The car - the implement and the dream
Texts of play with the toys
None of the numerous texts about play with cars is an expression that the toy is played with by boys from any one lifestyle in particular. The following are therefore examples of general texts.
- Drive around, move things, fill them up with petrol, drive them into the garage, wash the cars(in the sink), polish them.
Ordinary supplements to play with cars:
Cars, LEGO/DUPLO products, castle/station/fort, Playmobil farmyard/animals, road track, farming, aeroplanes. Others: worthless items (planks and old house bricks), household inventory, train/railway track.
- 4-5 year old boys’ playwith cars and supplementary toys:
Cars, castle/fort/station, LEGO/DUPLO products, farmyard/animals, road track, train/railway track, Playmobil
- 6-10 year old boys’ playwith cars and supplementary toys:
Cars, castle/fort/station, LEGO/DUPLO products, farmyard/animals, road track, train/railway track, Playmobil, worthless items, household inventory, farming.
About the toy
The function of the car is both traditional and concrete. Its characteristics and specific design and function determine only the play process - as indeed they are intended to do.
Case relations in play with the car are made complex by the person-at-play because the game must demonstrate that the boy-at-play has the skill to master the fast or difficult implement and is therefore able to control the (work) process itself. Within play, this is demonstrated by the noises the boy plays to signal different situations. Complicated remote controlled or computer controlled cars demand both discipline and skill. Such toys encourage an element of competition too.
The concrete nature of the car makes it universally pragmatic.
Certain physical opportunities are experienced through play. However, the opportunities for gaining experiences within the other spheres are also present to a limited degree.
Depending on what kind of car the child is playing with, play with cars makes reference to certain groups within society. Play can, therefore, suggest direction for progress in life. In addition, play with cars also creates security, cosiness, peace and quiet, intimacy. It also helps develop the child’s practical sense and the capacity to command and control objects.
Play with cars has no direct significance for relationships between family members but cars are pluralistic toys - only one person can “drive” the car. The others must be satisfied with watching.
The person-at-play uses the car in relation to himself and his immediate family, his immediate surroundings, local environment and close circle of acquaintance, Natural environment and partly in relation to power structures and systems.
Play and the home environment - See tables 8.1.18-22.