Preschoolers’ Perception of Monster Toys (on the Example of Huggy Wuggy)

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Abstract

The article deals with the problem of perception of monster toys that have become popular recently by modern children and the features of playing with these toys (using the example of the Huggy Wuggy toy). The popularity of monsters in modern media narratives for both adults and children is shown. The analysis of existing studies of monster toys is carried out. The results of an empirical study in which 298 children from 4 to 6 years old participated are presented. As part of the study, a conversation was conducted with children, the techniques of "Drawing a man" and "Drawing a Huggy Wuggy", observation of children's play. The results obtained suggest that for most modern preschoolers, the Huggy Wuggy toy is primarily a "status" item, and is rarely used in children's games. Knowing about the game "Poppy Playtime" and having an idea of its content, children, as a rule, do not use its plot in the game. In general, playing with Huggy Wuggy and other toys in this series is no different from playing with other soft toys. The negative emotional load and aggressive tendencies identified in children associated with the image of Huggy Wuggy are associated with the content of YouTube videos, where negative information about the content of the game and about this character is presented as affectively as possible.

General Information

Keywords: monster toys, children's subculture, videogame, Huggy Wuggy, play activity, preschool age

Journal rubric: Developmental Psychology

Article type: scientific article

DOI: https://doi.org/10.17759/pse.2023280104

Funding. The research was supported by the Russian system of quality.

Received: 26.11.2022

Accepted:

For citation: Klopotova E.E., Smirnova S.Y., Tokarchuk Y.A., Rubtsova O.V. Preschoolers’ Perception of Monster Toys (on the Example of Huggy Wuggy). Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2023. Vol. 28, no. 1, pp. 85–96. DOI: 10.17759/pse.2023280104. (In Russ., аbstr. in Engl.)

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Information About the Authors

Ekaterina E. Klopotova, PhD in Psychology, Associate Professor, Department of Preschool Pedagogy and Psychology, Faculty of Psychology of Education, Senior Researcher of Center for Interdisciplinary Research on Contemporary Childhood, Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-1975-318X, e-mail: klopotova@yandex.ru

Svetlana Y. Smirnova, Researcher of the Centre for Interdisciplinary Research on Contemporary Childhood, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-8579-4908, e-mail: smirnovasy@mgppu.ru

Yulia A. Tokarchuk, Researcher of the Center for Interdisciplinary Research of Contemporary Childhood, Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0003-0690-0694, e-mail: lyusindus@gmail.com

Olga V. Rubtsova, PhD in Psychology, Associate Professor of the Department of "Age Psychology named after prof .L.F. Obukhova" of the Faculty of "Psychology of Education", Head of the "Center for Interdisciplinary Studies of Modern Childhood", Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-3902-1234, e-mail: ovrubsova@mail.ru

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