Toy manufacturers and retailers now have huge marketing and advertising budgets heavily touting the benefits of todays electronic toys and games and the perceived educational stimulii provided by their hi-tech gadgetry. The expansion of the electronic learning toy market has boosted sales for the 0-3 year old age group by 9 per cent over the last 12 months, to a staggering £660m in retail sales. With one of the highest growth rates within the electronics industry, is it any wonder that more and more far eastern electronics companies are now entering the toy market.

With increasing regularity, parents are being deluged by the marketing "spin" of electronic toy manufacturers such as Vtech and Leapad. The Toy Retailers Association "dream toy list for Christmas" featured Vtechs "V Smile Infant Development System" targetted at youngsters between nine months and 3 years, an activity centre which plugs into the TV and is supposed to teach shapes, numbers and colours, as well as "baby sign language". Vtech said that consumer feedback was very positive about the new V Smile range, which is designed to give "parents and children a magical learning experience together" adding "we appreciate that learning with a parent is an important component in a childs development". Now I am not singling out Vtech for criticism, but merely stating the manner in which such toys are portrayed and marketed, so is there any real benefit or are we as parents being "sucked in" by the hype?

According to new research parents investing in toys marketed as boosting learning for their children, such as mini-laptops and other electronic games and toys, should save their money and help their children to learn themselves. A recent government funded study aimed at examining the role of technology in the development of 3-4 year olds, concluded that hi-tech devices and "learning toys" aimed at children as young as 9 months - are no more effective than traditional ways of teaching basic literacy and numeracy skills. Citing toy laptops and mobile phones in particular, the study also found that these were of greater value in aiding imaginative play such as pretending to make phone calls, rather than producing any specific benefit in teaching any academic skills. After tracking families for 15 months, researchers at the Stirling University also noted that children gained an understanding of the social interaction of technology simply by watching their parents using computers, mobile phones and digital cameras etc, far outweighing the perceived benefits of using computers for learning exercises and games at pre-school and nursery.

Professor of Education at Stirling University Lydia Plowman, said that those parents interviewed experienced "a lot of anxiety" about the role of new technology, and felt pressured by toy manufacturers to buy so-called educational toys such as Leappads and games consoles. She said: "I don't think there is any problem with children having these toys at home, but in terms of basic literacy and number skills, I doubt they are more efficient than more traditional approaches" adding "parents who buy these toys often fail to replace the batteries when they run out once their child has lost interest."

The study examined 24 families of from varying class and socio-economic groups in detail and analysed the written responses of 346 families. They found that the vast majority of parents were keen to prepare their children for both school and the world of work, but were unclear and confused by those electronic toys advertised as supporting both play and learning. Professor Plowman, who announced her research at a conference entitled "Happy Families?" held by the Family and Parenting Institute, concluded of these toys that "whilst not being particularly beneficial they are not harmful".

It would appear that the jury is still out!

Tags: Development, Education, learning, Technology, Toys, traditional, Traditional Toys, Wood

Articles | RSS 2.0 | Respond | Trackback |