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Psychological Science and Education

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1814-2052

ISSN (online): 2311-7273

DOI: http://dx.doi.org/10.17759/pse

License: CC BY-NC 4.0

Started in 1996

Published 6 times a year

Free of fees
Open Access Journal

 

Psychological and educational evaluation of toys in Moscow Center of Play and Toys 416

Smirnova E.O., Doctor in Psychology, Director of the Center of Play and Toys, Moscow State University of Psychology and Education, Professor, Chair of Preschool Pedagogic and Psychology, Department of Educational Psychology, Moscow State University of Psychology and Education, Moscow, Russia, smirneo@mail.ru
Abstract
The author’ s approach to examination of specific characteristics and functions of play and toys is based on the Vygotskian concept. The divergence of real and imaginary situations, when a child begins to act outside the reality domain in the play, and enters the semantic one, is considered as the main feature of the play. The functions of toys are analyzed, which include, primarily and essentially, an expression of his/her own experience and mastering of the world around. The requirements for toys concerning the material they are made of and the ways in which they can be used are formulated. The trends of the modern toy market development are shown and the relevance of their psychological and educational assessment is outlined. The criteria for psychological assessment of toys used in the Moscow City Center at MSUPE are described. At first the ethical and aesthetic filter is applied, which does not admit for further evaluation the toys that are dangerous in terms of psychological impact on the child. Toys that passed through the first step are analyzed according to the following criteria: attractiveness of a toy for a child that sets the motivational grounds for the play; openness of the landmarks, that provide for the developing potential of the play act; operational features of a toy that promote independence of the child act. Toys that satisfy the examination criteria receive a sign “Child psychologists recommend”.

Keywords: play, toy, psychological requirements for toys, figurative toys, landmarks of the play act, toy openness, psychological and pedagogical expertise.

Column: Models of Psychological Evaluation of Toys

For Reference

References
  1. Vygotskij L. S. Psihologija razvitija rebenka. M., 2004.
  2. Smirnova E. O., Salmina N. G., Tihanova I. G. Psihologicheskaja ekspertiza igrushki // Psihologi­cheskaja nauka i obrazovanie. 2008. № 3.
  3. Smirnova E. O., Filippova I. V. Obraznaja igrushka kak sredstvo razvitija soznanija // Psihologicheskaja nauka i obrazovanie. 2008. № 3.
  4. Smirnova E. O., Salmina N. G., Abdulaeva E. A. i dr. Nauchnye osnovanija psihologo-pedagogiche­skoj ekspertizy igrushek // Voprosy psihologii. 2008. № 1.
  5. Smirnova E. O., Rjabkova I. A. Struktura i varianty sjuzhetnoj igry doshkol'nika // Psihologicheskaja na­uka i obrazovanie. 2010. № 3.
  6. Еl'konin D. B. Psihologija igry. M., 1978.
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