A Quote by Colin Angle

Robotic toys can be very interesting, but it is important that the toy not 'dictate' how the child should play with it. Rather, it should take its cues from the child and enhance, teach, and enrich the play experience. We incorporated some of these features into a robotic baby doll we built for Hasbro in 1999.
Here's what I'll say: some toys should be movies, and some toys should not be toys, and I'd like to believe we know the difference between those two things. The movies that work, work when there is a story there that you can take the toy out of, but when you put the toy in, it becomes an even more amazing experience for whatever reason.
The absence of doll babies in my toy chest didn't seriously influence my later decision not to become a mother; rather, I disdained Hasbro's Baby Alive wetting doll because I was already the kind of girl who would grow up to be childless by choice.
Quintilian [educational writer in Rome around A.D. 100] thought that the earliest years of the child's life were crucial. Education should start earlier than age seven, within the family. It should not be so hard as to give the child an aversion to learning. Rather, these early lessons would take the form of play--that embryonic notion of kindergarten.
When we teach a child to sing or play the flute, we teach her how to listen. When we teach her to draw, we teach her to see. When we teach a child to dance, we teach him about his body and about space, and when he acts on a stage, he learns about character and motivation. When we teach a child design, we reveal the geometry of the world. When we teach children about the folk and traditional arts and the great masterpieces of the world, we teach them to celebrate their roots and find their own place in history.
About tidying up a toy box, you should let your kids experience the selection process by touching all of their toys. It's also important how they throw away their toys. They can earn a stronger sense of valuing things when they throw things away with respect and appreciation.
In general it's good to give children as wide a choice as possible, and there is no harm in encouraging children to play with 'typical' toys for the opposite sex. But whether they should be trying to change children is a more ethical decision; I think we should be supporting a child's interests, whatever they are.
As the creative adult needs to toy with ideas, the child, to form his ideas, needs toys--and plenty of leisure and scope to play with them as he likes, and not just the way adults think proper. This is why he must be given this freedom for his play to be successful and truly serve him well.
Creating new people, by having babies, is so much a part of human life that it is rarely thought even to require a justification. Indeed, most people do not even think about whether they should or should not make a baby. They just make one. In other words, procreation is usually the consequence of sex rather than the result of a decision to bring people into existence. Those who do indeed decide to have a child might do so for any number of reasons, but among these reasons cannot be the interests of the potential child. One can never have a child for that child’s sake.
It's Marvel's toybox; I'm just glad I'm able to play with the toys and have some impact on what goes on. I didn't create Daredevil, so I'm not about to stand here and say that I'm the only one who gets to play with the toy.
The educator should do anything but advise the child to do what everybody does. He should rather rejoice when he sees in the child tendencies to deviation.
A child who does not play is not a child, but the man who doesn't play has lost forever the child who lived in him and who he will miss terribly.
A small child from a developing country has the advantage, from a very early age, of having access to toys which structure his mind, which constitute a sure advantage over the little African child who has never even held a modern toy.
Every player, they should sit down and have a meeting. They should agree, 'this is how we play Nadal, this is how we play Federer, this is how we play Djokovic.' Then, all try to play them the same way. The right way. First you have to play the right way, then you need to play well.
The great constructive energies of the child ... have hitherto been concealed beneath an accumulation of ideas concerning motherhood. We used to say it was the mother who formed the child; for it is she who teaches him to walk, talk, and so on. But none of this is really done by the mother. It is an achievement of the child. What the mother brings forth is the baby, but it is the baby who produces the man. Should the mother die, the baby still grows up and completes his work of making the man.
If something robotic can have responsibilities then it should also have rights.
Blessed be Providence which has given to each his toy: the doll to the child, the child to the woman, the woman to the man, the man to the devil!
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