| Early childhood education is basically defined as | | | | group actually grow and learn through their |
| children learning through play. It is important that | | | | playtime. |
| parents begin educating their children from infancy | | | | Years of research shows that educational toys |
| to six yeas of age through interaction and | | | | actually promote and aid in the development of |
| introducing educational play which will aid in the | | | | the above crucial growth areas. Specific types of |
| development of these crucial areas... | | | | experiences stimulate various areas of the brain, |
| - Physical Development: Developing fine and gross | | | | which, in turn develop a child's physical and mental |
| motor skills. Basically movement is the key, | | | | abilities. However, any toy will provide some |
| crawling, walking, running, climbing, throwing, | | | | educational and developmental benefits. So |
| touching and eye-hand coordination. | | | | parents must keep in mind that not every toy |
| - Social Skills: Teaching children how to interact | | | | that claims to be educational is in fact educational |
| with others, how to share and co-operate with | | | | and may not necessarily develop these crucial |
| others, how to build strong relationship that will | | | | areas of early childhood development. Even the |
| last as well as social etiquette and good manners. | | | | most successful educational toys have their limits. |
| - Emotional Development: Building self-esteem, | | | | Educational toys are most effective when parents |
| self-awareness, self-confidence, as well as | | | | provide quality interaction with their children. |
| recognizing and understanding various feelings and | | | | The educational and developmental success and |
| emotions. | | | | advances of any society depends upon a parent's |
| - Language Development: The expression and or | | | | desire and ability to foster the health and |
| vocalization of symbols and sounds as perceived | | | | well-being of their children, the next generation. In |
| and interpreted by an individual through the | | | | other words, parents have a responsibility to their |
| growing and learning process. | | | | children to prepare them for what lies ahead. |
| - Creativity: Developing unique and special abilities | | | | When parents fail to provide children with |
| and talents in your child | | | | what they need to build a strong foundation for |
| - Cognitive Skills: Developing the ability to learn and | | | | healthy, productive and successful lives, the future |
| solve problems, understanding the world around | | | | is at risk. |
| them, their environment and gain knowledge. | | | | We all must remember that today's children will |
| This may sound like a task that is overwhelming | | | | become tomorrow's adults, which also means |
| for the average parent and parents may be | | | | tomorrows parents. So parents, spend time with |
| under the impression that they need an advanced | | | | your children, introduce educational toys into their |
| education in early childhood development to help | | | | playtime and have confidence that the investment |
| their children grow in these areas, but this is far | | | | you make in your children will produce successful, |
| from the truth. Certainly knowledge of this caliber | | | | productive parents of your grandchildren. |
| would be a great asset, but children in this age | | | | |