Toy Workshop: Toys You Can Make Yourself for Handicapped and Non-Handicapped Children
Strauss, Cornelia (ed.) (1992).
Berlin: FIPP-Verlag; 193 pages. $25.00. ISBN 3924830304.
This book introduces toys for children to experience and explore in novel ways. The toys help develop new skills and provide opportunities for accomplishment for children of all abilities. Many of the toys illustrated in the book were created during an international seminar in the “Bauhaus Dessau” in September 1990, under the auspices of UNESCO. The design and scientific expertise were contributed by the Rehabilitation Living Department of Humbolt University in Berlin. The prototypes illustrated in this book were refined by designers, educators, and artists with experience working with children with disabilities.
The beautifully photographed toys were designed keeping in mind both function and characteristics that stimulate the curiosity and imagination of children. Color, shape, texture, and functional qualities are described along with graphic illustrations depicting how the toys can be constructed. According to Ekkehard Bartsch, who wrote the introduction, these toys were not designed with educational or medical goals in mind, but as objects of pleasure to stimulate the imagination. However, it is clear from the illustrations that many of the toys can serve a dual purpose -skill development and fun.
The prototypes introduced in the book were designed with two objectives. First, they can be utilized by all children regardless of ability; second, they can be easily made either at home or in the classroom. Each toy is accompanied by diagrams, metric measurements, and illustrations for construction. The book contains four sections- paper/cardboard, textiles, wood, and plastics. Each of the 42 toys is thus categorized according to its main material. Each toy is briefly discussed, with mention of its function, how children with disabilities might benefit from its use, and recommendations for modifications.
The authors discuss a number of factors related to each of the toys in order to help the reader make decisions about the toy. Many descriptions of the toys mention their benefits for particular groups of children, e.g., “children with weak vision,” but fail to refer to an approximate age. For example, “Memory Windows” (a surface of symbols and signs to match) would be far too complicated for children with visual impairments or moderate retardation, or for children under 10 with learning disabilities. It would have been more helpful if each toy's complexity had been discussed in greater detail as it applies developmentally to children with different abilities at various ages.
Other toys such as “Reflecting Forest” (an arrangement of upright leaves of metal foil which reflect colors) and “Blow House” (blow-up paper bellows) appear extremely fragile. Both of these toys include stimulating colors and textures, but children could become easily frustrated if a toy breaks and is rendered unusable. In addition, a few of the toys, although aesthetically appealing, are too abstract for certain age groups of children with visual or cognitive limitations. For example, “Rolling Family,” constructed of coarse cloth sewn into a variety of cylindrical shapes, stuffed with wood-wool and sound elements, uses buttons for eyes and yarn for ears. These objects do not represent the idea of bodies adequately for some children with disabilities, who may still be working on the concept of body image.
This is not to imply that all the toys in the book are inadequate. Some, such as “Play Corner,” are clever, versatile, and have the potential to stimulate the imagination. This is a large, painted cardboard, 2-page fold-out book with smaller pages within the big book which can be turned to change the scenery.
On a final note, it is important to know that many of these toys do not look easy to construct. It would seem that considerable time, energy, and resources would have to be spent to construct them. The book does, however, have a plethora of wonderfully creative objects. It is important to remember that toys should not only give pleasure, but must be safe, durable, and developmentally appropriate. Many of these pieces are works of art, but may not satisfy all the demands of toys. Some parents and teachers may be inspired to borrow ideas from these objects of color, texture, and interest to create simple, and more functional, toys.
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