A comparison of two shape-learning toys for toddlers

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Marianne Fuentes, Taylor Parks, and Allysha Williams

Tool Use and CoordinationAnother crucial aspect of child development involves “more refined motor routines for interacting with a variety of objects” (Deák, G. O., 2014). Tool-use also promotes cognitive abilities like coming up with “plan an action with the end goal in mind” (Keen, R., Lee, M., & Adolph, K., 2014). Tool-use practice is therefore a desirable quality in instructive toys for children ages 1-3.

Object Manipulation Toys that require a high level of object manipulation can be used to evaluate children who may be at risk for Autism Spectrum Disorder (ASD). There has been evidence found for “reduced grasping and fine motor activity among 6-month-old infants at increased familial risk for ASD” (Libertus, K., Sheperd, K. A., Ross, S. W., & Landa, R. J., 2014)

Shapes and Spatial Sense

Working with shapes and having spatial sense are the foundations for learning mathematics. Therefore, a toy which engages children with shapes helps encourage future mathematical skill development.

Stimulation/ArousalStimulating toys can contribute to motor development, and are useful for a developing child. “specific home environment and motor development characteristics have been examined; for example, availability of toys and the child’s level of fine- and gross-motor development” (Gabbard, C., Caçola, P. & Rodrigues, 2008). Children engaging with stimulating toys are likely to gain/improve upon their fine motor skills through interaction with complex objects.

Rankings

Work CitedDeák, G. O. (2014). Development of adaptive tool-use in early childhood: Sensorimotor, social, and conceptual factors. In J. B. Benson, J. B. Benson (Eds.) , Advances in child development and behavior, Vol. 46 (pp. 149-181). San Diego, CA, US: Elsevier Academic Press.

Keen, R., Lee, M., & Adolph, K. (2014). Planning an action: A developmental progression in tool use. Ecological Psychology, 26(1-2), 98-108. doi:10.1080/10407413.2014.874917

Gabbard, C., Caçola, P. & Rodrigues, L.P. Early Childhood Educ J (2008) 36: 5. doi:10.1007/s10643-008-0235-6

Libertus, K., Sheperd, K. A., Ross, S. W., & Landa, R. J. (2014). Limited Fine Motor and Grasping Skills in 6-Month-Old Infants at High Risk for Autism. Child Development. doi:10.1111/cdev.12262

Clements, D. H. (1998). Geometric and Spatial Thinking in Young Children.

Van Nes, F., & De Lange, J. (2007). Mathematics education and neurosciences: Relating spatial structures to the development of spatial sense and number sense. The Montana Mathematics Enthusiast, 4(2), 210-229.