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通过调查问卷的形式向衡水市5所幼儿园发放220份问卷,以在园幼儿家长为调查对象,对家长选择玩具的总体情况进行分析。调查主要针对家长为孩子购买玩具的情况展开。调查结果表明,家长更倾向于为孩子选择益智玩具,认同玩具的益智功能,尤其是3～6岁的男孩,但家长为1～2岁孩子选择的玩具则倾向于娱乐类玩具。同时家长受教育水平与家长为孩子选择玩具的情况有显著性差异。 相似文献
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玩具是幼儿成长过程中不可或缺的重要伙伴,是幼儿最亲密的伙伴之一,不但可以提供娱乐、开发智力、辅助教学,还可以提高幼儿的心理健康水平。本研究以代表性个案选样为原则,通过对5名幼儿家长的深度访谈,探讨幼儿家长玩具选购行为。结果表明,家长普遍认识到玩具对幼儿发展的重要作用,尤其是对智力开发的作用;选购玩具时所考虑的因素主要包括安全性、价格、品牌、媒体和玩具功能几方面。针对家长对幼儿玩具的选购行为,本研究提出相应的玩具选购对策。 相似文献
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设计意图小班的孩子对玩具特别依恋,入园时有玩具陪伴,入园焦虑就会减轻,同时愿意与同伴交流,乐意与同伴分享玩具。因此,可以利用小班幼儿喜好玩具的特点开展活动,对幼儿进行初步的与人交流和与同伴分享的教育,促进幼儿间的相互交往。活动目的1.乐意向别人介绍自己的玩具名称和玩法,并在成人的引导下进行交流、对话。2.与同伴一起分享玩具,体验共享的乐趣。活动准备1.请家长与幼儿一起选择1～2件色泽鲜艳、形象可爱的幼儿喜欢的玩具;进行家长问卷调查,请家长与幼儿就某一玩具所进行的对话做好记录,了解幼儿与家长之间的交流情况。2.活动前请… 相似文献
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本研究旨在通过调查了解家长对玩具的态度。以及在玩具使用过程中家长对幼儿进行教育和指导的状况，并在调查结果的基础上，针对存在的问题提出了一些建议和意见。 相似文献
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在童年时期,每个儿童都有许多玩具陪伴左右。可以说,玩具是儿童的教科书、儿童游戏的工具,更是儿童的亲密伙伴。现在商场里的玩具可谓琳琅满目、种类繁多,为家长给孩子购买玩具提供了更多的选择与可能。但在实际生活中,家长的玩具观还存在着许多误区。如价格成为家长选购玩具时的主要参照因素。据一项调查研究,对于孩子喜欢而价格较贵的玩具,家长选择购买的比例高达93.6%。 相似文献
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家长的玩具观有益在园幼儿顺利升入小学，实现幼小衔接，但其认识上的个体差异明显；家长普遍重视玩具“开发智力”的价值，表明“学习”仍被认为是首要的；家长对玩具寄予过多期望，却较少关照儿童生活质量的提高，又可能给儿童玩玩具平添压力。 相似文献
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Social interactions and play patterns of parents and toddlers with feminine, masculine, and neutral toys 总被引：3，自引：0，他引：3
Children as young as 18 months display sex-stereotyped toy choices. The present study was designed to determine whether parents encourage involvement with sex-stereotyped toys or avoidance of cross-sex-stereotyped toys and to determine whether masculine and feminine toys lead to different patterns of parent-child interaction, regardless of gender. 40 parent-toddler dyads were videotaped while playing with 6 different sets of sex-stereotyped toys. Equal numbers of boys and girls were observed with mothers and fathers. The children showed greater involvement when playing with same-sex-typed toys than with cross-sex toys even when statistically controlling for parents' behaviors. Parents' verbal behaviors, involvement, and proximity to the child differed across toy groups, regardless of the parent's or child's gender. Parents' initial nonverbal responses to the toys, however, were more positive when the toys were stereotyped for the child's and parent's gender than when they were not. 相似文献
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儿童玩具的互动性设计探索 总被引：1，自引：0，他引：1
从儿童玩具的互动性入手,给出互动玩具的一般定义,得出对儿童玩具设计有重要意义的启示,就是从对"互动"的充分认识中了解现代儿童玩具的设计.儿童玩具的设计需符合互动、安全、技术、审美这四个要素,只有这样,才能设计出真正有价值的儿童互动玩具. 相似文献
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The development of social referencing 总被引：6，自引：0，他引：6
The development of social referencing in 40 infants aged 6-9, 10-13, and 14-22 months was investigated in this study. Social referencing was defined broadly to include children's looks toward parents, their instrumental toy behaviors, affective expressions, and other behaviors toward parents. Children's looks at parents were more selective with increasing age, with older infants preferring to look directly at their parents' faces and younger infants showing no preference for looks to faces over looks elsewhere at the parent. Younger infants looked most often when their parents expressed positive affect, whereas older infants looked most often when parents displayed fearful reactions toward a stimulus. Evidence of a behavioral regulatory effect on instrumental toy behaviors was found only among infants 10-13 months of age. However, only infants older than 14 months of age inhibited touching the toy until after referencing the parent. On some measures these older infants showed a preference for toys associated with fearful messages. Affective expressions were in line with positive and negative behavior toward toys. No support for mood modification or simple imitation as explanations for the effects was found. Results indicated that the looking behavior of younger children may function differently than that of older children, and that social referencing involves a number of component skills that develop during the end of the first year and throughout the second year of life. 相似文献
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Juliet Goldbart Swapna Mukherjee 《International Journal of Disability, Development & Education》2000,47(4):337-353
Play, in the West, is seen by professionals as a crucial context for the transmission of skills, such as problem-solving, language, and communication. As such, it forms the vehicle for much intervention and therapy. Reports were elicited from parents of children with cerebral palsy in West Bengal on the activities they engaged in with their child and on the toys, if any, the child possessed. The majority of parents reported spending time playing with and teaching their child and all respondents named at least two toys belonging to their child. Associations between play and teaching and characteristics of the families are examined along with implications for parent involvement programs in non-Western contexts. 相似文献
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王玉美 《黑龙江教育学院学报》2012,(6):105-106
非专门化玩具是在性质上与专门化玩具相反的一类玩具。一般无固定用途,其玩法的确定性不强。大多是日常生活中的废旧物品或天然材料(如破皮球、空饮料盒子等)。家长巧妙利用非专门化玩具如分类整理,旧玩具新玩法,破旧玩具随意组合等,可充分发挥它们的价值,促进学前儿童想象力、记忆力、思维能力的发展。 相似文献
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Becky Francis 《牛津教育评论》2013,39(3):325-344
In spite of continuing patterning of curriculum subject preference and choice by gender, there has been little recent attention to the argument developed in the 1970s that children play with different toys according to their gender, and that these provide girls and boys with (different) curriculum‐related skills. The article describes a small‐scale empirical study that asked parents of 3–5 year old children to identify their child’s favourite toys and viewing material, and analysed responses according to children’s gender. The most frequently identified toys and viewing materials were subjected to content and discourse analysis, with the intention of identifying both educative aspects of content, and the gender discourses reflected. The article explores conceptual issues around categorisations of ‘education’ within toys and entertainment resources, positing the notion of ‘didactic information’ to delineate between overtly educational content and other social discourses. Analysis reveals toy preferences to be highly gendered, with boys’ toys and resources concentrated on technology and action, and girls’ on care and stereotypically feminine interests. Didactic information, and aspects developing construction and literacy skills, were identified in the selected toys and resources for boys, and were lacking in those for girls. All the toys and resources could be read as implicated in ‘gendering’: the various gender discourses, and other discourses around aspects of social identity reflected in the toys and resources are identified and analysed. The analysis presented suggests the value of reinvigorated attention to children’s toys and entertainment resources in terms both of the education they afford, and their role in the production of social identities. 相似文献
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Martin Stone 《Early Childhood Education Journal》1983,11(2):19-21
Toys are not just for playing. Toys are the tools of play that help children develop their social awareness, imagination, visual motor capabilities and thinking processes. Play is a very serious activity for children worldwide and often represents a primary and valuable means of learning. Since many toys are important learning instruments, children should have easy access to appropriate toys in order to explore and choose those which interest them. In addition, parents need a place where they can consult with someone about what toys are appropriate for their child's development. Toy libraries provide this service. 相似文献
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Sex differences in parent and infant behavior in the home 总被引：1，自引：0，他引：1
Observations were made in the homes of 32 families, each with a child aged around 12 or 24 months. 16 of the children were boys and 16 girls. Boys showed more active play, play with transportation toys, and play generally forbidden by parents. Girls played more with soft toys and dolls. On questionnaire responses many parents rated these and other behaviors as sex appropriate. However, actual sex differences in immediate parental response to children were few or undetected. Sex differences in children's behavior did not appreciably increase from 12 to 24 months. Also, there was no correlation with how stereotyped parents' questionnaire responses were and the degree to which their children exhibited sex-typed behavior. 相似文献
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Ni Chang 《Early Childhood Education Journal》2000,28(2):85-89
Many parents are seeking ways to reduce their children's exposure to violence. To this effect, recommendations have been made to parents, especially with respect to television violence and related games and toys. Three such recommendations are analyzed in terms of their probable outcomes. I argue that parental decisions to block particular TV programs and to avoid purchasing toys related to violent programs, if carried out in an authoritarian manner, may not bring about the anticipated outcomes. Reasoning with children and inviting them to assist in setting up family rules are actions that encourage young children to construct the self-awareness with which they may monitor their own behaviors, without excessive external rewards or restrictions. Five suggestions for raising nonviolent children are made and examples of their implementation are provided. 相似文献