ABSTRACT
The design of playthings and playing places is a part of environmental design. The number and quality of stimulants that are directed towards a child decisively influence various possibilities for child development, among which the most important are persons and their relationships to the child. Also very important is the world surrounding the child and its objects, especially playthings. Playthings initiate 'early learning' and facilitate valuable 'early experience', which jointly form the basis of the whole childhood experience. Playthings form a part of the environment and culture in which they are used. Their ability to arouse interest and to activate the child to action depend, in addition to the inherent interest of the thing itself, on other playmates, the environment and the culture. The educational demands created by the diversification and technical development of social activities and the transfer of teaching tasks to organized education are also reflected in the requirements of playthings.
