Wood Toys

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Story of the Learning Game - Wooden Toys and Robots

Playing games, we study. More and more teachers, graduates and politicians today believe that playing an important part in the societal and psychosocial growth of young people, especially infants, is a key factor in their progress. Research in a recent issue of Study England by Playing England found that playing promotes a child's creativity and autonomy, developing problem-solving abilities and the capacity to cope with stress and promoting good bodily and mental wellbeing.

Here we look at the main instruments that have been helping kids playfully study for hundreds of years - toys. To be more precise, we are following the history of learning toys - from the simple wood blocks of alphabets in the sixteenth and seventeenth century to the ever more demanding toys of today. Teaching toys? What is a learning tool?

Exactly what do we mean by a study tool or a study tool in general? But we would say that there is a distinction between a playthings that have a random education value and one that is specifically developed for education. So, when we speak about toys and toys in this article, we mean those intended to help kids of different age achieve different education mile stones to improve their mental, spiritual, social, psychological and bodily growth.

As such, one of the first documentary references to a learning tool comes from the great Enlightenment Philosopher, John Locke (1632-1704). Part of their education, Locke says, should be "not prevented from being or acting like children" and, important for our history, "having toys". To be more precise, he encouraged cubes and toys with characters on them to playfully introduce kids to the Alphabet.

Locke, in a nutshell, believes that alphabetic learning would make early education more comfortable for them. Kids woodlogs were not new, but Locke's estimate of their education value was. Over the following century, several other educators in Europe systematically devised methods for using the game in education programs based on the principle of woodbricks.

1811 The British-Irish author, innovator and political Richard Lovell Edgeworth (1744-1817) described wood logs as a "rational toy" that could introduce kids to gravitation and physical science as well as three-dimensional contexts. In 1837, Friedrich Froebel (1782-1852), the teacher and creator of the nursery school, invented his "Froebel Gifts" - a collection of wood toys intended for practical use.

He wanted these "gifts", which consisted of items such as a wood globe and a top hat and a smooth, colorful wool globe, as well as wood logs, to inform kids about themselves and the surrounding area. Froebel's presents were regarded as the best teaching aids for infants and pre-school kids for years. Froebel, an ideallist, claimed that his material could help kids realize that different things could be made by different material and at the same time demonstrated the oneness of the universes - that contrasts could be dissolved.

In addition, these basic wood toys and plays can not only help the infant to realize that it can make nice things, but also help teaching morals. Pretty much the sophisticated infant toy. Until the end of the 19th century, the log was fundamentally reworked once again. Based on Froebel's work, the sensory material of the sensory object was presented by the sensory teacher and physician Maria Montessori (1870-1952), a multitude of colorful wood sculptures in various designs and geometric forms.

Inspired like Froebel by the basic element of children's naturally occurring games, she created her own material around these element. Significantly, Montessori has also created her sensory material in such a way that it has a "control of the error" - that is, the infant can adjust himself while he plays with the material instead of having to ask the help of the schoolteacher.

Understanding how toys progressed in the twentieth centuries means not only understanding how technique and learning have evolved over time, but also how populist ideas about infancy have evolved. It is customary to say that infancy itself is a construction of the twentieth centuries, and up to this point infants were regarded as "small adults".

Histories such as Professor Hugh Cunningham have tried to refute this concept and have shown that infancy was seen as a different timeframe since the Middle Ages. There is, however, a clear distinction between the care given to today's child and that in the UK, which is about the same as Victoria. There is a direct link between the booming development of toys for learning that we are experiencing in the twentieth millennium and a shift in the way we treat young people, with a fresh emphasis on children's healthcare, the alleviation of child suffering and the teaching of young people, all of whom have helped to prolong them.

The first thing you can say is that the twentieth century was not the end of *ahem*'wood log innovation'. During the 1950s, George Cuisenaire, a violinist who also gave lessons in mathematics at schools, launched his own rectangular wood teaching aides. Cuisenaire Rods' are developed to help primary students acquire maths skills such as the four fundamental algorithms, work with fractures and find dividers with a practical touch.

As with Froebel's presents and Montessori's sense material, these basic items are still loved today in maths classes around the globe and have even been cordially received by faculty. It would be boring, not a little carelessness, however, if we were only poetry about the story and development of wood toys.

During the second half of the twentieth millennium, innovation in the field of computer technologies (computers, robots, the Internet) and a stronger focus on the importance of a child's learning experienced the emergence of the learning game we know today. Beginning with Jean Piaget, the Suisse clinician who theorised that kids first need to build learning through "concrete surgeries" before switching to "formal surgeries.

Seymour Papert (who was to become the grand father of pedagogical programming) also inspire him to create his own education toys, which were marked by Piaget's constructionist approach. In Mindstorms, his phenomenonally powerful novel about the introduction of computational reasoning to kids, he named the tortoise an "object to think about".

When I first mention the logo turtle in a talk with a new boyfriend, coworker or old boyfriend, it is always a delight to see her eye glow. From 1967, a module experiment box aimed at introducing youngsters to the basics of electronics and science was marketed in the USA and Europe (where it was marketed as the Braun Lectron system).

The Lego Mindstorms were the first widely used and coveted toys to help children study with robotics - a phenomenon that will continue to grow as our global network grows. This audio textbook, published in 1999, helps children understand how to RE. Created by Leap Frog, and one of the 13 most powerful toys of ever in the history of entertainment by magazine Timé, it embodies a special kind of learning toys that became famous in the 90s.

Colorful and vivid, the creators wanted to use technology as a way to make it easier for young students to study instead of necessarily having to know more about technical principals. Being a pedagogical toys firm that makes toys that help young ones get to know the fundamentals of computer-aided reasoning, it would be a little weird if we didn't represent our own corners just a little while.

Today, there is an ever-growing number of toys that have been developed to help programming youngsters - prepared for a universe of ones and zeroes, A.I. and robotics. We believe strongly that we want to help young people begin to learn programming through practical, screenless playing. Cubetto is a hand-picked selection of some of the best pieces of toy and game teaching methodology; from Montessori's sensory wood block with sophisticated built-in "error control" to Piaget's constructionism to Papert's groundbreaking tortoise.

As our concept of education has developed over the years, so have toys. Just as our concept of infancy has altered over the course of history, so have toys. They are not seen as entertaining items, but as genuine education instruments that influence us as grown-ups. Hopefully in 20 or 200 years our own wood robots will be in the same holy spell as Locke, Froebel's and all the other teaching toys novators.

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