🪀 That one toy brings excitement to a child

Recently, there's been talk about replacing the toys at the nursery. But honestly, I'm struggling with what to choose.

That was what the childcare workers, Yuki and Miki, said.

They observe how the children play during childcare.

That is precisely why they felt a bit uncomfortable deciding based solely on phrases like 'good for educational development' or 'number one in popularity rankings'.

Hoshi, a childcare consultant who was consulted, reached out to an acquaintance.

It was Ryuma, a toy consultant who had learned about the relationship between toys and children while working at a nursery school.

A few days later, the meeting of the four began.

Nice to meet you, I'm Ryuma.

After introducing himself, he continued, looking a bit embarrassed.

I'm often asked, 'Are toy consultants people who make toys? Or people who sell them?' But actually, it's neither.

My job is to convey to childcare workers, parents, and local community members that through toys, playing becomes nourishment for a child's heart.

Nourishment for the heart?

Yuki muttered.

If it's a popular toy, will the children be happy? I want to provide a variety of toys, but I'm unsure if I should choose and buy them based on criteria like whether they are good for educational development. Plus, I'm also concerned about things like ease of cleanup and safety...

When Miki asked, Ryuma replied.

Popularity is a reference, too. But what I look at is whether the child is fully immersed in play.

So you look at the process of playing rather than when it's finished?

I'm also concerned about ease of cleanup, safety, and the number of children. But what I value as a professional is whether that toy doesn't dictate the play too much.

Ryuma continued while taking one of the tools he brought to the nursery out of his bag.

For example, there are cylindrical building blocks that look like logs. There are thirty-six of them here, and the children play with them for a long time. Some children just stack them, while others roll them. And they can even be used as pretend vegetables for playing house. Because the usage isn't predetermined, it becomes something completely different depending on the child's mood that day.

“It’s the same tool, yet there isn’t just one way to play with it, is there?”

Hoshi nodded.

Miki recalled a past failure.

“I once brought out a toy that made sounds and lit up. At first, everyone gathered around, but a few days later...” she said, feeling a bit down.

“So you’ve had that kind of experience.”

Ryuma answered immediately.

“Because you had that experience, I think it became an opportunity for you to think about how children interact with toys. It might just be that it was a little different from the kind of play the children were looking for at the time.”

Hoshi nodded as well.

“Instead of searching for the ‘correct’ toy, observe how the children play and provide something based on that.”

“Exactly,” Ryuma continued.

“I once had an older boy who was very good at working with small blocks. At first, he only made small creations, but one day, I thought, ‘Maybe,’ and without saying anything, I handed him a slightly more difficult instruction manual.”

Ryuma continued happily.

“And then, he assembled it perfectly.”

“When I asked him to ‘make a zodiac figurine’ for New Year’s, he complained that it was a hassle, but he made it anyway. When we displayed it in front of the classroom, his parents were so happy and took pictures. The boy went home with a smirk on his face.”

“You didn’t overlook that child’s potential.”

As Yuki said this, Ryuma nodded.

“I don’t just hand out instruction manuals to everyone. I catch them when they are focused and deeply engaged in play, and think, ‘Oh, this child might be able to handle this too.’ I try not to miss those moments.”

So this time, they decided to bring wooden blocks of different shapes, translucent stacking blocks that could be layered by color, and rails that allowed for freely creating rolling paths into the nursery.

They would not place any finished examples.

They would not over-explain how to play from the start.

And one more thing.

Ryuma added.

Actually, where you stand when watching over them is also important. If several adults stand around, it feels like being surrounded by walls, which can be oppressive to someone sitting and playing. That's why I crouch down to match their eye level.

You don't have to do anything. Just being at the same height allows the child to play with peace of mind.

And then, the day arrived.

When the children found the unfamiliar toys lined up in their usual playroom, they stopped in their tracks immediately.

One child stacked a blue and a yellow translucent block together.

Oh? It turned green!

Hearing that, another child brought a red block.

Then what about this?

When they held them up to the summer light streaming through the window, red and blue shadows were cast on the floor.

It's like the ocean!

This one is a sunset!

Before they knew it, the children were not just stacking the blocks, but also gathering light and chasing shadows.

Yukito and Hoshi watched the scene from a little distance away.

Ryuma was also sitting quietly at a height close to the children's eye level.

In another spot, a child who had been connecting wooden rails stopped.

The ball kept falling off halfway.

Once, twice, three times.

Even so, they changed the direction of the rail and placed the ball again.

In the middle of this, one child was about to throw a building block with force.

When Hoshi hurried to stop them, Ryuma crouched down first to meet the child's eyes.

What do you think will happen if you throw it?

Um... if it hits a friend, they'll get hurt and have to go to the hospital.

Is that okay?

No.

The child said that and started stacking the blocks again.

Instead of just saying 'no' right off the bat, you give them a question to think about.

Ryuma said in a low voice.

Because they learn more for next time when they realize it themselves. After a while, the ball of the child who had been connecting the rails rolled all the way to the end this time.

It went!

At that voice, the surrounding children gathered around too.

Miki said in a low voice.

Before asking for help, they changed it many times by themselves.

Ryuma answered while watching the child.

Since the toy didn't teach them the answer, there was room for them to think for themselves.

I see. The toy isn't teaching the child, but creating a situation where they want to try things out.

When Hoshi said that, Yuki also smiled.

When you think of it that way, toys are also little experts that come to the nursery school.

Instead of talking to the child, they ask questions like 'Do you want to try?' or 'What should we do next?' they said.

Ryuma replied.

Actually, there is another reason for choosing wooden toys.

Ryuma took out a small wooden egg that fit in the palm of his hand.

This is just a wooden egg. It doesn't break, and there's no set way to play with it.

Even so, just by placing it in front of them, children will start rolling it around on their own, using it for pretend play, and getting completely absorbed in it.

Since wood is a natural material, it has a gentle scent, and no two pieces have the same grain. It has a warmth that makes you want to keep touching it.

Even though they are the same type of toy, no two are exactly alike.

As Miki murmured this, Ryuma smiled.

Yes. That's why they are durable, and many are safe even if a child bites them.

Decades from now, when this child becomes a parent, they might be able to play with their own child using the same toy they played with.

I think that being able to choose things on such a long timeline is the interesting part of wooden toys.

A good toy isn't just an expensive one that can be played with for a long time.

What is the child trying to test out right now?

Do they want to play quietly by themselves?

Do they want to create something together with friends?

Do they want to break it, fix it, and try again?

Whatever fits that behavior becomes the play partner for that child on that day.

Before choosing the next toy, I first observe how the children play.

Yuki said.

"Observe not what is missing, but what they are starting to get excited about right now."

"Once you see that, the necessary toys will gradually become clear."

Ryuma replied.

Adding one new toy to the daily life of a nursery school.

With just that, colors never seen before can emerge in the usual room, and play never tried before can begin.

Toys bring excitement to children.

And adults watch together as the child makes a face that says, I wonder what happens next? as they look on.

That was the true nature of "play" that childcare workers and toy experts seriously thought about.the true nature of "play".

【Introduction to Toy Consultant Ryuma】

About 20 years in the field of childcare and welfare.
Toy Consultant / Wood Education Instructor.

Currently active under the theme "Play connects people."

If you are interested, please head over to Instagram and try contacting via DM, etc.
Please also follow me.
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Collaboration [2]

Flower and Heart Stylist Rinshin Instagram

If you are interested, please head over to Instagram and try contacting via DM, etc.
Please also follow me.

Collaboration [1]

Balloon Performer Catherine Instagram