This review examines research and theory pertaining to the relation between social-cognitive development and toys. Empirical research establishes a moderate relation between the availability of toys and children's development throughout early childhood, a relation that appears to reflect more than an association with social status. The relation appears bidirectional and varies somewhat according to sex and race. Several aspects of psychological theory appear to describe part of the relation between social-cognitive development and use of toys. These include cognitive developmental theory (Piaget), theory relating learning and development (Vygotsky and Feuerstein), script theory (Bretherton), theories of intrinsic motivation (Berlyne, Bruner, and Yarrow), and theories relating play to development (Mueller and Dunn).
|Original language||English (US)|
|Number of pages||19|
|Journal||Topics in Early Childhood Special Education|
|State||Published - Oct 1985|
ASJC Scopus subject areas
- Public Health, Environmental and Occupational Health