The Importance of Didactic Toys in Kindergarten Educational Process

Abstract

The aim of this study is to identify preschool children’s strategies in choice and play with didactic toys. The research was based on participatory observation of children with the set of original didactic toys. In total, 77 children aged 2 to 6 years from four different kindergartens were observed, with children always in small groups. The data obtained in the form of video recordings and field notes was then transcribed and analyzed using qualitative methods. The results point out the teacher’s influence, usually determined what the toy serves or what task have to accomplished. We also point out the possible conditionality of the child’s interest in the toy. Findings highlights the child’s strategy in the play, especially the modification of the toy that arises just when the child has the opportunity to independently explore the toys. The importance is to support the didactic thinking of kindergarten’s teachers including pre-service teachers.