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The play-value grows in direct proportion to the amount of personal share which children have in the making and in the use of their playthings. And in this we ought cordially to agree with them. After the nursery age, in the school or school-room, play divides into two lines organized games, of which we hear a great deal in school at present, and home play. They are not at all the same thing.
If a distinction may be drawn between toys and playthings, toys are of very little play-value, they stand for fancy play, to be fiddled with; while playthings stand as symbols of real life, the harder and more primitive side of life taking the highest rank, and all that they do is really done by the child. This is the real play-value.
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