| Choosing toys for children can be very difficult as we | | | | Art and Craft Materials |
| all know. We long for the gift to be a source of | | | | Audio-Visual Equipment |
| pleasure but realize how easy it is to miss the mark. | | | | LEARNING PLAY |
| The recipients level of maturity both physically and | | | | Games |
| intellectually, interests and safety have always to be | | | | Specific Skill Development toys |
| borne in mind, even more so when the recipient has | | | | Books |
| special needs. | | | | It can be very difficult choosing toys and other |
| The festive season is a time of year when large | | | | presents for children with Sensory Processing |
| numbers of people will be looking for gifts for children | | | | Disorders such as autism, ADD, ADHD and Asperger's |
| who may have special needs. Parents will recognize | | | | Syndrome. They tend to be "under-responsive" to |
| which toys are suitable without much difficulty but | | | | sensation. They need intense experiences of touch, |
| there may be many relatives and friends who would | | | | texture, smell, sound, pressure, speed and |
| appreciate a few guidelines. | | | | balance.Children with Sensory Processing Disorders |
| We need to acknowledge the important role of play in | | | | love sound effects, repeatedly pushing buttons to hear |
| a child's life. Years ago my now grown up children | | | | the sound effects again and again. They may become |
| were playing in our garden in Nigeria. A woman | | | | overexcited and unable to wind down. |
| passing-by, stopped and watched them for a moment | | | | Puppets help the children to discover the meaning of |
| then turned to me and said "Play is children's work". | | | | words and pictures. Speak through an eye-catching |
| Clearly she was a person of great insight and | | | | puppet and watch as communication, eye contact and |
| understanding. | | | | emotion emerge.Children with autism need a great deal |
| Play allows young children to learn and mature on | | | | of help to progress from stereotyped repetitive play to |
| physical, emotional, mental and social levels. Toys can | | | | that which originates and evolves from their own |
| improve problem solving skills or encourage play at a | | | | imagination. Pretend play often develops as they |
| higher level. Some toys encourage movement and | | | | imitate others who show them how to play. |
| exploration such as climbing and riding toys. These | | | | THE FOLLOWING ARE SOME TOY |
| physical activities develop strong muscles for walking, | | | | SUGGESTIONS; |
| running and sport. | | | | Beanbag Chairs, Barrels |
| Other toys such as rattles, hand puppets and musical | | | | Balance Beams, Tunnels, Tents, Ladders |
| toys will encourage the development of fine motor and | | | | Rocker Boards, Sit-n-Spin, Rocking Horse |
| hand skills and increase freedom of movement. | | | | Tactile Flash Cards, Chewable Toys, Textured Books |
| Games and role playing encourage children to play | | | | Foam Blocks, Puzzles |
| together and through these activities they learn about | | | | Silly Putty, Playdough, Brushes |
| co-operation and sharing. Two very important skills | | | | Musical Instruments |
| necessary for building friendships. | | | | Pencil Grips, Vibrating Pens |
| Yet other toys help to increase awareness of people, | | | | Heavy Stuffed Animals |
| places and things. Dolls, stuffed animals, puppets, | | | | Body Sox, weighted Blankets, Lap Pads |
| vehicles and dolls houses have a role to play here. The | | | | Therapy Balls, Balls with Texture, Bean Bags to toss |
| last two are very good ways to introduce the child | | | | Wings, Slide, Trampoline, Hammock. Scooters, Sand |
| with special needs to various aspects of every day | | | | Box |
| life and the jobs that people do at home and at work. | | | | Aromatherapy Diffuser, Lava Lamp, Massagers |
| When choosing a toy for a child with special needs the | | | | THE VISUALLY CHALLENGED CHILD WOULD |
| following factors must be carefully considered: | | | | BENEFIT FROM TOYS SUCH AS: |
| Is it safe for that child's intellectual age, well | | | | Overhead Gym |
| constructed and durable? | | | | Word, Sound and Music-Makers |
| Is it appealing and interesting to the child | | | | Toys with realistic sounds and figures |
| Is it right for the child's physical capabilities? | | | | Toys that move when touched |
| Is it suited to the child's mental and social | | | | Mirrored toys |
| development? The toy should not | | | | Toys with high contrast colors, patterns or lights |
| Be fragile or breakable . Have any toxic materials | | | | Toys that magnify |
| Have sharp edges or points. | | | | Textured Surfaces which feel different |
| Be so small that it can get stuck in windpipe, ears or | | | | Toys with different areas, e.g dials, buttons, knobs |
| nostrils. Remember that some children with special | | | | THE HEARING IMPAIRED CHILD WILL BENEFIT AND |
| needs explore objects by "mouthing" them. | | | | HOPEFULLY ENJOY TOYS WHICH: |
| Have small detachable parts. | | | | Combine auditory feedback with visual, touch and |
| Have any parts that could pinch fingers, toes or get | | | | movement sensations |
| entangled in hair . Have been put together with | | | | Toys with high-pitched or low base sounds |
| exposed straight pins, sham wires or nails. | | | | Toys with a volume control |
| Have electrical parts, unless it is to be closely | | | | Toys that are visually interesting and/or offer different |
| supervised by an adult. | | | | sound feedback |
| These are all crucial considerations when making a | | | | Toy parts that visually direct a child to the ways they |
| choice. | | | | can be used |
| Toys fall into numerous categories for example: | | | | Toys with realistic actions figures and sounds. |
| ACTIVE PLAY | | | | CHILDREN WHO HAVE TROUBLE MANIPULATING |
| Push and Pull toys | | | | OBJECTS NEED |
| Ride-On toys | | | | Toys with knobs, levers, buttons, switches and holes |
| Outdoor and Gym Equipment | | | | for exploring and manipulating |
| Sports Equipment | | | | Toys that encourage exploration of visual details and |
| MANIPULATIVE PLAY | | | | textures |
| Construction toys | | | | Toys that respond to manipulation with visual and or |
| Puzzles | | | | sound feedback |
| Pattern Making toys | | | | Toys that require little pressure or accuracy to |
| Dressing, Lacing and Stringing Toys | | | | manipulate or activate. |
| Sand and Water Play toys. | | | | Toys with multiple access areas that result in different |
| MAKE-BELIEVE PLAY | | | | things happening. |
| Dolls | | | | Toys do not necessarily have to be bought from |
| Stuffed toys | | | | companies which specialize in special needs |
| Puppets | | | | requirements. Many similar items can be bought |
| Role Play Materials | | | | cheaper from high street stores. Ordinary toys can be |
| Play Scenes | | | | adapted with a little ingenuity. As one wise mother |
| Transportation toys | | | | wrote "The best gifts are of the heart, which means a |
| Projectile toys e.g toy guns, bows and arrows | | | | gift of time. Record your voice or a familiar voice |
| CREATIVE PLAY | | | | reading a favorite book" But whatever present you |
| Musical Instruments | | | | give, give it with love! |