Figure. Some toys anticipate elements of fugure adult work that adults have not yet actually created. This helmet served as a premium for child fans of Space Patrol, a television show that was on the air in the 1950s. (Space Patrol, 2007).

In addition, discoveries or inventions may directly affect the available range of toys and costumes befitting various domains of play. Because of this, there is not a perfect lockstep match between the world of pretend play and its principal artifacts (toys and costumes) and the world of work and its principal structures (occupations).

At any rate, domains of play rise and fall over time in their level of popularity. When a domain of play reaches a certain degree of popularity, societies--especially those with nimble consumer-oriented marketplaces like ours--will develop toys optimally suited to those domains. This is because the play for children serves a practical purpose: it is through play that children prepare themselves for the roles that they will take on as adults. Given time, opportunity, and the responsiveness of the market, the toys and costumes available to support children in this effort should eventually "synchronize" and provide a full range of models of adult activity. Such synchronization of adult roles and children's toys and costumes allows children to sample possible adult occupational roles and thereby organize their own development in optimal way.

Relations of toys to games and sports. Before going further, it is also important to determine whether "games" are to be considered a type of toy or not. I believe that for present purposes it is important classify games as a type of toy, so long as they require two things: 1) a tangible, physical component, developed specifically for the game, without which the game cannot be played; and 2) an element of "as if" or pretend thinking, in which the player must assume some identity other than his or her typical child identity. Some games do not require such physical components, and other games do not require the player to assume a pretend identity, but if both factors are present, the game should be classified as a toy for present purposes. Games requiring social interaction may be considered toys if they also require both the physical component and the aspect of pretense described above. Notwithstanding the above, athletic sports should not be considered games, regardless of whether they require specifically developed physical components, because they do not involve pretense.

Classification in some instances must necessarily be difficult, as the categories of toys, games, and sports are fuzzy sets that overlap one another. For example, I would not classify chess as a toy, although one might argue that one pretends to be a king guiding the behavior of an army. To be successful at chess requires a seriousness of play that pushes pretense aside. Thus, it is more akin to an athletic sport, and hence, not a toy. However, even with chess, there may exist situations in which young children, lacking knowledge of the specific rules of the game, might use a chess board and its pieces to pretend to play chess, perhaps as they had seen adults around them doing. In that situation, the various chess pieces and board may be used as a toy.

Realistic Domains

According to Holland (1997), Realistic types tend to prefer the organized, systematic manipulation of physical objects (e.g., tools, machines) or animals or plants. They tend to dislike activities that require educational or therapeutic actions. Realistic types perceive themselves as practical, normal and natural, genuine, frank, humble, and grounded in the here and now. However, others may view them as uninsightful, inflexible, hard-headed, conforming, asocial and uninvolved, materialistic, and stingy. They often have skills in mechanical, agricultural, or athletic areas. They tend to value concrete reflections of the good things in life, e.g., status, power, and money.

In general, one might expect that the adult vocational personality type with the clearest relations to play with toys in childhood would be the Realistic type. This is because the preferences for the Realistic type are assumed to be high for activities involving tools, machines, and other concrete objects.

Engineering. Precursors of engineering work find multiple analogs in child's toys. For example, Erector sets, Legos building blocks, and hobby kits involving the assembly of various electrical devices.

Figure. Electronics kits may provide a good activity in which to develop engineering-related abilities and interests (Electronics, 2007).

Model building, aeronautical engineering, and piloting aircraft. Model building is a popular form of childhood play. One popular type of model building is the creation of model airplanes, generally out of wood or plastic. Particularly among plastic models, the most popular subject is the fighter aircraft. Such models tend to be more popular among boys than girls. This may be because in "real life" men tend to pilot fighter aircraft. But the model can serve as a token for power, speed, and tremendous destructive capability--all held under the careful control of the pilot.

I had once heard of a study on psychological factors associated with being an effective German fighter aircraft pilot. I found it interesting that the single variable most associated with eventual success in the occupation was having played with model airplanes as a child.

Today combat flight simulators are available for use on computers, dedicated computerized gaming consoles for the home, video games in public arcades, and over the internet. The transition from play with model airplanes to play with computerized aerial combat games represents the effect of technological advances on the development of new toys to provide enhanced fit to a domain of play. To a large degree, the same children will be drawn to video aerial combat that were drawn to build model fighter aircraft and then engage in pretend dogfights with their models. Those children who continue to prefer building plastic models of aircraft, even when computerized options are available, may simply be engaged in a different domain of play with a different match to adult occupation. For example, such children might gravitate eventually to aeronautical engineering rather than piloting the planes.

Automobile manufacture and mechanics. There exist a variety of static and dynamic models of automobiles that may spur the development of Realistic interests and abilities.

Soldiering and hunting. The wide variety of toys involving soldiers, weapons, and violent games suggests early emergence of predispositions of children to engage in one of the core set of Realistic activities, namely, soldiering and hunting. We do not know if those who volunteer to fight in the military (either as enlisted or through entry into the officer corps) were any more likely to have played with toy military figures or toy weapons as a child. Of some interest today is whether experience of play with combat-oriented video or computer games increases consideration of adult occupations that are similarly engaged in combat.

Image. The Lost in Space Roto-Jet Gun, from about 1965 (see Gun, 2007). This was one of the author's favorite toys in childhood. One could assemble the two pistols co create a rifle.

Farming. There exist several toys in which farming is modeled, although today such toys are typically aimed at very young children. It is possible that such toys represent essentially a "play fossil" in that although adult occupational roles in farming are extremely unlikely for most children in today's society, such toys are still included in the child's range of experiences, perhaps out of parents' own nostalgia for such toys from their own childhood, stretching back to a time in a chain of nostalgia across generations, and finally reaching a time in which farming remained a "live option" for the child playing with the toy model of a farm.

Image. The cow says moo (Farm, 2007).

Sewing. Although presumably not as popular as they once were, toy sewing kits are still available for use by children. Children with a strong interest in playing with such toys may be more likely to evince later interest in clothing design and creation.

Investigative Domains

Investigative types tend to prefer activities, such as mathematics and science, that require patient, systematic observation or manipulation of symbol systems, often with the goal of understanding and controlling natural phenomena. They tend to dislike activities that require manipulation of other people in order to achieve their desired ends. They also tend to dislike activities that are overly social or repetitive. Thus, persuasive skills are less valued. Investigative types perceive themselves as intelligent, curious, independent, intellectual, rational, and precise. However, others may view them as unpopular, too cautious and pessimistic, overly reserved, too critical, and unnecessarily complex. They often have skills in science and mathematics. They tend to value opportunities in which they may engage in scientific activities and discovery.

Medicine. There are numerous toys and costumes available to children interested in playing roles associated with medical professionals. Medical black bag toys, with toy stethoscopes and pill bottles, have long been a staple of the toy aisle. A child's interest in medical play is likely to be spurred by illness and positive encounters with doctors and other medicals staff. Such play may also help children overcome fears associated with illness and injury. Earlier play at medicine tends to focus on the most visible, prototypical features of medical practice. Later play may extend the play towards various social roles of the physician, or medical procedures that are less visible to the naked eye. Many adult physicians anecdotally report that their interest in becoming a doctor originated in response to a childhood illness or injury, and one wonders if such early illness spurred associated medical play, and helped to mold the child's interests in the directions of a medical career.

Then, of course, there is one of the most popular of all games of childhood, Operation. In the game, the players take turns removing bones or other faulty organs from the body on the operating table. If the tweezers removing the objects touch the sides of the space holding the object, the light goes off and the buzzer sounds (which is bad). The game models some important aspects of surgery: dexterity and manipulation of metal operating tools.

Biology. Play with biological systems ranges from toys of animals (either wild or tame). Some toys (such as the Ant Farm) involve live animals. Simulation software (such as SimAnt) allows children to model how animals interact with one another or the environment.

Paleontology. There are a range of toys to support budding interest in things paleontological. These range from plastic dinosaurs (or dinosaur models), to blocks of dirt from which one may dig out mock bones. In my own development, I recall enjoying play with dinosaurs and being greately interested in them. I had a few plastic ones as a young child, and by the time I finished third grade I had read every book in the school library about dinosaurs. Until fifth grade I planned to become a paleontologist, a possibility that I kept alive until half-way through my sophomore year in college, when Steven Jay Gould convinced me that it would probably not be a wise occuaptional choice for me. However, I suspect that many professional paleontologists did play with toy dinosaurs as children, and that such play kindled an enduring interest in the field.

Image. The simple plastic dinosaur (Pterodon, 2007).

Image. This wonderful triceratops model was produced by Revell-Monogram (Triceratops, 2007). But to complete the model at this level of quality is beyond most children; perhaps Mom or Dad could help.

Chemistry. The home chemistry lab is one of the mainstays of children's toys, but also one that has become considerably wittled down over time, and as parents may become increasingly nervous about what their children can concoct in their room.

Artistic Domains

Artistic types tend to prefer ambiguous, unsystematic, unconstrained activities involving play with or manipulation of human, physical, verbal, or auditory materials to create art forms or products. They tend to dislike activities that are orderly, systematic, and bureaucractic. Conventional business and bureaucratic activities are less valued. Artistic types perceive themselves as intuitive, original, independent, open, sensitive, idealistic, and expressive. Others may view them as nonconforming, impulsive, impractical, disorderly, complicated, and overly emotional. They often have skills in acting, music, the visual arts, speaking, and writing. They tend to value opportunities in which they may be creative and apply their aesthetic sensibilities and intuition.

Painting. One of the prototypical toys is the toy painter's easel. Once made from wood, these are increasingly made from sturdy plastic, and only indirectly resemble the adult version. In general, the plasticization of children's toys over the past few decades has gradually shifted the toy analogs of adult work objects into increasingly abstracted, "blobby", and colorful plastic toy versions. A variety of collections of children's artistic tools provide toy analogs of their adult originals. For example, Crayola crayons mirror adult pastels and oil pastels. This is not to say that serious art cannot be created from "toy" versions used by children, but only to say that the toy versions are specifically developed with children's use in mind. Several artistic toys are typically used only by children, e.g., Etch-a-Sketch.

Culinary arts. In his engaging history of the Easy-Bake® Oven, Hoffman (2003) includes the results of a number of autobiographical reports from contemporary professional chefs who reported receiving an Easy-Bake Oven as a child. Typically, these reports noted that the child had either strongly requested the toy or that a fried or sibling had received it, but that in either event the future chef had made heavy use of the toy, providing a rewarding early experience in the development of skills in baking. Until very recently, all versions of the Easy-Bake Oven relied on light bulbs as their heating element. However, despite its status as a toy, the oven provides sufficient heat to cook a wide range of baked goods, as reflected in the recipes that Hoffman provides. One of the chefs, Caprial Pence (chef at Caprial's Bistro in Portland, Oregon), reported that she had such heavy use of her oven that "one day it started smoking, the lightbulb popped and the whole thing just sort of imploded!" (p. 65). After that, she reported moving on to a bigger oven. A number of the male chefs also reported use of the toy, although parents (and especially fathers) had initially resisted their requests. Rob Feenie (Chef at Lumière Restaurant in Vancouver, Canada) said that his sister had received the oven but that "it definitely piqued my curiosity and provided a comfort level that would eventually get me to try cooking as a career" (p. 55). Grantham (1998/2003) also reports that a number of professional chefs of both sexes "trace the beginnings of their careers to the popularity of the toy." Millions of Easy-Bake Ovens have been created and distributed world-wide since its introduction in 1963.

Image. The Easy-Bake Oven (Oven, 2007) started many of Chef on their way to culinary careers.

Acting. Many children play dress-up, don costumes, put on puppet shows, hold a play microphone and sing, or otherwise play any of a number of performer roles. These are all early forms of the acting occupation.

Image. Puppets provide an opportunity for children to take on roles such as actor, director, and stage manager. See Puppet (2007).

Social Domains

Social types tend to prefer manipulation of other people in order to help them, e.g., through education or therapy. They tend to dislike activities that involve systematic manipulation of machines, tools, and other materials. Thus, mechanical, manual, and technical skills are less valued. Social types perceive themselves as sociable, friendly, kind, empathetic, idealistic, helpful, responsible, understanding, warm, generous, cooperative, and patient. However, others may view them as being overly intrusive and controlling in their apparent helpfulness, as being unjustifiably positive and upbeat, and disingenuous. They often have skills in helping and understanding others and teaching. They tend to value opportunities in which they may be social, act ethically, and solve interpersonal problems.

Childcare. A popular type of toy, typically but not exclusively used by girls, is the baby doll. There exist a wide variety of baby dolls, some with quite sophisticated requirements and capabilities, such as the ability to cry, drink, urinate, crawl, burp, and so on. Much of the play with such toys involves various types of caring, feeding, putting to sleep, and burp.

Image. Baby dolls are a favorite toy among young children (Baby Doll, 2007).

Teaching. There are surprisingly few toys that support pretend play of teaching. Some of the more interesting examples of teaching oriented toys might be difficult to recognize as such. For example, a popluar type of toy is one in which the child teaches (or trains) an electronic pet or robot to perform certain tricks or do certain things.

Enterprising Domains

Enterprising types tend to prefer manipulation of other people in order to achieve their desired ends, which typically involve the acquisition of power through organizations, or economic gain. They tend to dislike activities that require patient, systematic observation or manipulation of symbol systems, which offer little opportunity for manipulation of others in a social context. Thus, scientific skills are less valued. Enterprising types perceive themselves as optimistic, self-confident, sociable, talkative, extroverted, energetic, agreeable, and ambitious. However, others may view them as domineering, acquisitive, exhibitionistic, and inappropriately flirtatious. They often have skills in leadership and persuasive speaking. They tend to value opportunities in which they may be overtly political and/or achieve economic objectives.

Real estate developers. The board game Monopoly almost does not count as a toy, but I suggest that it does, because it does involve both manipulation of objects and "as if" play. The players really do engage one another as if they were buying and selling properties.

Image. Monopoly: A game that promotes pretend play in real estate sales (Monopoly, 2007).

Diplomacy. Not typically played until the teenage years, except perhaps by very gifted children, the role playing game Diplomacy stands out as perhaps one of the most interesting toys/games. It involves both manipulation of objects (Armies on a map of Europe) and "as if" play that involves diplomatic behavior between nations.

Conventional Domains

Conventional types tend to prefer systematic, orderly, explicit, planful activites over those activities that are unsystematic, disorderly, ambiguous, or spontaeous (or unplanned). Artistic activities are less valued. Conventional types perceive themselves as orderly, careful, efficient, persistent, and practical. Others may view them as prudish, unimaginative, obedient, inflexible, and defensive. They often have skills in clerical or numerical computation areas. They tend to value economic achievement, business, and bureaucratic efficiency.

Accounting. There is very little in children's toys that approaches accounting work, although aspects of some simulation games do involve budgeting, checking financial records, and so on. For example, in SimCity players must consult their balance sheets (or their financial advisor, in the more advanced versions of the game).

Banking. Children's exposure to banking can occur through at least two avenues: a toy bank, and through the "banker" role in some role-playing board games, such as Monopoly.

Image. Mosler Combination Safe, bank vault with alarm. When opened, the alarm can go off. From Safe (2007).

Career Education Through Play