Segment overview
See APPENDIX 3
Analyses of this type facilitate making connections between selection and de-selection of toys (and play) on the one hand and certain typical patterns of thought and behaviour found within a certain lifestyle on the other.
There are several possible interpretations which explain the similarities and differences in human beings’ behaviour and thought - but all are based solely on combinations of theory and empiricism.
We have already mentioned several times that there are limits to the legitimacy of interpreting any description of reality because “reality” in a relativistic context can never be classified.
Even so, describing reality can produce inspiring results if the description is classified and analysed as if it were classifiable!
Children’s selection of toys in relation to
- Mothers’ educational backgrounds:
- rejection, + selection
- Further education - long course (7% of the mothers)
WORK/JOB
- of these 4% decision-makers
WORKING LIFE PATTERN
- of these 5% wage-earners
PARENTAL LIFE PATTERN
- of these 7% shared responsibility
ATTITUDE TO THE FUTURE
- of these 2% day-to-day family life pattern
1% socially engaged family life pattern
4% enterprising family life pattern
+ main group Nature
+ LEGO products
+ teddy bear - chosen especially by girls (4-5 years)
- Social/health/teaching(36% of the mothers)
WORK/JOB
- of these 32% contact/communication/service
WORKING LIFE PATTERN
- of these 32% wage-earners
PARENTAL LIFE PATTERN
- of these 28% shared responsibility
ATTITUDE TO THE FUTURE
- of these 20% day-to-day family life pattern
11% socially engaged family life pattern
4% enterprising family life pattern
+ main group People
+ dolls generally
+ Barbie chosen by girls (4-5 years)
+ main group Animals
+ inventory
- Transport (cars) especially rejected by girls generally
+ music
+ listen/learn
- main group System/Construction
+ LEGO products selected by boys
- LEGO products especially rejected by girls generally
+ main group Nature
- Commerce/administration (31% of the mothers)
WORK/JOB
- of these 19% routine
6% contact/communication/service
WORKING LIFE PATTERN
- of these 28% wage-earners
PARENTAL LIFE PATTERN
- of these 28% shared responsibility
ATTITUDE TO THE FUTURE
- of these 25% day-to-day family life pattern
3% socially engaged family life pattern
1% enterprising family life pattern
- dolls
+ war dolls (in the case of boys)
- main group Animals
- pet animals
- tools
- inventory
- weapons
- aggressive toys, by boys (6-10 years)
+ music
+ listen/learn
+ main group Systems/Construction generally
- LEGO products (preference for other toys (Playmobil))
- main group Nature
- None and other (19% of the mothers)
WORK/JOB
- of these 7% none/other
7% contact/communication/service
WORKING LIFE PATTERN
- of these 17% wage-earners
PARENTAL LIFE PATTERN
- of these 12% shared responsibility
ATTITUDE TO THE FUTURE
- of these 15% day-to-day family life pattern
3% social engaged family life pattern
1% enterprising family life pattern
- listen/learn
- drawing/cutting out/sticking
- main group Nature
- natural materials
Children’s choice of toys in relation to
Fathers’ educational backgrounds:
- rejection, + selection
- Further education - long course (19% of the fathers)
WORK/JOB
- of these 8% decision-makers
10% contact/communication/service
WORKING LIFE PATTERN
- of these 2% career-oriented
5% wage-earners
PARENTAL LIFE PATTERN
- of these 19% shared responsibility
ATTITUDE TO THE FUTURE
- of these 6% day-to-day family life pattern
8% socially engaged family life pattern
5% enterprising family life pattern
+ listen/learn
- Commerce/administration/service (12% of the fathers)
WORK/JOB
- of these 6% routine and
5% contact/communication/service
WORKING LIFE PATTERN
- of these 8% wage-earners and
3% career-oriented
PARENTAL LIFE PATTERN
- of these 11% shared responsibility
ATTITUDE TO THE FUTURE
- of these 9% day-to-day family life pattern
3% socially engaged family life pattern
- drawing/cutting out
- props
- Skilled/technical(154 of 315 fathers = 48%)
WORK/JOB
- of these 35% skilled/technical
6% routine
WORKING LIFE PATTERN
- of these 36% wage-earners
9% self-employed
PARENTAL LIFE PATTERN
- of these 47% shared responsibility
ATTITUDE TO THE FUTURE
- of these 36% day-to-day family life pattern
7% socially engaged family life pattern
6% enterprising family life pattern
+ main group Systems/Construction
+ tools
- weapons
+ Transport (cars, etc.)
- listen/learn, especially in the case of boys
- drawing/cutting out, especially in the case of boys
- Further education - long course
Here the children are consistently socialised via the concept-oriented dimension. There is a consistent selection of toys within the category Listen/learn and LEGO products which have qualitative values concerned with logical thinking and strategic analysis.
Using Nature and natural materials is a matter of course. Values associated with these products emphasise concept-orientation.
- Social/health/educational sector
Within these educational fields users emphasise the social-oriented dimensions of socialisation and particularly strongly by women/mothers who dominate these fields.
Dolls are clear selections because they represent the human element. There is a similarly clear tendency to select the merits of play and behaviour attached to toy products within the listen/learn and music categories. As one would expect, the toy categories Transport (cars) and LEGO products
are rejected by girls who see these things as boring.
- Commerce/administration
This is a very broad and not particularly homogenous group.
Within this group there are several toy products which are dominant rejections - and it is difficult to find any logical, theoretical explanation for this.
It is interesting to note that LEGO products are rejected and Playmobil selected instead. This is explained by the fact that Playmobil products are more quickly and simply built and allow the person-at-play to get to grips sooner with the most important factor, i.e. play.
- Skilled/technical
There is naturally a clearer tendency for selection of tools, Implements and the entire main group Systems/Construction by this group. Transport (cars) is also given higher priority than most other groups.
Where especially boys are concerned, this group rejects listen/learn and drawing/cutting out.
- None/other
There are no significant rejections/selections in this group, except a weak rejection of listen/learn, drawing/cutting out and Nature.