• Use recommended age labelling as a guide and look for warnings and other safety messages on toy packaging

• Read instruction carefully

• Spot check toys regularly for minor damage and urge children to let you know when toys need repair

• Don’t leave toys outdoors overnight. Rain, snow and dew cause rust and damage that increase the risk of accidents.

• Be especially careful when selecting toys for children under the age of three.

• If you have children of different ages toys should be kept separate where possible to restrict the younger child from access to small pieces.

• No matter how old a child is, if he or she is still mouthing objects, be sure toys or pieces of toys are too large to swallow or become lodged in the mouth or throat.

• Check for sturdy, well-sewn seams on stuffed animals and cloth dolls. Be certain that eyes, noses, buttons, ribbons and other decorations are securely fastened and cannot be pulled or bitten off.

• Look for the words "machine/surface washable" on stuffed and cloth toys and "UL (Underwriters Laboratories) Approved" on electrical toys.

• Teach children to store their toys properly in a place selected by you this will help to foster a sense of responsibility and teach that care must be given to valued belongings.

Remember toys are a great investment in your child’s future so it is important that they are given some consideration and are chosen with care. Wherever possible get involved and encourage your child to be creative through play. Children tend to remember lessons they learn while having fun and interacting with others.

Children aged from 3 to 5 years and attending nursery in England follow a National Curriculum called the foundation Stage. It is an important stage that is not designed specifically for children in this age group to develop. Your nursery or pre school will plan activities that will help your child to develop in six different areas of learning know as the Early Learning Goals (ELG’s).

The early learning goals establish expectations for most children to reach by the end of the foundation stage, but are not a curriculum in themselves. They provide the basis for planning throughout the foundation stage, laying secure foundations for future learning.

By the end of the foundation stage, some children will have exceeded the goals. Other children will be working towards some or all of the goals – particularly younger children, those who have not had high-quality early years experience, those with special educational needs and those learning English as additional language.