives. The important concept of “theory of mind,” an awareness that one’s thoughts may differ from those of other persons and that there are a variety of perspectives of which each of us is capable, is closely related to imaginative play (Jenkins & Astington, 2000; Leslie, 1987; Singer & Singer, 1990; Singer & Singer, 2005).
Psychologist Sandra Russ (2004) identified a number of different cognitive and affective processes that are associated with pretend play. Her research dealing with play involves fantasy, make-believe, symbolism, organization, cognitive integration of seemingly separate content, and divergent thinking (the ability to come up with many different ideas, story themes, and symbols). Pretend play allows the expression of both positive and negative feelings, and the modulation of affect, the ability to integrate emotion with cognition (Jent, Niec, & Baker, 2011; Seja, & Russ, 1999; Slade and Wolf, 1999).
The research reviewed by Berk, Mann & Ogan, (2006) and Hirsh-Pasek, Golinkoff, Berk, & Singer (2009) suggest that make-believe games are forerunners of the important capacity for forms of self-regulation including reduced aggression, delay of gratification, civility, and empathy. When children use toys to introduce possible scenarios or friends, the representation of multiple perspectives occurs naturally. Taking on different roles allows children the unique opportunity to learn social skills such as communication, problem solving, and empathy (Hughes, 1999).
An important benefit of early pretend play may be its enhancement of the child’s capacity for cognitive flexibility and, ultimately, creativity (Russ, 2004; Singer & Singer, 2005). Russ, for example, in longitudinal studies, found that early imaginative play was associated with increased creative performance years later (Russ, 2004; Russ, & Fiorelli, 2010). Root-Bernstein’s research with clearly creative individuals such as Nobel Prize winners and MacArthur Foundation “genius” grant awardees, indicated that early childhood games about make-believe worlds were more frequent in such individuals than in control participants in their fields (Root-Bernstein, 2012).
What are the sources in children’s environments that promote early and frequent imaginative play? Research has demonstrated that parents who talk to their children regularly explaining features about nature and social issues, or who read or tell stories at bedtime seem to be most likely to foster pretend play (Shmukler 1981; Singer & Singer 2005). A school atmosphere in which pretend games are encouraged, or even just tolerated in the curriculum or recess play of children has also been shown to lead to even greater amounts of imaginativeness and enhanced curiosity, and to learning skills in preschoolers or early school-agers (Ashiabi , 2007; Singer and Lythcott 2004) . Indeed, educators are using pretend games to teach math and reading (Clements, & Sarama, 2009; Ginsburg, 2006).
A key question that arises from the literature is how parent and teacher training in “guided play” may influence literacy. Singer and colleagues conducted a series of studies on the effectiveness of Learning through Play, an intervention program designed to teach parents and educators how to engage in learning-oriented, imaginative play games with children (Singer, Plaskon, & Schweder, 2003). In the initial evaluation of the program kindergarten children of low-SES parents who participated in the intervention showed significant gains on an academic readiness assessment than those whose parents did not participate. Modest improvements were found in subcomponents of the test, including vocabulary, knowledge about nature, general information knowledge, and knowledge about manners. In another curriculum, Tools of the Mind, inspired by Vygotsky’s theory, scaffolding of cognitive control is woven into virtually all classroom activities (Bodrova, 2008). For example, teachers encourage complex make-believe play, guiding children in jointly planning of play scenarios before enacting them. Teachers also lead rule-switching games in which regular movement patterns shift often, requiring flexibility of attention.
Perhaps the idea of a built-in ‘pretend play recess’ during the regular school day—where children can get together and explore an infinite amount of possible combinations of ideas, emotions, and perspectives—will one day be just as acceptable as traditional, but no less important, forms for recess and play.
This article is from Psychology Today