One example of the dramatic ways that toys can influence child development involves clay sculpting toys such as Play-Doh and Silly Putty and their home-made counterparts. Mary Ucci, Educational Director of the Child Study Center of Wellesley College, has demonstrated how such toys positively impact the physical development, cognitive development, emotional development, and social development of children.
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While some parents promote gender neutral play, many parents encourage their sons and daughters to participate in sex-typed activities, including doll playing and engaging in housekeeping activities for girls and playing with trucks and engaging in sports activities for boys. Researcher Susan Witt said that parents are the primary influencer on the gender roles of their children. Parents, siblings, peers, and even teachers have been shown to react more positively to children engaging in sex-typical behavior and playing with sex-typical toys. This is often done through encouragement or discouragement, as well as suggestions and imitation. Additionally, sons are more likely to be reinforced for sex-typical play and discouraged from atypical play. However, it is generally not as looked down upon for females to play with toys designed "for boys", an activity which has also become more common in recent years. Fathers are also more likely to reinforce typical play and discourage atypical play than mothers are. A study done by researcher Susan Witt suggests that stereotypes are oftentimes only strengthened by the environment, which perpetuates them to linger in older life.
c.1300, "existing at the time," from Old French present "evident, at hand, within reach;" as a noun, "the present time" (11c., Modern French présent) and directly from Latin praesentem (nominative praesens) "present, at hand, in sight; immediate; prompt, instant; contemporary," from present participle of præesse "be before (someone or something), be at hand," from prae- "before" (see pre-) + esse "to be" (see essence). Meaning "being there" is from mid-14c. in English. As a grammatical tense, recorded from late 14c.
Another study done by Jeffrey Trawick-Smith took 60 different children ages three to four and observed them playing with nine different toys deemed best for development. They were allowed to play with the toys in a typical environment, a preschool classroom, which allowed for the results to be more authentic compared to research done in a lab. The researchers then quantified play quality of the children with each toy based on factors such as learning, problem solving, curiosity, creativity, imagination, and peer interaction. The results revealed that boys generally received higher scores for overall play quality than girls, and the toys with the best play quality were those identified as the most gender neutral, such as building blocks and bricks along with pieces modeling people. Trawick-Smith then concluded that the study encourages a focus on toys which are beneficial to both genders in order to create a better balance.
Once or twice indeed, since James's engagement had taught her what could be done, she had got so far as to indulge in a secret "perhaps," but in general the felicity of being with him for the present bounded her views: the present was now comprised in another three weeks, and her happiness being certain for that period, the rest of her life was at such a distance as to excite but little interest.
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Playing with toys is considered to be important when it comes to growing up and learning about the world around us. Younger children use toys to discover their identity, help their bodies grow strong, learn cause and effect, explore relationships, and practice skills they will need as adults. Adults on occasion use toys to form and strengthen social bonds, teach, help in therapy, and to remember and reinforce lessons from their youth.
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