| Development of children is not restricted to mere | | | | 3. Wooden blocks cater to the sight and touch of |
| development in academics. Exams and grades | | | | the children. In a world where they are not |
| measure only one aspect of the development of | | | | allowed to touch anything of value, the children |
| the children. How does one measure the social, | | | | get to firmly grasp these toys. They can feel |
| emotional and physical development of the | | | | them, manipulate them and even destroy them. |
| children?? Merely conducting tests and exams will | | | | All this contributes to the hand eye coordination |
| not suffice. | | | | of the child. The child learns simple tasks and this |
| Formal teaching is required for the development | | | | helps it in its future life. |
| of the children but it is not enough to ensure that | | | | 4. Wooden blocks compel the child to be |
| all facets of the personality of the children are | | | | imaginative. A healthy imagination is a must for |
| developed. One must develop new qualities in | | | | the child to be healthy. A child which cannot |
| children by engaging them in different activities | | | | imagine anything to do with the wooden blocks |
| and tasks | | | | must be monitored. Such a simple test using |
| Various studies and researches have concluded | | | | simple wooden blocks can help identify disabilities |
| that toys play a big role in the development of | | | | in the child at a very young age. If the child does |
| the children. What is often dismissed as a silly | | | | not learn that a square block does not fit into a |
| game actually contributes a lot to the progress of | | | | round block, there must be a condition that must |
| the child. One such toy which leaves an impact on | | | | be identified and remedied. The blocks help in this |
| each and every child it comes in contact with is | | | | process. |
| the wooden block. The blocks unleash the | | | | 5. Toys like wooden blocks are often used by |
| creativity of the child and boosts its development. | | | | many children at once. The child learns that it has |
| Children who play with wooden blocks learn new | | | | to share. The child learns that there are many |
| skills faster and are more creative than other kids. | | | | ways to get hold of the block that he or she |
| Let us study the impact of the wooden blocks. | | | | wants. The child learns that brute force does not |
| 1. Wooden blocks compel the children to think. | | | | always pay. It often invites rebuke from the |
| They encourage the children to be imaginative. | | | | guardian. Wooden blocks foster team spirit within |
| They offer unlimited scope for the child to create | | | | the child. |
| and improvise. | | | | 6. Playing with wooden blocks automatically leads |
| 2. Since the sellers of the wooden blocks are | | | | to experimentation. Different ideas are |
| aware that they are targeting young children, the | | | | communicated, the ideas are considered, some |
| blocks are always brightly colored. The colors | | | | are rejected outright, and some are tried and |
| make the blocks very attractive. The bright | | | | rejected while some are taken to the logical |
| colors and difference in shapes and sizes can be | | | | conclusion. This process continues throughout the |
| utilized to measure the ability of the child to | | | | life of the child. The process begins with wooden |
| identify objects and their attributes. | | | | blocks. |