Children have always played. Across cultures and generations, certain kinds of toys are constants: blocks, dolls, and puzzles that invite children to build, pretend, and experiment. That is no accident.
Toys engage many of the ways the human brain learns.
“You're active, you're engaged, you make it meaningful—not by someone else's design, but by your agency,” Kathy Hirsh-Pasek, a psychology professor and director of the Infant Language Laboratory at Temple University and a senior fellow at the Brookings Institution, told The Epoch Times.
Toys that once occupied children's attention now have a powerful competitor: the screen. Pixar’s “Toy Story 5” portrays that competition playing out inside the toy box. But the deeper concern is what skills children miss out on developing when screens displace hands-on play with toys.
“I started working with patients back in the [mid-1990s],” Sandra Whitehouse, a veteran child psychologist and associate director of the Anxiety Disorders Center at the Child Mind Institute in New York City, told The Epoch Times. “That was really pre-iPhone, pre-screens, and I've seen a real change.”
The difference became particularly striking after the COVID-19 pandemic; she saw children whose social and communication skills seemed different from those she had seen earlier in her career.
“Some had missed opportunities for play during important developmental periods,” she said.
What Whitehouse has watched unfold over three decades is something that developmental scientists have spent decades exploring: the invisible work of toys.
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