Journal of Education in Developing Areas (JEDA) Special Edition Vol.

31, (2) October, 2023 ISSN: 0189420X

Imperativeness of Toy Making for Cognitive Development in Early Childhood Care and
Education for Sustainable Development in Nigeria

Duruh Lilian Chinwe, Ph.D

Abstract

This paper examines the Imperativeness of Toy Making for Cognitive Development in Early
Childhood Care and Education for sustainable development. Toys are physical items used in play
by children. Toys appeal to children of all ages across the globe. The right toys available at the
right time can spontaneously guide children to greater heights of accomplishments. Toys
enhance cognitive behaviour and stimulate creativity. They aid in the development of physical
and mental skills which are necessary in later life. The paper which is theoretical in nature
highlighted the characteristic of toys, categories, functions and selection of toy to support the
child’s cognitive development. The paper concludes among others; that teachers can easily make
toys from inexpensive (no-cost) materials found in their environment, engage children in making
their toys and government and Proprietors of schools should adopt professional practices and
devote more time to the use of toys as basic instructional materials.
Key words: Toy making, Cognitive development, Sustainable development
Introduction

Early childhood education is a time when children often experience the greatest environmental
challenges, and a time when the foundations of many of their fundamental attitudes and values
are first put into place. Early childhood is a time when the child’s cognitive development which
involves thinking skills and the ability to process information and to understand how the world
works. For this foundation to be solid, toys and play naturally provide opportunities for
practicing different thinking skills, such as imitation, cause and effect, problem solving, and
symbolic thinking.
Play is the mechanism by which children learn how they experience their world, practice
new skills, and internalize new ideas and is therefore the essential work of children (Paley 2004).
Through this continuous and expanding process, early skills give rise to new ones and new
experiences are integrated with previous ones. Through play, children learn about the world and
engage in activities that encourage their cognitive, emotional, and social development (Elkind
2007). For example, when a child bangs on a drum, she Homemade toys and readily available
materials learns she can create a sound. Through play, she learns the important concept of cause
and effect. Children also learn to identify colors, numbers, size, and shapes. These have the
ability to enhance their memory skills as well as their attention span.
Toys are among a child’s first possessions. A toy is any object that can be used for play.
Toys are usually associated with children and pets; hence, early experiences with toys can have
lasting effects on a child. According to Product Standard (2004), a toy is any product or material

https://journals.journalsplace.org/index.php/JEDA 130
Journal of Education in Developing Areas (JEDA) Special Edition Vol. 31, (2) October, 2023 ISSN: 0189420X

designed or clearly intended for use in play by children of less than 14 years of age. Goodson
(2005) stated that, if play is the child’s work, then, toys are the child’s tools, and appropriate toys
can help children do their work well. Toy is an object or thing that can be used or manipulated to
amuse and encourage playfulness. Orji, (2013) noted that toys as instruments of play make
learning fun and more effective especially if the toy is voluntarily chosen, involves active
engagement, and is pleasurable. Toys appeal to children of all ages across the globe. Abrams &
Kaufmann (1990) opined that toys are intrinsically motivating. The right toys available at the
right time can spontaneously guide children to greater heights of accomplishments. Toys
enhance cognitive behaviour and stimulate creativity (Abrams & Kaufmann, 1990 as cited in
Orji, 2013). They aid in the development of physical and mental skills which are necessary in
later life. Toys that have the right degree of novelty can ignite creativity, stimulate imagination,
awaken wonder, and bring enjoyment to children. They should have both familiar and
unexplored features to make them attractive and challenging. Insightful teachers can utilize the
natural appeal of toys to understand and capture a child’s perception of the world and of himself.
In the same vein, parents and caregivers should therefore make deliberate effort to provide their
children with quality play-time and appropriate toys (Orji, 2013).
Toys are much more than just games and fun activities for children. There are many toys
which affect a child’s physical and mental health in a positive manner and give them the
opportunity to learn something new. Many educational toys are built in such a way that engage
children by boosting up their sense and imagination and encouraging them to communicate in
their own language. The role of toy-making in child’s cognitive development cannot be
overemphasized because it helps to teach general concept of learning and associate them with
events and objects in daily life. Wise selection of toys for every developmental stage of a child
will go a long way in enhancing learning. Books, games, puzzles and toys with various shapes,
colors and sizes can be especially helpful in encouraging mental activity (Ken, 2007).
There has been much debate about which toys are the best for children. Some argue that
high-tech toys provide the best educational opportunities, while others say that simpler toys that
require imagination and creativity teach a child to think for herself. Sadly, many
teachers/caregivers spent more time discussing and interacting with the children without
practical experiences instead of exposing them to the use of certain educational tools found in
their environment. Many of the teachers do not know the materials used in constructing simple
toys that can enhance the child’s cognitive development.
It may interest you to know that 2030 Sustainable Development Goals (SDGs) include,
for the first time to recognize the importance of early childhood development. Specifically,
the Sustainable Development Goal 4 is to ensure lifelong learning as following; Early
stimulation that deals with increases duration of schooling, school performance, and adult
income. In addition to this explicit goal, early childhood development provides a natural link to
seven other goals— including poverty reduction, health and nutrition, women and girls’ equality,
and ending violence.

https://journals.journalsplace.org/index.php/JEDA 131
Journal of Education in Developing Areas (JEDA) Special Edition Vol. 31, (2) October, 2023 ISSN: 0189420X

Concept of toys
Toys are items or any useful object in play situation, regardless of the way it is used (Orji, 2013).
Uyoata & Etim (1999) citing Orji, (2013). describes toys as play objects used mainly by
children; they are also essential to their integral development. Oppenheim (1997) defined a toy
as an object that is intended for play and its main purpose is to provide fun and amusement. He
further noted that toys play an important part in education and that through play, children at
every stage learn about themselves and others and about how things work. He maintained that
children need a variety of toys that challenge them to use their minds, bodies and feelings. Davis
(2001) observed that a young child uses objects in his or her physical environment as tools to
accomplish activities, and the use of tools as mediators of activity is linked ultimately to the
child’s intellectual development and learning. Davis maintained that toys are the most common
tools available during infancy and the early childhood period. Very early in development, toys
dominate children’s daily activities and play critical role in helping them construct meaning from
their everyday experiences. The use of toys in play helps children develop physically, socially,
intellectually and creatively (Dike 2007). Fond memories of childhood Nancy (2010) noticed
usually bring to mind a favorite toy. A cuddly doll, colorful crayons, or a special wagon are all
childhood favorites. Toys are fun and they help children learn about themselves, their
environment and the people around them (American Consumer Affairs Division (ACA) Year D,
1998). Anyanwu (2004) observed that children have general tendency to play, therefore
suggested that child-care-givers should provide them with toys and other materials which they
can manipulate and play with. On the other hand, the national policy on education (Federal Govt.
of Nigeria, 2004), recognized the importance of toys, hence one of the objectives of pre-primary
education is to inculcate in the child the spirit of inquiry and creativity through the exploration of
nature and the local environment.
Oppenheim (1997) however noted that a walk through any toy store shows the huge
variety of toys that are available today. Among them are puzzles, pegboards and colored blacks.
He goes on to remark that shelves are stacked high with electronic games and toys that mirror all
the inventions of the modern world. Nevertheless, he argued that old favorites such as kites,
wagons, and roller skates are still in existence. Hiller (2000) states that toys can be seen as the
tools of human child, training him in physical skills, developing his inauguration, and stimulating
his thinking. He further pointed out that toys imitate in a miniature way the world familiar to
children. Toys differ according to the part of the world where the children who use them live, the
nature of the society, the period of time in which they grew up and the materials available. He
further remarked that toys are valuable as a record of social history. As far as children are
concerned, toys for plays are like tools for learning. When they are provided with safe and
appropriate toys and materials, one will be thrilled at the abilities and talents these may evoke in
them. Parents of preschoolers are therefore advised to budget for toys and playthings as they do
for clothes and food. According to Dike (2007), parents and teachers should be acknowledgeable
about the toys and playthings children are playing with. If toys show signs of wear or have

https://journals.journalsplace.org/index.php/JEDA 132
Journal of Education in Developing Areas (JEDA) Special Edition Vol. 31, (2) October, 2023 ISSN: 0189420X

broken parts, they should be discarded. Toys bring a great deal of joy to children, but they also
can be valuable learning tools. Exploring, pretending, and sharing are just a few of the important
skills children develop when they play.
Concept of cognitive development
Cognitive development includes the development of imagination, creativity, problem solving,
concepts formation, reasoning, memory and concentration (Beaver, et al, 2001). Cognitive
development in early childhood means how children think, explore and figure things out. It is
the development of knowledge, skills, problem solving and dispositions, which help children to
think about and understand the world around them. Brain development is part of cognitive
development. Cognitive development refers to a set of intellectual abilities that researchers
consider to be ‘normal’ for an infant, toddler, preschooler or kindergartener. In other words, it’s
the quantification, or systematization of how much a child should be able to do or understand by
a certain age.
Jean Piaget, the Swiss psychologist, suggests that children's intelligence undergoes
changes as they grow. Cognitive development in children is not only related to
acquiring knowledge, children need to build or develop a mental model of their surrounding
world (Miller, 2011). Piaget offers a very different view of cognitive development, one based on
allowing children to build concept actively rather than on providing those concepts through
direct teaching. Piaget believed that by physically manipulating and changing objects, the child
constructs knowledge about the object and their relationships (Eva. & Melissa 2019). This means
that knowledge is not something that is poured into a child by some external sources such as the
teacher, but something that the child has to construct for himself or herself. Piaget theory is also
called a constructivist theory. for example, a child trying to place a square block on the top point
of a triangular one will, after some trials, construct an understanding of the relationship of these
two blocks and which block will or will not support the other one. By transforming the block into
a new position, the child acquires knowledge. Based, on this transforming materials in the
environment, learning has to be an active, not a passive process (Eva & Melissa, 2019).
According to Jean Piaget, stages of development takes place via the interaction between
natural capacities and environmental happenings, and children experience a series of stages
(Wellman, 2011). The sequence of these stages remains same across cultures. Each child goes
through the same stages of cognitive development in life but with a different rate. The following
are Piaget's stages of intellectual development: From birth to 18-24-month Sensorimotor stage
(Object permanence); From 2 to 7 years Preoperational stage (Symbolic thought); 7 to 11 years
Concrete operational stage (Logical thought) and age 12 and above Formal operational stage
(Symbolic reasoning). During the preschool years, children begin to acquire some specific
cognitive skills/ tasks which include; classification; seriation; numbering; temporal; and spatial
concept; and acquisition of information (Eva & Melissa, 2019).

https://journals.journalsplace.org/index.php/JEDA 133
Journal of Education in Developing Areas (JEDA) Special Edition Vol. 31, (2) October, 2023 ISSN: 0189420X

Characteristics of Toys
There are several overlapping characteristics of worthwhile toys that can be considered before
purchases are made. Some of in the words of Nancy (2010) include: Sturdy, durable and safe:
The most basic criterion, of course, is that toys are safe. A loved toy in the hands of a three to
five-year-old will undoubtedly be subjected to a lot of tear and wear. Loose parts, sharp edges,
and broken bits can obviously be unsafe. Other characteristics include the following according to
Orji (2013).
Multipurpose:
Toys are best if they that can be used in a variety of ways. Put quite simply, ask if the toy is good
for only one thing? If so, then you may want to question its value. The term open play materials
are often used to describe the characteristic of multipurpose. These toys usually allow for the
child to apply some creativity and imagination. Think, for example, of all the things a young
child might do with a doll, a wagon, or a set of blocks.
Engaging:
Young children are driven to explore, experiment, and to discover. Good toys allow the child
articulate these curiosities and hence get involved, to get engage and be an active participant,
rather than just be entertained. According to Roode (2010), there is an ever-increasing variety of
commercially available toys (often battery operated) that basically requires no more from the
child than that he/she presses a button or to turn a dial, sit back and watch. While these often
capture the child’s interest intensely initially, with its bells and whistles, lights, and perhaps
movement, this interest soon wanes. These toys are often expensive, and do have appeal to
adults; this therefore calls for caution and care to determine whether or not they are worth the
investment. In general, the more a toy allows a child to do, the better it is.
Added value:
There are many toys available for purchase that are no more than substitutes, and sometimes less
desirable substitutes at that, for items around the house. Some of these are imitations of the real
thing (for example, handbags, dinner sets, sieves and other kitchen utensils); while others are
items that can be very adequately substituted for by household objects (for example, containers,
stacking sets, tubes, small tents and cubbies). Other commercial toys are things that can be easily
improvised. Again, when considering investing in toys, as stated by Ken (2007), it is advisable
that parents try to be sure it is going to add possibilities and opportunities to children’s
experience that are in addition to the ones offered by what is already there. Efforts should be
made to ensure that the toy offers opportunities different from those offered by real objects.
Three to five-year olds like to use real objects, so whenever possible they should be provided
with them instead of toy improvising.

https://journals.journalsplace.org/index.php/JEDA 134
Journal of Education in Developing Areas (JEDA) Special Edition Vol. 31, (2) October, 2023 ISSN: 0189420X

Encouraging of collaboration and communication:

While selecting toys for three- to five-year-olds one thing to be borne in mind is to encourage
them to learn to be with other children in a healthy way. There is no doubt also, children need to
learn to be comfortable with their peers, to enjoy their company and to avoid being overly reliant
on others. Toys and other play materials can enhance the realization of this goal. In making and
or purchasing toys, one should as well consider the importance of having a balance of both
opportunities for a child to engage by himself and for working with others.
Acknowledging diversity:
Children can learn to appreciate differences at a surprisingly early age. Giving a child toys from
a variety of cultures enriches the child’s experience and can strengthen understanding of
difference.
Aesthetically pleasing:
One of the values that most parents would want to nurture in children is a sense of beauty; they
should think about this when purchasing toys. Children can learn to appreciate the smoothness of
wood, the beauty of natural colours, and the texture of soft, smooth fabric.
Michael (2011) stated a list of ten characteristics that should be looked out for in an appropriate
toy: Sensory attraction: How many senses will the toy occupy? Activation method: Will the toy
provide a challenge without frustrating your child? Self-expression: Will the toy allow your child
to express himself, be creative, and make choices? Success potential: How many "correct" ways
are there to play with the toy? Can play be open-ended with no right or wrong responses? Ways
of use: Can the toy be used in many different positions? Popularity: Is it a popular toy?
Flexibility: Does it have adjustable volume, speed, and level of difficulty? Opportunities for
interaction: Does the toy provide a chance for other children to be involved? Will it build social
skills? Individuality and growth: Will the toy engage the child in activities that indicate the
child's developmental age and growth? Does it reflect the child's interests? Safety and durability:
Is the toy durable, considering your child's age and strength? Is it safe? Having said all of the
above, we need to add here that some of the best toys that meet these criteria are blocks (wooden,
plastic, soft and hard, large and small), construction and manipulative toys (lego, duplo), and
many other kinds that allow fitting together and taking apart, and props for dramatic and pretend
play, such as vehicles, animals, dolls and fencing (Orji, 2013).
Categories and Functions of Toys
Toys have always been children’s constant companions. Small colourful toys help children
discover the different colours and shapes. It also introduces them to the different sounds of their
surroundings and allows them to distinguish the different textures (Orji, 2013). According to
Allen (2007), Toys and Games categories includes manipulative and construction toys; puzzles,
collectibles, matching games, magnetic blocks clay-dough, dolls, scrabble, picture books

https://journals.journalsplace.org/index.php/JEDA 135
Journal of Education in Developing Areas (JEDA) Special Edition Vol. 31, (2) October, 2023 ISSN: 0189420X

drawing/painting materials and other games that children can play at a table, on the floor, or on
top of a divider shelf. These materials she further submitted, offer children a quiet activity that
they can do alone, with a friend, with a teacher or a parent volunteer, or with a small group.
Children strengthen all areas of their development as they play with toys and games. In the
words of Roode (2010), the main purpose of toys is to bring joy to children. It adds more fun to
their games. But one can never underestimate the power of toys he submitted. Roode further
stated that toys are very helpful in preparing your child to learn bigger things. Although it may
only seem that they are just playing and having fun he highlighted, there are a lot of things that
children can learn by the use of toys since certain toys give your child the fun of playing and
learning at the same time (Orji, 2013).
Selection and use of toys to support cognitive development
To select appropriate toys for preschoolers; teachers, parents, and caregivers should consider if
the toy: could be used in several different ways, powered by a child’s own ideas and imagination,
is fun, safe, durable and attractive, have varying levels of activity that offer on-going challenges
to a variety of ages and ability, have appropriate values, ethics, problem-solving features, and
over time, will still be cherished by the child (Roode, 2010).
When choosing materials for toys, it is important to consider the children’s communities
and cultures. Teachers can bring into the classroom elements of different languages, dress, and
music. Nancy, (2010) as children build with table blocks or make designs with pattern blocks
and parquetry blocks, they experiment with construction and invention and use creative problem-
solving skills. They also expand their emerging math skills such as counting, matching,
patterning, and classification. In fact, the Toys and Games Area often serves as the math hub in
your classroom (Roode 2010, Orji, 2013).
Different types of materials used in the classroom develop different types of thinking.
Guilford (1967) in Orji (2013) classified these materials into convergent and divergent materials.
Convergent materials are toys with single or prescribed uses, and encourage convergent thinking.
Puzzles, simple card and board games, and sorting and stacking materials are examples of
convergent materials found in a pre-school classroom. Divergent materials like blocks and
building sets are toys that lead to multiple uses and are more open-ended, and thus, encourage
divergent or lateral thinking. Divergent thinkers search for many different ways of defining or
interpreting a problem. De Bono (1992) in Orji (2013) added that it is the blending of literal and
imaginative thought that is necessary for problem-solving. Early childhood practitioners and
experts suggest that toys, to be effective in developing problem-solving skills in children, must
have the following attributes: (1) safe, durable, and attractive; (2) have varied use; (3)
developmentally appropriate; (4) encourage exploration and experimentation; (5) stimulate
original thinking; (6) provide simple cause and effect relationships; and (7) provide open-ended
experiences for making choices and decisions (Orji 2013) These toys are tools that can enhance
the learning process of children and the teachers have the responsibility to define the

https://journals.journalsplace.org/index.php/JEDA 136
Journal of Education in Developing Areas (JEDA) Special Edition Vol. 31, (2) October, 2023 ISSN: 0189420X

environment in which these toys will be utilized in the context of developing the problem-
solving skills of preschool children. Encourage your child’s problem-solving skills by showing
him how to look up answers to questions by using a picture dictionary and other books.
The following examples illustrate toys that are easy to find or make, as well as specific
areas of cognitive development that can be addressed with the toys. Keep in mind that a lot of
toys are open- ended— appropriate for children at different ages and developmental levels.
Children can use these toys in many different ways, and they will hopefully spark your
imagination to make other fun, educational toys for infant and toddlers' classroom. Materials like
fabric which they use to make scarves and pieces of cloth of different colors and textures can
come from old clothes, sheets, provided by families, collected by teachers, or donated by a store
in the community. Teachers can use fabric with children of all ages. Puzzles is another material
teacher can use to build on children’s developing cognitive skills. This can be done by creating
simple picture puzzles. To make puzzles, draw a picture, print a photograph, or cut out a picture
from a magazine. Glue the picture to a piece of cardboard or paper plate so that the puzzle is
easier to manipulate, and cut into pieces that a child can reassemble. Blocks are another great
toys for children of all ages. Blocks made of wood are one option, but teachers can also offer
shoeboxes, cereal boxes, plastic bowls, cups, and paper bags filled with crumpled newspaper and
taped shut. These simple blocks are best for children 2 years and under, while wooden unit
blocks are good for ages 2 and up (MacDonald 2001). Children can explore, move, and hold
blocks before beginning to stack them vertically or line them up horizontally to form simple
structures or complex designs. They can select blocks of the same size or in uniformly
descending sizes.
Imperativeness of Toy Making for Cognitive Development in Early Childhood Care and
Education for sustainable development
Education for Sustainable Development provides a vision of education that seeks to balance
human and economic wellbeing with cultural traditions and respect for the environment. It is
therefore important to recognize that sustainable developments are supported by these three
pillars acting together, and that any practices and policies developed without taking each into
account are likely to weaker and may even fail. From the perspective of sustainable
development, the most efficient or effective environmental, economic or social strategy may not
be the most sustainable. Davies et al, (2009) were grounded on notions that children are
competent, active agents in their own lives and recognized that children are affected by, and both
capable (and often required by circumstance), to engage with complex environmental and social
issues. Sira-blatchford et al (2010) assert that the children’s parents and families can make an
important contribution to a child’s understanding of sustainable development. They came up
from great deal of research evidence which shows fundamental importance of the early home
learning environment on a child’s development especially the cognitive aspect. Sira-blatchford
used Early Learning Toy Appeal at Ireland Wood Children’s Centre in England which provides a
good example of effective practice where the parents and children were encouraged to work

https://journals.journalsplace.org/index.php/JEDA 137
Journal of Education in Developing Areas (JEDA) Special Edition Vol. 31, (2) October, 2023 ISSN: 0189420X

together on a major project. As a team, the staff wanted to develop the environmental education
curriculum and it was also felt important to develop projects that involved all three pillars of
sustainability. The Centre serves a multiethnic community, and many children come from
disadvantaged backgrounds, so it was also felt to be important to promote community and parent
partnerships.
During their research they noticed that toys made from a variety of materials (wood,
plastic, metal, fabric), and toys from around the world, and with different mechanisms were left
for the children to explore. Many children selected wooden bricks to play with and enjoyed
creating different structures that were incorporated into their imaginative sociodramatic play
(Sira-blatchford et al, 2010) The children were able to discover other ‘no-cost’ materials which
includes shells and pebbles, were used for the construction of the toys in collaboration with
teachers and parents. When looking at toys many children also showed an interest in how the
wheels turned on the toy tractor and how the toy supermarket trolley moved. All of these
experiences provided a fantastic opportunity for the children to begin to analyze, appreciate and
evaluate the toys.
One of the implications of this for early childhood education is that we need to develop in
young children a more critical appreciation of many of the most advanced products of science
and technology. This suggests a significant shift in perspective from traditional approaches to
these subjects which focused upon the uncritical celebration of achievements. It has been
succinctly established that Construction toys influenced language skills development of
preschool children when they can speak in sentences of five or more words about toys, recite
poems with increasing construction activity and name favorite toys. This study has equally
shown that Construction toys influenced Social skills development of preschool children when
they can tell stories about friends’ toy construction, sing and dramatize with toy parts, share, take
turns and learn concept of fair play. On the other hand, Manipulative toys influenced problem-
solving skills development of preschool children when they are able to dismantle and assemble
toys with ease, complete a six-piece puzzle, curiously and excitedly alongside same-sex,
manipulate complex toys
Conclusion
It is imperative that Early Childhood Education is recognized as the starting point for lifelong
learning within education for sustainability. A child’s cognitive development involves thinking
skills and the ability to process information to understand how the world works. The preschool
child’s cognitive development has the tendency of lying dormant, if he/she lacks opportunities to
play with toys. Toys and play naturally provide opportunities for practicing different thinking
skills, such as imitation, cause and effect, problem solving, and symbolic thinking. For Toys to
be effective in developing cognitive skills in children, it must have some attributes like safe,
durable, attractive, have varied use; (developmentally appropriate; encourage exploration and
experimentation

https://journals.journalsplace.org/index.php/JEDA 138
Journal of Education in Developing Areas (JEDA) Special Edition Vol. 31, (2) October, 2023 ISSN: 0189420X

Suggestions

1. Since the paper has established that toys are an essential classroom ingredient, teachers
can easily make toys from inexpensive (no-cost) materials found in their environment.
Readily available materials, when used appropriately, can stimulate play and
development across all domains.
2. Toys are important instruments in facilitating a child’s development, so teachers can
engage children in making their toys.
3. The government and proprietors of schools should provide regular training opportunities
for staff to improve skills in caring for children and to ensure that the practitioners update
ideas about child development.
4. The Proprietors and managers of schools should adopt professional practice and devote
more time to the use of toys as basic instructional materials.
5. Toys made from a variety of materials (wood, plastic, metal, fabric) are highly
recommended for the children.
Reference

Allen, C.B. (2007). Rethinking and recreating children’s play: Basic Books.
Anyanwu, G.A. (2004). Play and children’s development. The Mother’s voice. The Bulletin of
the Catholic Women. (6). 65-66.

Beaver, M., Brewster, J., Jones, P., keene, A, Neaum, S. & Tallack, J (2001). Babies and young
children: Diploma in child care and education. Nelson Thornes.

Davies, J., Engdahl, I., Otieno, L., Pramling-Samuelson, I., SirajBlatchford, J., and Vallabh, P.
(2009) Early childhood education for sustainability: Recommendations for development,
International Journal of Early Childhood, (41)2.

Davis, J. (2007). Climate change and its impact on young children early childhood Australia.
Elkind, D. (2007). The power of play: Learning what comes naturally: Da Capo
Press.

Eva, E. & Melissa, M.B. (2019). Introduction to early childhood education (8th Edition) Sage
Publication.

Federal Republic of Nigeria (2004). National policy on education. Abuja.

Ken, U. (2007). Children and toys: Harvard University Press.
Miller, L. & M. Gibbs. (2002). Making toys for infants and toddlers: Using ordinary stuff for
extraordinary play: Gryphon House.
Nancy, D. (2010). Rethinking and recreating children’s world: Basic Books.

https://journals.journalsplace.org/index.php/JEDA 139
Journal of Education in Developing Areas (JEDA) Special Edition Vol. 31, (2) October, 2023 ISSN: 0189420X

Oppenheim, J.F. (1997). Parents in the provision of safe toys for children in Anambra State:
Unpublished M.Ed. Thesis University of Nigeria, Nsukka.

Orji, C.C (2013). Influence of toys on the cognitive development of preschool children in
Anambra State. Unpublished project of the Department of Vocational Teacher Education,
University of Nigeria, Nsukka

Paley, V. (2004). A child’s work: University of Chicago Press.

Roode, F. (2010). Children and toys: Basic Books.
Sira-Blatchford, J. Smith, K.C, & Samuelsson, I.P (2010). Education for sustainable
development in Early years. http:llwww.omep2010.org

Uyoata, U.E. & Etim, P.J. (1999). Selection and adaptation to toys as media of instructional
intervention for the disabled children in early childhood programme. AJEIMA Journal of
Early Childhood education 46-55.

https://journals.journalsplace.org/index.php/JEDA 140