Toys and social or emotional problems - Research Paper Example

Toys and social or emotional problems? Do certain children’s toys create social or emotional problems? Play plays avital role in the wellbeing of a child. In fact, they play a pivotal role in influencing child development. Toys influence the development, communication, emotion and learning process of a child (TRUCE, 2010). In children, play helps in active construction of knowledge, meet social/emotional needs, and acquire life-molding skills (TRUCE, 2010). Most of the time, the play content comes from the child own experiences.

However, recently, there has been increasing influence of electronic media such as video games, DVDs, and movies. Consequently, children spend most of their time watching some programs instead of playing creatively with each other (TRUCE, 2010). On the other hand, there is a daunting task for the parent on the toys to buy and the ones to avoid. Moreover, high-powered marketing and popular culture influence their choice at the toy store (TRUCE, 2010). However, good choice of toys helps in promoting children’s creativity and constructive play (TRUCE, 2010).

The promotion of toys rose significantly as the Federal Communications Commission deregulated children’s television in 1984 (TRUCE, 2010). Consequently, toys could be sold through television programs. For this reason, the best selling toys have been linked to children’s television shows and other forms of media. Some of the media promote violence, focus on sexy behavior and appearance and influence a culture of consumerism (TRUCE, 2010). Moreover, the deregulation approach has made it difficult to choose toys and promote a healthy play environment.

Certain children toys create social and emotional problem though promotion of violent behavior, reinforcement of gender stereotypes, poor communication development, and lack of interaction. Some toys lead to violent behavior in children. Examples of such toys include water guns, and Daisy air rifle. As children get accustomed to these toys, they start developing violent behaviors. The message adopted by the children is that toys are meant to deliver a message that is acceptable (Asmi, 2013). Moreover, they tend to realize that the solution to conflict is by fighting.

Boys are usually more at risk as most often the toys depicting violent nature belongs to them. Moreover, the use of toys is usually high in male children as compared to their female counterparts (Asmi, 2013). The idea of violence occurs as the toys propagate that violence is acceptable, encourages hurting and killing, and glamorizes war and conflict (Asmi, 2013). Moreover, violence is promoted by having these toys showing violent side and good side. Therefore, children will develop thinking there is always the nasty part of something in the society.

Additionally, toys reinforce stereotypical gender roles. The reinforcement occurs, as toys are manufactured based on gender. For example, toy stores separate toys in two basic categories: boy and girl (Starr, n.d.). As a result, as children plays with toys, they become aware of stereotypes of gender roles. The effect arises through continued playing with gender biased toys (Starr, n.d.). Usually, with toys boys learn to be like warriors while the girl’s toy ensures that they reinforce the idea of nurturing.

In fact, most of the girl toys focus on physical strength and appearance. On the other hand, most of the boy toys stresses on their physical aspect and abilities (Starr, n.d.). The idea of gender stereotypes is well depicted on “Toys R Us” (Starr, n.d.). They classify toys in terms of gender and usually differentiate using different colors for boys and girls (Starr, n.d.). Moreover, boy toys encourage higher technical skills that will help them prevail in various fields while the girl toys lack such kind of motivation (Starr, n.d.).

Consequently, these toys make both boys and girls lack further exploration on different roles. In fact, they grow focusing on what has been shaped by society. Moreover, some toys affect child language and cognitive development. The electronic toys have usually generated the effect. The electronic toys have limited ways of use and loose benefit to children fast as compared to traditional forms (TRUCE, 2010). Moreover, the way they teach children have not been subjected to any credible research.

Some of the toys include digital design sets that use computer. The use of tech toys denies the child an opportunity to solve the problem and be creative (TRUCE, 2010). On the other hand, there are electronic toys incorporated in CDs and DVDs. Likewise, these toys limit the benefits of language development, and child bonding that comes from parents directing them how to go about in traditional forms of play (TRUCE, 2010). In addition, some toys affect children interaction and curiosity. For a child, learning occurs best through interacting with people in their environment and effects of their actions (TRUCE, 2010).

However, some toy fails to capture this concept. For example, there has been the emergence of electronic toys that make plays for the children (TRUCE, 2010). As a result, they deny children chance of creating their own action and ideas (TRUCE, 2010). Consequently, what the toy achieves is a replacement of child interaction and curiosity that acts as a basic tenet for child learning (TRUCE, 2010). However, there are those that believe that toys do not create social and emotional problems. Some argue that toys help in problem solving, social interaction, and creative expression in both boys and girls (National Association for the Education of Young Children (NAEYC), n.d.).

Moreover, other claim that toys designated for boys elicit the highest quality play among girls. Others claim that some toys influence children thinking capabilities, interaction with peers, and ensure there is a high level of creativity (NAEYC, n.d.). Other claims that having guns as toys can make children be motivated to join law enforcement agencies (Researchomatic, 2013). In conclusion, it is clear that some toys create social and emotional problems in toddlers. Some of the problems include promotion of violent behavior, reinforcement of gender stereotypes, affect child communication, and the interaction process.

Therefore, there need guidance to the parents on choosing toys that will promote healthy social and emotional development. Moreover, there should be policies regulating sales of some of the toys. References Asmi. (2013). The Effect of Violent Toys on Children’s Behavior. Retrieved from http://asmiworld.blogspot.com/2009/05/effect-of-violent-toys-on-childrens.html. NAEYC. (n.d.). Impact of Specific Toys on Play. http://www.naeyc.org/content/what-research-says-toys-and-play. Researchomatic. (2013).

Do Certain Toys Create Social Or Emotional Or Other Problem? Retrieved from http://www.researchomatic.com/Do-Certain-Toys-Create-Social-Or-Emotional-Or-Other-Problem-129210.html. Starr, D. (n.d.). Children Stereotypical Gender Roles. Retrieved from http://www.unc.edu/~dcderosa/STUDENTPAPERS/childrenbattles/toysrusdenise.htm. Teachers Resisting Unhealthy Children’s Entertainment (TRUCE). (2010). Toys, Play &Young Children. Retrieved from http://www.truceteachers.org/toyguides/T_Guide_web_09.pdf.