World of Animals See ‘n Say

Little People World of Animals See ‘n Say is a game meant for toddlers and preschoolers of any gender who are still learning about different animal sounds. It contains a spinner that the children can rotate and match animals to their sounds ( Laurie , 2017). By playing this game, the children can familiarize themselves with the animal artwork and the character of Eddie ( Laurie , 2017). Primarily, this game enables children to state the item that is being pointed at by the spinner. There are both domestic and wild animals on the plastic page. Children can hear noises from animals such as cows, pigs, monkeys, bears, and elephants ( Laurie , 2017). One starts the game by placing Eddie spinner on any given animal, then they pull down the lever located on the side of the plastic page, and thus, they can hear the name and sound of the animal. There is also a music note that allows children to listen to songs including, “Old MacDonald Had a Farm.” If a player points to the question mark space, then Eddie will ask questions such as identifying an animal by the sound that it makes, and the kids will move the spinner to that particular animal. 

Psychosocial Needs 

Admittedly, this game influences psychosocial factors. World of Animals See ‘n Say is an example of a pretense game that allows kids to create scenarios and solve problems. According to the theory of learned helplessness, children are likely to lose hope if they repeatedly cannot control the outcome of given situations (Fillipello et al., 2018). However, World of Animals See ‘n Say gives children control over the outcome of the game; they note the connection between efforts and results. For example, when the spinner points to a question and asks children to name the animal that produces a given sound, it is teaching them self-esteem and emotional control. When children play such a game that allows them to establish a balance between real and fantasy worlds, and they can learn vital psychosocial skills such as task switching and executive function (Goldstein, & Lerner 2017). In the process, the game enhances their emotional capabilities. Besides, this game enhances the kids’ ability to master language since it enables them to name different breeds of animals. This game also fosters social skills since it teaches children how to win and lose without becoming frustrated or condescending (Yogman et al., 2018). A child may fail to identify a given animal, but the game gives them a chance to try again in a fun manner. World of Animals See ‘n Say encourages children to name both domestic and wild animals. This strategy appeals to children’s risk-taking behaviors, which can foster communication, negotiation, and emotional balance (Yogman et al., 2018). Primarily, the game offers a guided competitive arena where children cannot inflict pain on others. According to Erikson’s theory of psychosocial development, the play age period is characterized by both initiative and guilt (Orenstein & Lewis, 2020). Here, children learn how to take risks while at the same time being concerned about the possibility of harming their playmates. 

Cognitive Needs 

Moreover, World of Animals See ‘n Say promotes the cognitive development of children. The spinner allows the children to select and name different animals. Here, the children have to rely on their memory, attention span, focus, critical thinking, and problem skills to give the correct answer. As a result, the game fosters the toddlers’ understanding of their natural environment. According to Piaget’s theory of cognitive development, during the sensorimotor and preoperational stages —from birth to seven years—children’s achievement range from knowing an object exists to critically establishing its purpose (Rajic, 2019). Notably, World of Animals See ‘n Say allows children to engage with the environment by naming the animal sounds and finding the music they like. The Fuzzy Trace Theory supports the game’s impact on children’s cognitive development since it asserts that information processing occurs when children have a memory of previous events (Barrouillet, 2015). Besides, the game enhances the children’s ability to remain focused since they have to find a balance between the real and fantasy world (Goldstein & Lerner , 2017). By playing the game, children seek to understand the sounds of the animals in the fantasy world presented in the plastic page. This game is not technical, but it stimulates the intellectual abilities of children since they have to distinguish between the sounds made by domestic and wild animals. According to Vygotsky’s theory, games are vital in the cognitive development of children since they enhance children’s imaginative and abstract thinking skills (Rajic, 2019). By playing games, children can develop a unique human attitude by applying different symbolic representations to real life. In the World of Animals See ‘n Say, children establish meaning between real-life experiences and the symbolic images of animals on the plastic page. Hence, this game fosters creative thinking. Kamenov argues that games provide an educational aspect to children since it enhances their attention to specific content and motivates them to be active participants (Rajic, 2019). World of Animals See ‘n Say encourages children to pay attention to the images on the plastic page and rotate the spinner, and thus, being active members in the game. According to Freud’s theory of cognitive development, games foster ego, which enables children to control their immediate urges ( Côté, 2019 ). Thus by playing World of Animals See ‘n Say, toddlers and preschoolers learn self-control. 

Modification 

However, World of Animals See ‘n Say can be improved by mixing both the domestic and wild animals on one page. This change would enhance the cognitive development of children since it would challenge their mental state. Piaget’s theory of cognitive development states that learning occurs through assimilation and accommodation (Rajic, 2019). Thus, when children can face these animals at once, they will develop the ability to organize their thoughts and link their answers to a single system. Vygotsky’s theory asserted that cognitive development occurs through the mastery of language (Rajic, 2019). This feat can be achieved by allowing children to have access to and name different animals at once and hence improving their vocabulary. 

References  

Barrouillet, P. (2015). Theories of cognitive development: From Piaget to today. Developmental Review, 38, 1-12. https://doi.org/10.1016/j.dr.2015.07.004 

Côté, J. E. (2019). Eriksonian Theory.  The Encyclopedia of Child and Adolescent Development , 1-10. https://doi.org/10.1002/9781119171492.wecad307 

Filippello, P., Harrington, N., Costa, S., Buzzai, C., & Sorrenti, L. (2018). Perceived parental psychological control and school learned helplessness: The role of frustration intolerance as a mediator factor.  School Psychology International ,  39 (4), 360-377. https://doi.org/10.1177/0143034318775140 

Goldstein, T. R., & Lerner, M. D. (2018). Dramatic pretend play games uniquely improve emotional control in young children.  Developmental Science ,  21 (4), e12603. https://doi.org/ 10.1111/desc.12603 

Laurie, L. [TTPM Toy Reviews]. (2017, March 10). Little People World of Animals See ‘N Say from Fisher-Price [Video]. YouTube, https://www.youtube.com/watch?v=y6MHiawNzbk 

Orenstein, G.A., & Lewis, L. (2020, March 9). Erikson’s stages of psychosocial development . StatsPearl. https://www.ncbi.nlm.nih.gov/books/NBK556096/ 

Rajić, S. (2019). Mathematics and music game in the function of a child’s cognitive development, motivation, and activity. Early Child Development and Care . https://doi.org/10.1080/03004430.2019.1656620 

Yogman, M., Garner, A., Hutchinson, J., Hirsh-Pasek, K., Golinkoff, R. M., & Committee on Psychosocial Aspects of Child and Family Health. (2018). The power of play: A pediatric role in enhancing development in young children.  Pediatrics ,  142 (3). https://doi.org/10.1542/peds.2018-2058