page_title: Educational toy
section_title: History
hierarchical_section_title: Educational toy / History
caption_attribution_description: Inuit children's doll
context_page_description: Educational toys are objects of play, generally designed for children, which are expected to stimulate learning. They are often intended to meet an educational purpose such as helping a child develop a particular skill or teaching a child about a particular subject. They often simplify, miniaturize, or model activities and objects used by adults.
  Although children are constantly interacting with and learning about the world, many of the objects they interact with and learn from are not toys. Toys are generally considered to be specifically built for children's use. A child might play with and learn from a rock or a stick, but it would not be considered an educational toy because 1 it is a natural object, not a designed one, and 2 it has no expected educational purpose.
  The difference lies in perception or reality of the toy's intention and value. An educational toy is expected to educate. It is expected to instruct, promote intellectuality, emotional or physical development. An educational toy should teach a child about a particular subject or help a child develop a particular skill. More toys are designed with the child's education and development in mind today than ever before.
context_section_description: Toys have changed substantially throughout history, as has the concept of childhood itself. In Toys as Culture (1986), anthropologist Brian Sutton Smith discusses the history of toys and states that "in multifarious ways toys are mediating these cultural conflicts within the personal lives of children". Educational toys in particular tend to reflect the cultural concerns of their time.
  Research on the history of toys and their use tends to focus on western cultures, but work has also been done on North Africa and the Sahara. Puppets or dolls made of wood, clay, wax or cloth may be the earliest known toys. Archaeologists have found them in sites from Egypt, Greece and Rome, and Antonia Fraser emphasizes their universality.
  Dolls can be seen as an early "educational toy" because dolls acted as substitutes, allowing children to learn to care for living babies and children.  Similarly, toy bows and arrows and other weapons acted as substitutes for real weapons, enabling children to develop skills needed for hunting or fighting.
  Up until the 20th century, however, manufactured toys were not readily available, and most often were owned by wealthy families. Molded miniature dishes and toy soldiers have been found in England dating to as early as 1300. There are records of wealthy medieval children owning elaborate toy houses and military toys, which could enable them to mimic adult activities such as managing a household or enacting a siege.
  Nonetheless, "We often forget that throughout history, children have happily played without toys and manufactured playthings." Children improvised a wide variety of toys and games using whatever came to hand, including fences, barrels, sticks, stones, and sand. Both children and adults played games such as backgammon, dice, chess and cards, which helped to develop manual dexterity, memory, and strategy. In 1560, Pieter Bruegel the Elder painted Children's Games. He depicts around 200 children in at least 75 play activities. Only a few activities involved toys made specifically for children, and even fewer might be classed as "educational toys": dolls, simple musical instruments and a water gun used to shoot at a bird.
caption: Inuit children's doll
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