Pedagogical values of ancient toys and integration into today's preschool education
DOI:
https://doi.org/10.29329/pedper.2025.93Keywords:
Ancient Toys, Pedagogical Values, Cultural Heritage, Preschool EducationAbstract
The study addresses the limited utilization of historical toys in contemporary preschool education, despite their cultural, cognitive, and social significance. The purpose of this research is to explore the pedagogical value of ancient toys and their potential integration into modern preschool education. The study aims to evaluate the cognitive, social, and cultural functions of these toys by analyzing their historical contexts and educational significance. The research employed a qualitative methodology. Data were collected through the examination of museum records, and educational literature. These sources were analyzed to identify the historical contexts and pedagogical features of ancient toys. The study focused on toys made from natural materials, such as wood, clay, and stone, and their relevance to children's learning and cultural value transmission. The findings indicate that ancient toys are effective tools for supporting children's problem-solving, creativity, and social interaction skills. Toys made from natural materials were found to play a critical role in helping children explore their surroundings and learn cultural values. Furthermore, these toys promoted the development of cooperation and leadership skills in group play and fostered imagination and creative thinking during individual play. The study highlights the potential of ancient toys to enhance both cultural heritage preservation and pedagogical diversity. The study concludes that integrating ancient toys into modern preschool education materials can significantly contribute to cultural heritage preservation and align with the value transfer and cultural awareness objectives of the 2024 Education Model.
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