Qualitative toy values index
See APPENDIX 2
The index of qualitative toy and play values is numbered 13, 14 and 15 in the model for understanding the consumer.
An overview of the qualitative values appears in APPENDIX 2, based on Steenhold (1993,d).
Before turning our attention to the educational groups in relation to loyal and disloyal consumers’ selection and rejection of toys, we will take a closer look at these qualitative values.
The significance of these values, which form the basis of consumers’ cultural taste in toys, has previously been described in detail in PART IV’s chapters 14, 15 and 16.
Parents associate qualitative values to toys and to play with them.
Regardless of the level of parents’ education, all parents generally agree on the values and significance which can attributed to certain types of toys and play - but they do not agree on which types of toys and play are best for their children. This is the juncture at which consensus stops - the point at which parents are distinguishable either as loyal or as disloyal to the toys. This is where we begin to see differences in selection and rejection.
- (13) SOCIAL VALUES (lifestyledifferences/the social aspect)
Social values are values connected with toys and play which are significant to social interaction, the immediate environment and family identity. They are also significant for the development and identity of the individual.
The PEOPLE - PLAY WITH FORMS OF INTERACTION category:
Social values associated to toys of this kind (dolls, etc.) are inspired by the immediate environment and principally motivated by a desire for intimacy and qualities such as security, comfort, peace, balance and positive references to the group to which one belongs.
The ANIMALS - PLAY WITH/ABOUT ANIMALS category:
The same applies naturally to animals. For symbolic animals (soft toys and cuddly animals) there is an added “universal tinge” because they have a quasi-cult status as fetishes, a special value.
The IMPLEMENTS - PLAY WITH IMPLEMENTS category:
The same factors apply here too, although many parents attribute further value and significance to some implements because play with them points children in a certain direction for their future.
E.g. if a child is able to concentrate on looking/listening and learning objects from an early age, many parents assume he/she will be clever at school.
The SYSTEM - PLAY WITH SYSTEMS AND STRATEGIES category:
The values attributed to play with systems toys originate in the immediate environment. The same applies to play with construction toys as with looking/listening/learning toys. They are attributed intellectual value and significance - and high status.
The NATURE - PLAY IN/ABOUT NATURE category:
Unfortunately, the value and significance of nature escapes many adults. Interesting nature films are seen as valuable while many parents associate excursions and trips outdoors with difficulties and conflict. Some groups attribute high value to play with natural materials. Preparing food/baking (parents and children together) is also given high priority.
- (14) POSITION AND DIMENSION VALUES (different experiences/the situation aspect)
The value dimensions closely resemble sociological and pedagogical models for rearing children within the family unit. These value dimensions naturally motivate adults’ and children’s contact and communication with each other. They are the preconditions for the family’s reciprocal relationships and positions.
The values attributed to toys and play in this connection (as stated at the end of Chapter 16) differ according to whether the family has social-oriented or concept-oriented ideals and aims. (See Bonfadelli’s (1981:283) model of communicative complex within the family unit and family topologies.)
The PEOPLE - PLAY WITH FORMS OF INTERACTION category:
Dolls are part of children’s role play and therefore reflect experiences with the roles, positions and forms of intervention children experience in their daily lives. Depending on the role of the doll, children play and experiment with values inherent in situations and experiences. By contrast, war dolls are attributed concept-oriented values and their significance and utility value in play vary.
In the many games which explore the possibilities for experimenting with interaction, there are always discussions concerning to what extent rules and norms, roles and principles are correct.
Care, nursing and baby sitting play (with toys from the Implements category) are attributed particular significance and value, i.e. the socially-oriented dimension.
The ANIMALS - PLAY WITH/ABOUT ANIMALS category:
Animals are either reduced to objects having limited or no significance and value in relation to the person-at-play or given a variable utility and symbolic value, thus emphasising social-oriented and concept-oriented dimensions.
Animals which are reduced to objects, implying animal figures, are seen by many children as a form of implement.
Many children see live animals and family pets (cat, dog, etc.) as “members of the family” and attribute them values and significance in accordance with this kind of status.
The IMPLEMENTS - PLAY WITH IMPLEMENTS category:
The huge quantities of toys within the Implements category are given different position and dimension values. Inventory and toy copies of machinery, cars, etc. and certain special implements have value simply as aids.
More personal tools/toys like weapons, aids to intellectual pursuits and personal implements (e.g. roller skates) are attributed a concept-oriented dimension. Meanwhile, musical instruments and personal implements connected to skill and experience are not always categorised as toys.
The SYSTEMS - PLAY WITH SYSTEMS AND STRATEGIES category:
Systems toys and play with systems, etc. emphasise both social-oriented and concept-oriented dimensions. Many parents criticise the more extensive mass-produced toy systems which have a uniform overall design for being impersonal, unoriginal, too “finished” and bland. If this is so, such toy systems risk losing their value and significance to children.
System toys which are also construction toys are attributed great value as material which can give many opportunities for gaining skill and experience.
The NATURE - PLAY IN/ABOUT NATURE category:
As previously mentioned under the social values for this category, attitudes and values associated with Nature are ambivalent.
The individual experiences of the individual child must then be both social-oriented and concept-oriented, depending on the situation/type of episode concerned.
- (15) INDIVIDUAL VALUES (personal differences/the individual aspect)
These are concerned with values associated with toys and play which are significant for the development and identity of the person-at-play as an individual.
Some limited spheres which are regarded as social values also appear here on the strength of the idea that what is good for the primary group or family unit is also good for the individual member. There are therefore little grounds for further comment because consumers attribute more or less all the values in this category to toys and play. Consumers see values and significance associated to toys and play as equally good and useful for the social-oriented and the concept-oriented dimensions. There is, however, no guarantee that the consumers prioritise these values in the same way.
The PEOPLE - PLAY WITH INTERACTION category:
The doll as a toy confirms the identity of the person-at-play and presents an opportunity for reference to a certain group. The person-at-play’s evaluation of the doll’s situation facilitates reflections concerning independence and self-reliance.
Users do not attribute play with dolls any form of value or significance in relation to developing practical sense.
The ANIMALS - PLAY WITH/ABOUT ANIMALS category:
Playing with and caring for live animals is attributed great value. These activities gain significance because they promote a concept of identity. Some parents (especially farmers) point out that these activities can give direction for children’s futures.
The IMPLEMENTS - PLAY WITH IMPLEMENTS category:
Here too we find almost unlimited values associated with play with implements. Play as interaction in relation to the toys used in caring, doctors/nurses, hospital, etc. and listen/learn and intellectual activities are most highly valued.
The SYSTEM - PLAY WITH SYSTEMS AND STRATEGIES category:
Again unlimited values associated with this category, despite the fact that many families have reservations about construction toys, the more complex of which can give a child a feeling of defeat rather than of satisfaction.
A clear contradiction lies in the fact that many (e.g. construction toys) are intended to add values like independence, self-reliance, practical sense and mastery/control over the models but fail to add these values because the product is excessively complex.
The NATURE - PLAY IN/WITH NATURE category:
Children’s own individual opportunities for play in the natural environment and for using natural objects is given high priority.
Children usually gain more from these types of play and activities if parents allow them to explore the possibilities for themselves.
Unfortunately parents and children do not prioritise knowledge about Nature and the ability to survive in a natural environment as high as other activities.