type of practice, “an opportunity to practice the diverse functions… of the process of… application and extension of information and skills” (Neuman 53). Since toys are almost directly related to play, it is only proper that a child’s toys are his most important possessions. Small children between the ages of three and six rely more on toys as a “prop” in playing: they would take a toy, such as the universally adored stuffed animal, and hum and talk to and for the object with no apparent goal. The child is actually engaging in “fantasy” playing, the golden years of which are between the ages of three and four. During this time the child likes to assign each toy with a name and a character trait, acting out simple stories over and over. The child likes repetition: it familiarizes him with the story and contributes to cognitive development. In fact, should someone, perhaps an adult or a new acquaintance, intervene and attempt to change the course of the game, the child may become irritated or refuse to continue playing altogether, because he has lost some sense of security. (Newson and Newson 97-99)Child psychologists also see play “as a function of the social-emotional, cognitive and creative development of the child.” (Neuman 140) In this view, playing is much more important than mere fun and games because its purpose transcends entertainment and exercise of physical maneuvers. In playing, a child’s mind matures. He learns to recognize right from wrong; he learns how to treat other children; and, on a less socially instructional level, he learns what is fun and what is not. (Reynolds and Jones 61-63) More important, he learns self-control: in his interactions, with other children, he learns to place others before himself because he will need to share his toys. Knowing how to cooperate with others will help him achieve social success in life.As child...
