Gender-Neutral Design of Children's Toys Based on Cognitive Development

DOI: https://doi.org/10.62517/jhet.202515411

Author(s)

Lu Naiyuan

Affiliation(s)

Jingdezhen Ceramics University, Jingdezhen, Jiangxi, China

Abstract

Gender-stereotyped toy design has long influenced children's cognitive development and socialization processes. Grounded in Piaget's cognitive development theory and Vygotsky's sociocultural theory, this study systematically examines the theoretical foundation, design principles, and social value of gender-neutral toy design. Through literature review, we analyze the relationship between children's cognitive development stages and toy design. Case studies of internationally renowned toy brands provide practical insights, while surveys and in-depth interviews capture feedback from parents, educators, and children regarding gender-neutral toys. The research identifies four core principles for gender-neutral toy design: 1) developmental stage appropriateness, 2) open-ended play functionality, 3) neutral sensory experience, and 4) inclusive narrative design. Empirical evidence demonstrates that toys incorporating these principles significantly expand children's play options, enhance comprehensive cognitive development, and foster gender equality awareness. However, the study also highlights practical challenges including market inertia and parental cognitive biases that must be addressed for widespread adoption. This research provides both theoretical framework and practical guidance for innovative toy design, offering substantial implications for promoting educational equity and advancing the toy industry's transformation toward greater inclusivity.

Keywords

Cognitive Development Theory; Gender-Neutral; Toy Design; Childhood Education; Gender Equality

References

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