Araştırma Makalesi
BibTex RIS Kaynak Göster

Yıl 2025, Cilt: 9 Sayı: 1, 26 - 43, 29.10.2024

Kostas Karadimitriou , Georgia Patronidou

Öz

Kaynakça

  • Androne, M. (2014). Notes on John Locke’s views on education. Procedia-social and behavioral sciences, 137(7), 74-79. https://doi.org/10.1016/j.sbspro.2014.05.255
  • Bloch, M. N., & Choi, S. (1990). Conceptions of play in the history of early childhood education. Child and Youth Care Quarterly, 19(1), 31-48. https://doi.org/10.1007/BF01085553 Boehm, W. (2000). «Maria Montessori». In: Houssaye, J. (ed.), Fifteen Pedagogues: Landmarks in the History of Pedagogic Thought (p.p. 189-210), (trans. D. Karakatsani). Athens: Metechmio. [In Greek]
  • Cambre, M., & Hawkes, M. (2004). Toys, tools & teachers: The challenges of technology. R&L Education.
  • Christensen, K. E., & Stockdale, D. F. (1991). Predictors of toy selection criteria of preschool children's parents. Children ‘s Environments Quarterly, 25-36.
  • Cohen, L., Manion, L., & Morrison, K. (2002). Research methods in education. Routledge.
  • Cunningham, H. (2020). Children and childhood in western society since 1500. Routledge.
  • D' Hooge, H., Dalton, L., Shwe, H., Lieberman, D., & O'Malley, C. (2000, April). Smart toys: brave new world? In CHI'00 Extended Abstracts on Human Factors in Computing Systems (pp. 247-248). https://doi.org/10.1145/633292.633436
  • Demirkaya, G., Öztürk Kömleksiz,& F., Özdemir, S. (2018). Okul öncesi dönemde çocuğu olan anne-babaların geçmişte kullandıkları oyuncaklar ve oyuncak seçiminde dikkat ettikleri unsurlar. Kastamonu Education Journal, 26(6), 2001-2009. https://doi.org/10.24106/kefdergi.2287
  • Eisen, S., Matthews, S. E., & Jirout, J. (2021). Parents' and children's gendered beliefs about toys and screen media. Journal of Applied Developmental Psychology, 74, 101276. https://doi.org/10.1016/j.appdev.2021.101276
  • Erden, S. & Alisinanoglu, F. (2002). Anaokullarına Devam Eden Çocukların Ebeveynlerinin Çocuk Oyun ve Oyuncakları Hakkındaki Görüşlerinin İncelenmesi. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 2(22), 42-49.
  • Frost, J. L., Wortham, S. C., & Reifel, R. S. (2008). Play and child development. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.
  • Haight, W. L., Parke, R. D., & Black, J. E. (1997). Mothers' and fathers' beliefs about and spontaneous participation in their toddlers' pretend play. Merrill-Palmer Quarterly (1982-), 271-290.
  • Huang, R. (2013). What can children learn through play? Chinese parents’ perspective of play and learning in early childhood education. Te Iti Kahurangi, 1, 12-19.
  • Jarvis, P., Dodds, S., & Brock, A. (2013). Afterword: What Now for Play? In Perspectives on Play (pp. 298-305). Routledge.
  • Kabadayi, A. (2014). Analyzing the factors that affect preschoolers’ parents’ choice of toys. Croatian Journal of Education, 16, 43–55.
  • Karadimitriou, K. (2019). Selecting toys for preschoolers and kindergartners. Journal of Education and Human Development, 8(1), 146-149. https://doi.org/10.15640/jehd.v8n1a1
  • Karadimitriou, K. (2021). Play and Toys: Definition and Pedagogical dimensions. In: Κ. Κaradimitriou, Μ. Lantzouraki, & Ch. Zaragas, (2021). Toys - Pedagogical Dimensions and implementations in educational environments. Athens: Gutenberg. [In Greek]
  • Kieff, J. E., & Casbergue, R. M. (2000). Playful Learning and Teaching: Integrating Play into Preschool and Primary Programs. Allyn & Bacon.
  • Kollmayer, M., Schultes, M. T., Schober, B., Hodosi, T., & Spiel, C. (2018). Parents’ judgments about the desirability of toys for their children: Associations with gender role attitudes, gender-typing of toys, and demographics. Sex Roles, 79(5), 329-341. https://doi.org/10.1007/s11199-017-0882-4
  • Kudrowitz, Barry M., & David R. Wallace (2010). The Play Pyramid: a Play Classification and Ideation Tool for Toy Design. International Journal of Arts and Technology, 3(1), 36-56. http://dx.doi.org/10.1504/IJART.2010.030492
  • Liu, C, Solis S, Jensen, H, Hopkins, E, Neale, D, Zosh, J, Hirsh-Pasek, K, Whitebread, D. (2017). Neuroscience and learning through play: a review of the evidence. The LEGO Foundation, DK.
  • Morgenthaler, S. K. (2006). The meanings in play with objects. Play from birth to twelve: contexts, perspectives and meanings. In: Fromberg, D. P., & Bergen, D. (Eds.). Play from birth to twelve and beyond: Contexts, perspectives, and meanings (pp.65-74). Routledge.
  • Reble, A. (1992) History of Pedagogy (trans. Th. Chatzistefanidis, S. ChatzistefanidiPolyzoi). Athens: Papadima. [In Greek]
  • Tabak, E., & Tunçay, G. Y. (2020). Ebeveynlerin cinsiyet kalıp yargılarının oyuncak seçimine etkisi. Uluslararası İnsan Çalışmaları Dergisi, 3(6), 311-330. https://doi.org/10.35235/uicd.792003
  • Ummanel, A. (2017). A Comparative Analysis of Children’s, Mothers’ and Teachers’ Views About Play and Toys. Uluslararası Beşeri Bilimler ve Eğitim Dergisi, 3(2), 222- 241. Venkatesan, S., & Yashodharakumar, G. Y. (2017). Parent opinions and attitudes on toys for children with or without developmental disabilities. The International Journal of Indian Psychology, 4(4), 6-20. https://doi.org/10.25215/0404.061
  • West, M. I. (1984). Nineteenth-Century Toys and Their Role in the Socialization of Imagination. Journal of Popular Culture, 17(4), 107. https://doi.org/10.1111/j.0022-40.1984.1704_107.x

AN EXPLORATION OF GREEK PARENTS’ TOYS SELECTION CRITERIA

Yıl 2025, Cilt: 9 Sayı: 1, 26 - 43, 29.10.2024

Kostas Karadimitriou , Georgia Patronidou

Öz

The purpose of this study is to explore the toy selection criteria of Greek parents, mothers and fathers, whose children are between preschool and first years of primary school
(0-9 years of age). It also examines if there are differences in their toy selection criteria in relation to their age, gender, level of education and personal income. We conducted
quantitative research with the Toy Selection Preference Questionnaire (TSPQ). The total sample of the research was 356 parents (30 men and 326 women) and was selected
using snowball sampling. The analysis of the data revealed various criteria in parents’ preferences by which they choose toys for their children. Parents show the most attention to the developmental, educative and pedagogical aspects of toys but not at the expense of the entertaining dimension of them. The results also indicate that parents are informed also on other critical issues related to toys (design, durability, quality, cost, etc.). Accordingly, they are also sensitized to issues that are relevant to stereotypes, environment and safety. Individual differences are also evident in some cases and mainly in relation to the level of education, age and gender of the parents. Our study contributes to the extension of the scientific knowledge in the field with data from the Greek context. Further research is needed with a sample of a broader population of parents and mainly of various economic and social characteristics. Mixed methods would be also recommended in future research to examine in more depth the parents’ views on toys selection criteria

Anahtar Kelimeler

aspects of toys; evaluation of toys parents’ views on toys play and learning toys’ selection criteria

Kaynakça

  • Androne, M. (2014). Notes on John Locke’s views on education. Procedia-social and behavioral sciences, 137(7), 74-79. https://doi.org/10.1016/j.sbspro.2014.05.255
  • Bloch, M. N., & Choi, S. (1990). Conceptions of play in the history of early childhood education. Child and Youth Care Quarterly, 19(1), 31-48. https://doi.org/10.1007/BF01085553 Boehm, W. (2000). «Maria Montessori». In: Houssaye, J. (ed.), Fifteen Pedagogues: Landmarks in the History of Pedagogic Thought (p.p. 189-210), (trans. D. Karakatsani). Athens: Metechmio. [In Greek]
  • Cambre, M., & Hawkes, M. (2004). Toys, tools & teachers: The challenges of technology. R&L Education.
  • Christensen, K. E., & Stockdale, D. F. (1991). Predictors of toy selection criteria of preschool children's parents. Children ‘s Environments Quarterly, 25-36.
  • Cohen, L., Manion, L., & Morrison, K. (2002). Research methods in education. Routledge.
  • Cunningham, H. (2020). Children and childhood in western society since 1500. Routledge.
  • D' Hooge, H., Dalton, L., Shwe, H., Lieberman, D., & O'Malley, C. (2000, April). Smart toys: brave new world? In CHI'00 Extended Abstracts on Human Factors in Computing Systems (pp. 247-248). https://doi.org/10.1145/633292.633436
  • Demirkaya, G., Öztürk Kömleksiz,& F., Özdemir, S. (2018). Okul öncesi dönemde çocuğu olan anne-babaların geçmişte kullandıkları oyuncaklar ve oyuncak seçiminde dikkat ettikleri unsurlar. Kastamonu Education Journal, 26(6), 2001-2009. https://doi.org/10.24106/kefdergi.2287
  • Eisen, S., Matthews, S. E., & Jirout, J. (2021). Parents' and children's gendered beliefs about toys and screen media. Journal of Applied Developmental Psychology, 74, 101276. https://doi.org/10.1016/j.appdev.2021.101276
  • Erden, S. & Alisinanoglu, F. (2002). Anaokullarına Devam Eden Çocukların Ebeveynlerinin Çocuk Oyun ve Oyuncakları Hakkındaki Görüşlerinin İncelenmesi. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 2(22), 42-49.
  • Frost, J. L., Wortham, S. C., & Reifel, R. S. (2008). Play and child development. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.
  • Haight, W. L., Parke, R. D., & Black, J. E. (1997). Mothers' and fathers' beliefs about and spontaneous participation in their toddlers' pretend play. Merrill-Palmer Quarterly (1982-), 271-290.
  • Huang, R. (2013). What can children learn through play? Chinese parents’ perspective of play and learning in early childhood education. Te Iti Kahurangi, 1, 12-19.
  • Jarvis, P., Dodds, S., & Brock, A. (2013). Afterword: What Now for Play? In Perspectives on Play (pp. 298-305). Routledge.
  • Kabadayi, A. (2014). Analyzing the factors that affect preschoolers’ parents’ choice of toys. Croatian Journal of Education, 16, 43–55.
  • Karadimitriou, K. (2019). Selecting toys for preschoolers and kindergartners. Journal of Education and Human Development, 8(1), 146-149. https://doi.org/10.15640/jehd.v8n1a1
  • Karadimitriou, K. (2021). Play and Toys: Definition and Pedagogical dimensions. In: Κ. Κaradimitriou, Μ. Lantzouraki, & Ch. Zaragas, (2021). Toys - Pedagogical Dimensions and implementations in educational environments. Athens: Gutenberg. [In Greek]
  • Kieff, J. E., & Casbergue, R. M. (2000). Playful Learning and Teaching: Integrating Play into Preschool and Primary Programs. Allyn & Bacon.
  • Kollmayer, M., Schultes, M. T., Schober, B., Hodosi, T., & Spiel, C. (2018). Parents’ judgments about the desirability of toys for their children: Associations with gender role attitudes, gender-typing of toys, and demographics. Sex Roles, 79(5), 329-341. https://doi.org/10.1007/s11199-017-0882-4
  • Kudrowitz, Barry M., & David R. Wallace (2010). The Play Pyramid: a Play Classification and Ideation Tool for Toy Design. International Journal of Arts and Technology, 3(1), 36-56. http://dx.doi.org/10.1504/IJART.2010.030492
  • Liu, C, Solis S, Jensen, H, Hopkins, E, Neale, D, Zosh, J, Hirsh-Pasek, K, Whitebread, D. (2017). Neuroscience and learning through play: a review of the evidence. The LEGO Foundation, DK.
  • Morgenthaler, S. K. (2006). The meanings in play with objects. Play from birth to twelve: contexts, perspectives and meanings. In: Fromberg, D. P., & Bergen, D. (Eds.). Play from birth to twelve and beyond: Contexts, perspectives, and meanings (pp.65-74). Routledge.
  • Reble, A. (1992) History of Pedagogy (trans. Th. Chatzistefanidis, S. ChatzistefanidiPolyzoi). Athens: Papadima. [In Greek]
  • Tabak, E., & Tunçay, G. Y. (2020). Ebeveynlerin cinsiyet kalıp yargılarının oyuncak seçimine etkisi. Uluslararası İnsan Çalışmaları Dergisi, 3(6), 311-330. https://doi.org/10.35235/uicd.792003
  • Ummanel, A. (2017). A Comparative Analysis of Children’s, Mothers’ and Teachers’ Views About Play and Toys. Uluslararası Beşeri Bilimler ve Eğitim Dergisi, 3(2), 222- 241. Venkatesan, S., & Yashodharakumar, G. Y. (2017). Parent opinions and attitudes on toys for children with or without developmental disabilities. The International Journal of Indian Psychology, 4(4), 6-20. https://doi.org/10.25215/0404.061
  • West, M. I. (1984). Nineteenth-Century Toys and Their Role in the Socialization of Imagination. Journal of Popular Culture, 17(4), 107. https://doi.org/10.1111/j.0022-40.1984.1704_107.x
Toplam 26 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Yetişkin Eğitimi
Bölüm Makaleler
Yazarlar

Kostas Karadimitriou

Georgia Patronidou

Yayımlanma Tarihi 29 Ekim 2024
Gönderilme Tarihi 10 Nisan 2024
Kabul Tarihi 31 Temmuz 2024
Yayımlandığı Sayı Yıl 2025 Cilt: 9 Sayı: 1

Kaynak Göster

APA Karadimitriou, K., & Patronidou, G. (2024). AN EXPLORATION OF GREEK PARENTS’ TOYS SELECTION CRITERIA. International Journal of Quality in Education, 9(1), 26-43.
AMA Karadimitriou K, Patronidou G. AN EXPLORATION OF GREEK PARENTS’ TOYS SELECTION CRITERIA. IJQE. Ekim 2024;9(1):26-43.
Chicago Karadimitriou, Kostas, ve Georgia Patronidou. “AN EXPLORATION OF GREEK PARENTS’ TOYS SELECTION CRITERIA”. International Journal of Quality in Education 9, sy. 1 (Ekim 2024): 26-43.
EndNote Karadimitriou K, Patronidou G (01 Ekim 2024) AN EXPLORATION OF GREEK PARENTS’ TOYS SELECTION CRITERIA. International Journal of Quality in Education 9 1 26–43.
IEEE K. Karadimitriou ve G. Patronidou, “AN EXPLORATION OF GREEK PARENTS’ TOYS SELECTION CRITERIA”, IJQE, c. 9, sy. 1, ss. 26–43, 2024.
ISNAD Karadimitriou, Kostas - Patronidou, Georgia. “AN EXPLORATION OF GREEK PARENTS’ TOYS SELECTION CRITERIA”. International Journal of Quality in Education 9/1 (Ekim 2024), 26-43.
JAMA Karadimitriou K, Patronidou G. AN EXPLORATION OF GREEK PARENTS’ TOYS SELECTION CRITERIA. IJQE. 2024;9:26–43.
MLA Karadimitriou, Kostas ve Georgia Patronidou. “AN EXPLORATION OF GREEK PARENTS’ TOYS SELECTION CRITERIA”. International Journal of Quality in Education, c. 9, sy. 1, 2024, ss. 26-43.
Vancouver Karadimitriou K, Patronidou G. AN EXPLORATION OF GREEK PARENTS’ TOYS SELECTION CRITERIA. IJQE. 2024;9(1):26-43.
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