Child’s play, and the trouble with toys: a study of affection, anxiety, and alternatives in toy consumption

Abstract

Toys play a foundational role in a child’s cognitive, emotional, and social development. While the impact of toys on children has been widely studied, there remains a gap in understanding how spaces that offer these toys, such as toy stores and toy libraries, are perceived and experienced by children and parents. This thesis explores the existing experiences and expectations surrounding toy-related environments, and considers their potential to evolve into meaningful third spaces that go beyond commercial exchange. Drawing on ten in-depth interviews with parents and ten with children, supported by observational data and a drawing activity, this qualitative study investigates how these stakeholders navigate toy consumption, selection, and engagement. Key findings highlight parental stress associated with in-store shopping, the influence of gifting culture, a preference for educational toys, and the practical difficulties in adopting alternative models such as toy rentals. In contrast, children demonstrated a more imaginative and emotionally charged relationship with toys, desiring play spaces that feel familiar, vibrant, and socially engaging. Observations from a toy store, along with social listening insights from online reviews of a toy library app, further reveal the tension between convenience, consumerism, and emotional attachment. This thesis argues for a complementary model in which both toy stores and toy libraries coexist, offering a balance between access, sustainability, and experiential value. It calls for a behavioural shift and design thinking approach that places children’s voices and emotional needs at the centre, while responding to parents’ logistical and educational expectations.