Young children often involve in functional play (to gain movement and coordination), and gradually they involve in constructive play (intentionally construct something) and cognitive play (solve problems, do sorting, matching, categories, sequencing, etc.)

Playthings need to be relevant to children’s abilities and interests

Cognitive Development (Playthings such as blocks, Legos, matching games, letter board, letter matching game, letter spelling game, etc.)

Motor development (Playthings such as threading, screwing, play dough, etc.)

Self and Social development (Playthings such as kitchen play set, board game, chess game, etc.)

Moral development (Playthings such as board game, chess game, family/social play, etc.)

Aesthetic development (Playthings such as loose parts for artwork

Playthings need to be related to the curriculum themes (e.g., Transportation, Myself, Family, etc.)

Playthings need to be related to the teaching and learning purposes (e.g., to train grasping and cutting skills, to count from 1-10, to manage the drawing tools, etc.)

As children learn through using senses, such as looking, listening, touching, and smelling

Playthings such as observing specimen with magnifier, exploring the nature of magnets, discovering the rolling objects, etc.

Choking Hazard

Potential Injuries from Easily Broken

Hazardous Materials (e.g., paint toxic)