This article presents two typologies or classifications of play materials. One typology describes play materials by their characteristics and use. From this perspective, toys or play materials are divided into four broad categories: instructional materials, real objects, constructive or creative play objects, and toys. The second typology analyzes toys from an empirically-derived approach. McCune-Nicholich's (1977) and Yawkey's (1983a, 1983b) schemes for examining developmental pretend play are explained. Different play objects are included in each level of play development. Finally, some educational implications are discussed, and the importance of play materials in the development of cognitive, social, physical, and other skills is stressed.
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