SlideShare a Scribd company logo
1 of 34
Briefing: December 2012
Let Toys be Toys - for Girls & Boys
The Campaign
The Campaign
Let Toys Be Toys is a new campaign set up by
parents, asking retailers to stop limiting children's
imaginations and interests by promoting some toys
as only suitable for girls, and others only for boys.
We are asking retailers to present toys by theme or
function, rather than by gender, and to let children
decide which toys they want to play with.
Which retailers let toys be toys?
Survey Overview
During November 2012 a group of volunteer parents carried out a pilot
survey, visiting toy stores, supermarkets and department stores across the
UK and Ireland; checking whether they had sections for ‘Boys Toys’ and
‘Girls Toys’, how strongly these were marked out, and which toys were
included in each section. They also looked at the corresponding online toy
stores.
The initial survey visited 40 different retail branches to get an initial view
of which retailers are doing the best at letting toys be toys, and which are
limiting children’s choices by gender. In 2013 we will expand this survey so
that we an benchmark the progress of each retailer.
Which retailers let toys be toys?
 Debenhams
 Boots
 Toys R Us
 Argos
 John Lewis
 Tesco
 Sainsbury’s
 Fun Learning
 Early Learning Centre
 Hamleys
Failed to make the
grade
Mixed performance Top of the class
End of term report card, December 2012
Based on mystery shop of stores and websites
 Wilkinsons
 TK Maxx
 The Entertainer
 Asda
 M&S
What let them down?
Labeled sections Labeled toys Online tagging by gender
Fun Learning
Sainsbury’s 
Early Learning Centre 
Hamleys 
Toys R Us 
John Lewis 
Argos -
Tesco 
Debenhams   
Asda   
M&S   
Boots   
TK Maxx   -
The Entertainer   
Wilkinsons   
Half of the stores visited signposted ‘Boys’ and ‘Girls’ toys
These included:
 Wilkinsons (The Gates Shopping Centre,
Durham)
 Boots (Cork, Ireland)
 Debenhams (Cork, Ireland; Norwich;
Bristol
 TK Maxx (Cork, Ireland; Stockport;
Norwich)
 Tesco (Cork, Ireland)
 The Entertainer (Winchester, Grimsby,
Reading)
 Toys R Us (Newberry Park, London)
 Sainsbury’s (Fallowfield, Manchester)
 Asda (Ferring, West Sussex)
Many stores used a range of signals to reinforce the message
Labels on toysLabels on shelves Single sex pictures
Clustering otherwise
unrelated toys
Colour-coding
Half of
visited
stores
A
quarter
of stores
visited
Most
visited
stores
Half of
visited
stores
Half of
visited
stores
The stores with the strongest gender division were
 Wilkinsons, (The Gates shopping Centre, Durham)
 TK Maxx (Norwich; Stockport; Cork City, Ireland)
 Boots (Crawley, West Sussex; Cork City, Ireland)
 Debenhams (Cork City, Ireland; Bristol)
 Tesco, (Cork City, Ireland; Inverurie, Aberdeenshire)
 The Entertainer, (Grimsby;
 Toys R Us (Dundee; Reading)
 Asda (Durham; Ferring, West Sussex)
[All stores using between 3 and 5 signals to mark out ‘Boys’ and ‘Girls’ toy areas]
The stores with the least gender division were
 Sainsbury’s (Eastbourne East Sussex)
 Boots (Cheltenham)
 John Lewis (Watford)
 Toys R Us (Bromley, London)
 ELC (Chichester)
 Fun Learning (St Albans)
What the mystery shoppers saw
 “All science and Lego is for boys. All home play for girls. The only section for any
gender is preschool. They shelve Playmobil toys here even though they are for
older girls and boys” – The Entertainer, Winchester
 “The labelled boys section was blue and the labeled girls section was pink. Along
the usual stereotypical toys in each there were random gender neutral toys
segregated for no good reason at all” – The Entertainer, Reading
 “The only toys not displayed by gender were craft and jigsaws and some books” –
TK Maxx, Norwich
 “Play Doh and lots of other craft materials you are shelved alongside the dolls and
toys in pink packaging.” – Asda, Durham
What the mystery shoppers saw
 “What an excellent shop! Everything categorised by theme, not gender. This is how it should
be done! Just brilliant. Check out the house toys for example - the cookery sets and kitchen
stuff are primary colours, the same as the drill, tools and doctor's set, which are all in the
same section.” – Sainsbury’s Eastbourne
 “I thought this toys were laid out well. They were in groups rather than boys or girls themes.
For instance, they had dolls and Barbies next to the action toys, craft sections and cars next to
cleaning toys, babies section next to scooters. The toys seemed to be grouped by what they
did, not by colour or boys/girls.” Toys R Us, Bromley, London.
 “This shop is great. All the shelves are labelled with what the toys do rather than whether
than whether they are for girls or boys. Rockets and planets in a section called ‘Space’, there
are sections for crafts, pretend play, construction and so on.” Fun Learning, St Albans
What kind of toys are promoted to boys and
girls?
What goes where
What kind of toys are promoted to boys and girls ?
 DIY - Ten times as many
stores promoted toolkits to
boys than to girls
 Engineering - Three times as
many stores promoted
construction toys to boys as
to girls
 Science - Twice as many
stores promoted chemistry
sets to boys as to girls.
 Beauty - Six times as many
stores promoted personal
grooming/beauty products
to girls as to boys
 Cooking - Four times as
many stores promoted play
kitchens to girls as to boys.
 Cleaning - Four times as
many stores promoted
cleaning sets to girls as to
boys
 Crafts - Three times as many
stores promoted crafts to
girls as to boys
My little buggy: Wilkinsons
“Boys stuff”: Marks and Spencer
Lil miss arty microphones, Marks and Spencer
Globe in the Boys Section, TK Maxx
Botany set, listed under Boys, Debenhams
Online
Gruffalo slipper ‘boys’: John Lewis online
Marble run ‘boys stuff’, Marks & Spencer
SCIENCE KITS
All science toys under “gifts for boys”
Boots (Cork, Ireland)
Why does it matter?
Why does it matter?
 Limiting play opportunities can affect children’s
development
 Allowing children to develop their natural talents
benefits everybody
 Consumers are frustrated that their choices are
being limited
 Gendering children’s toys doesn’t reflect the real
world
 It's easy for retailers to make a positive difference,
and they should benefit too
Labeling toys by gender stifles children’s opportunity to develop
 Play is crucial to how children develop and learn about the world.
 Toys focused on action, construction and technology hone spatial skills, foster problem
solving and encourage children to be active.
 Toys focused on role play and small scale theatre allow them to practice social skills.
 Arts & crafts enable children to practice fine motor skills and perseverance.
 Many stores divide a wide range of their toys into boy’s and girls sections.
 Action construction and technology toys are predominantly marketed to boys while
social role play and arts and crafts toys are predominantly marketed to girls.
 Role play toys often reflect outdated stereotypes; doctors kits for boys, nurses kits for
girls, DIY for boys and cooking for girls etc…
 How toys are labelled and displayed effects consumers’ buying habits.
 Many people feel uncomfortable buying a boy a pink toy or a girl a toy labelled as ‘for
boys’.
 Others are simply not aware of the restricted choices they are being offered. They may
not notice that science kits and construction toys are missing from the "girls" section, or
art & crafts and kitchen toys from the "boys".
It's easy for retailers to make a positive difference, and they
should benefit too
 This campaign is asking retailers to categorise their toys
by theme and function rather than gender.
 We are not asking retailers to change the toys they sell.
 We are asking them to stop organising their stores into
‘boys’ and ‘girls’ aisles, take down signs in stores and on
packaging, and instead let toys be toys.
 It’s an easy change to make. Hamley’s did it last year;
Next are considering for 2013.
 It’s a win-win: we're talking about retailers offering
consumers more not less .
Parents’ perspectives
Parents say
• ‘My 4 year old daughter is now starting to get self
conscious walking into the 'boys' section to get
her favourite things and it's heart-breaking to
watch.’
• ‘My girls love Lego, trains, swords and pirates,
along with dolls and crafts. They're getting to an
age where they worry about things for girls and
boys, and hesitate to play with "boys" toys now
as they feel they're doing wrong. I hate having
their options limited by retailers and the media.’
Parents say
• ‘My son confessed that he has always wanted
a dolls house but has always been too
embarrassed to ask for one because he
thought they were just for girls. He’s 11.’
• ‘I'm sick of people saying my daughters toys
are boys toys, I don't want her to feel she
should not play with them because she is not
a boy!’
Parents say
• ‘I purchased my godson a beautiful
freestanding kitchen for his birthday.
His father huffed and moaned about
it being a "girl's toy”’
• ‘I feel sad because my 5yo daughter
… only just realised that some
people think girls and outer space
don't go....’
Parents say
• ‘I was looking at scooters with my daughter a
while back, she was quite happily whizzing up
and down the aisle on a blue flashing light type
thing when the shop assistant came over and
said, 'here's a nice girly one for you' and handed
us a clunky Disney Princess heap. My daughter
got on it and gave it a try, then handed it back
with a look, said 'it's too slow' and got back on
the blue one. He looked confused. It's this kind
of interference though that can make kids think
they should be a certain way, I hate it.’
Parents say
• ‘My 3 year old son got a kitchen for his
birthdays last year, he also has a pink toy
umbrella stroller that he picked himself and he
loves playing with toy dolls and with my
daughter's tea set.’
• ‘I'm happy to 'let her be a girl' - it's just that
my definition of 'girl' is significantly different
from that of the toy and retail industry
marketing bods’.
How people can get involved
 Connect with the campaign on social media, share photos and
examples and spread the word.
www.facebook.com/pages/Let-Toys-Be-Toys-For-Girls-and-Boys
www.twitter.com/lettoysbetoys
 Sign the petition at change.org.
www.change.org/en-GB/organizations/let_toys_be_toys
 Write to retailers and tell them why this matters.
Contact Let Toys Be Toys
Twitter
@lettoysbetoys
Email
lettoysbetoys@gmail.com
Website
www.lettoysbetoys.org.uk

More Related Content

Viewers also liked (11)

AS Media Lesson 2 - gender and stereotypes
AS Media Lesson 2 - gender and stereotypesAS Media Lesson 2 - gender and stereotypes
AS Media Lesson 2 - gender and stereotypes
 
Kids, parents, toys & gender
Kids, parents, toys & genderKids, parents, toys & gender
Kids, parents, toys & gender
 
Representations and stereotypes
Representations and stereotypesRepresentations and stereotypes
Representations and stereotypes
 
Child and Adolescent Development (Socialization)
Child and Adolescent Development (Socialization)Child and Adolescent Development (Socialization)
Child and Adolescent Development (Socialization)
 
Gender stereotype
Gender stereotype Gender stereotype
Gender stereotype
 
Q201 - Gender Identity
Q201 - Gender IdentityQ201 - Gender Identity
Q201 - Gender Identity
 
Gender stereotypes
Gender stereotypesGender stereotypes
Gender stereotypes
 
Gender stereotypes
Gender stereotypesGender stereotypes
Gender stereotypes
 
Adolescence
AdolescenceAdolescence
Adolescence
 
Toys "R" Us Marketing Plan
Toys "R" Us Marketing PlanToys "R" Us Marketing Plan
Toys "R" Us Marketing Plan
 
Representation of gender and stereotypes
Representation of gender and stereotypesRepresentation of gender and stereotypes
Representation of gender and stereotypes
 

More from Jess Day

More from Jess Day (20)

Let Toys Be Toys - Communicating Causes presentation
Let Toys Be Toys - Communicating Causes presentationLet Toys Be Toys - Communicating Causes presentation
Let Toys Be Toys - Communicating Causes presentation
 
Email reactivation and segmentation - Glyn Thomas, WDM
Email reactivation and segmentation - Glyn Thomas, WDMEmail reactivation and segmentation - Glyn Thomas, WDM
Email reactivation and segmentation - Glyn Thomas, WDM
 
Creating a blogger outreach programme
Creating a blogger outreach programmeCreating a blogger outreach programme
Creating a blogger outreach programme
 
Developing a global digital strategy
Developing a global digital strategyDeveloping a global digital strategy
Developing a global digital strategy
 
No More Page 3
No More Page 3No More Page 3
No More Page 3
 
Build your list cheaply with facebook ads
Build your list cheaply with facebook adsBuild your list cheaply with facebook ads
Build your list cheaply with facebook ads
 
Fighting corruption in the Italian elections
Fighting corruption in the Italian electionsFighting corruption in the Italian elections
Fighting corruption in the Italian elections
 
Surveillance, Censorship and Copyright: How digital rights issues affect the ...
Surveillance, Censorship and Copyright: How digital rights issues affect the ...Surveillance, Censorship and Copyright: How digital rights issues affect the ...
Surveillance, Censorship and Copyright: How digital rights issues affect the ...
 
10 campaigning ideas
10 campaigning ideas10 campaigning ideas
10 campaigning ideas
 
Obama 2012: Lessons from a data-driven campaign
Obama 2012: Lessons from a data-driven campaignObama 2012: Lessons from a data-driven campaign
Obama 2012: Lessons from a data-driven campaign
 
Integrating Fundraising and Campaigns
Integrating Fundraising and CampaignsIntegrating Fundraising and Campaigns
Integrating Fundraising and Campaigns
 
Common Cause - ECF 2012
Common Cause - ECF 2012Common Cause - ECF 2012
Common Cause - ECF 2012
 
Unconscious motivational values
Unconscious motivational valuesUnconscious motivational values
Unconscious motivational values
 
Public relations, public affairs: digital methods
Public relations, public affairs: digital methodsPublic relations, public affairs: digital methods
Public relations, public affairs: digital methods
 
Data collection and personalisation
Data collection and personalisationData collection and personalisation
Data collection and personalisation
 
Communicating citizenship online: the web presence of youth organizations
Communicating citizenship online: the web presence of youth organizationsCommunicating citizenship online: the web presence of youth organizations
Communicating citizenship online: the web presence of youth organizations
 
Tools and tactics - audience receptivity to social media
Tools and tactics - audience receptivity to social mediaTools and tactics - audience receptivity to social media
Tools and tactics - audience receptivity to social media
 
Optimize not Maximize: Evaluating the Integrated Use of Digital and Grounded ...
Optimize not Maximize: Evaluating the Integrated Use of Digital and Grounded ...Optimize not Maximize: Evaluating the Integrated Use of Digital and Grounded ...
Optimize not Maximize: Evaluating the Integrated Use of Digital and Grounded ...
 
Social media and political change - Rachel Gibson
Social media and political change - Rachel GibsonSocial media and political change - Rachel Gibson
Social media and political change - Rachel Gibson
 
Getting them involved: attracting and empowering supporters
Getting them involved: attracting and empowering supportersGetting them involved: attracting and empowering supporters
Getting them involved: attracting and empowering supporters
 

Recently uploaded

The basics of sentences session 2pptx copy.pptx
The basics of sentences session 2pptx copy.pptxThe basics of sentences session 2pptx copy.pptx
The basics of sentences session 2pptx copy.pptx
heathfieldcps1
 
1029-Danh muc Sach Giao Khoa khoi 6.pdf
1029-Danh muc Sach Giao Khoa khoi  6.pdf1029-Danh muc Sach Giao Khoa khoi  6.pdf
1029-Danh muc Sach Giao Khoa khoi 6.pdf
QucHHunhnh
 
The basics of sentences session 3pptx.pptx
The basics of sentences session 3pptx.pptxThe basics of sentences session 3pptx.pptx
The basics of sentences session 3pptx.pptx
heathfieldcps1
 

Recently uploaded (20)

General Principles of Intellectual Property: Concepts of Intellectual Proper...
General Principles of Intellectual Property: Concepts of Intellectual  Proper...General Principles of Intellectual Property: Concepts of Intellectual  Proper...
General Principles of Intellectual Property: Concepts of Intellectual Proper...
 
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
 
The basics of sentences session 2pptx copy.pptx
The basics of sentences session 2pptx copy.pptxThe basics of sentences session 2pptx copy.pptx
The basics of sentences session 2pptx copy.pptx
 
Python Notes for mca i year students osmania university.docx
Python Notes for mca i year students osmania university.docxPython Notes for mca i year students osmania university.docx
Python Notes for mca i year students osmania university.docx
 
Grant Readiness 101 TechSoup and Remy Consulting
Grant Readiness 101 TechSoup and Remy ConsultingGrant Readiness 101 TechSoup and Remy Consulting
Grant Readiness 101 TechSoup and Remy Consulting
 
psychiatric nursing HISTORY COLLECTION .docx
psychiatric  nursing HISTORY  COLLECTION  .docxpsychiatric  nursing HISTORY  COLLECTION  .docx
psychiatric nursing HISTORY COLLECTION .docx
 
Basic Civil Engineering first year Notes- Chapter 4 Building.pptx
Basic Civil Engineering first year Notes- Chapter 4 Building.pptxBasic Civil Engineering first year Notes- Chapter 4 Building.pptx
Basic Civil Engineering first year Notes- Chapter 4 Building.pptx
 
Application orientated numerical on hev.ppt
Application orientated numerical on hev.pptApplication orientated numerical on hev.ppt
Application orientated numerical on hev.ppt
 
Sociology 101 Demonstration of Learning Exhibit
Sociology 101 Demonstration of Learning ExhibitSociology 101 Demonstration of Learning Exhibit
Sociology 101 Demonstration of Learning Exhibit
 
This PowerPoint helps students to consider the concept of infinity.
This PowerPoint helps students to consider the concept of infinity.This PowerPoint helps students to consider the concept of infinity.
This PowerPoint helps students to consider the concept of infinity.
 
1029-Danh muc Sach Giao Khoa khoi 6.pdf
1029-Danh muc Sach Giao Khoa khoi  6.pdf1029-Danh muc Sach Giao Khoa khoi  6.pdf
1029-Danh muc Sach Giao Khoa khoi 6.pdf
 
Micro-Scholarship, What it is, How can it help me.pdf
Micro-Scholarship, What it is, How can it help me.pdfMicro-Scholarship, What it is, How can it help me.pdf
Micro-Scholarship, What it is, How can it help me.pdf
 
Nutritional Needs Presentation - HLTH 104
Nutritional Needs Presentation - HLTH 104Nutritional Needs Presentation - HLTH 104
Nutritional Needs Presentation - HLTH 104
 
Unit-IV; Professional Sales Representative (PSR).pptx
Unit-IV; Professional Sales Representative (PSR).pptxUnit-IV; Professional Sales Representative (PSR).pptx
Unit-IV; Professional Sales Representative (PSR).pptx
 
The basics of sentences session 3pptx.pptx
The basics of sentences session 3pptx.pptxThe basics of sentences session 3pptx.pptx
The basics of sentences session 3pptx.pptx
 
INDIA QUIZ 2024 RLAC DELHI UNIVERSITY.pptx
INDIA QUIZ 2024 RLAC DELHI UNIVERSITY.pptxINDIA QUIZ 2024 RLAC DELHI UNIVERSITY.pptx
INDIA QUIZ 2024 RLAC DELHI UNIVERSITY.pptx
 
PROCESS RECORDING FORMAT.docx
PROCESS      RECORDING        FORMAT.docxPROCESS      RECORDING        FORMAT.docx
PROCESS RECORDING FORMAT.docx
 
How to Give a Domain for a Field in Odoo 17
How to Give a Domain for a Field in Odoo 17How to Give a Domain for a Field in Odoo 17
How to Give a Domain for a Field in Odoo 17
 
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx
 
ICT Role in 21st Century Education & its Challenges.pptx
ICT Role in 21st Century Education & its Challenges.pptxICT Role in 21st Century Education & its Challenges.pptx
ICT Role in 21st Century Education & its Challenges.pptx
 

Let Toys Be Toys briefing and survey results

  • 2. Let Toys be Toys - for Girls & Boys The Campaign
  • 3. The Campaign Let Toys Be Toys is a new campaign set up by parents, asking retailers to stop limiting children's imaginations and interests by promoting some toys as only suitable for girls, and others only for boys. We are asking retailers to present toys by theme or function, rather than by gender, and to let children decide which toys they want to play with.
  • 4. Which retailers let toys be toys? Survey Overview During November 2012 a group of volunteer parents carried out a pilot survey, visiting toy stores, supermarkets and department stores across the UK and Ireland; checking whether they had sections for ‘Boys Toys’ and ‘Girls Toys’, how strongly these were marked out, and which toys were included in each section. They also looked at the corresponding online toy stores. The initial survey visited 40 different retail branches to get an initial view of which retailers are doing the best at letting toys be toys, and which are limiting children’s choices by gender. In 2013 we will expand this survey so that we an benchmark the progress of each retailer.
  • 5. Which retailers let toys be toys?  Debenhams  Boots  Toys R Us  Argos  John Lewis  Tesco  Sainsbury’s  Fun Learning  Early Learning Centre  Hamleys Failed to make the grade Mixed performance Top of the class End of term report card, December 2012 Based on mystery shop of stores and websites  Wilkinsons  TK Maxx  The Entertainer  Asda  M&S
  • 6. What let them down? Labeled sections Labeled toys Online tagging by gender Fun Learning Sainsbury’s  Early Learning Centre  Hamleys  Toys R Us  John Lewis  Argos - Tesco  Debenhams    Asda    M&S    Boots    TK Maxx   - The Entertainer    Wilkinsons   
  • 7. Half of the stores visited signposted ‘Boys’ and ‘Girls’ toys These included:  Wilkinsons (The Gates Shopping Centre, Durham)  Boots (Cork, Ireland)  Debenhams (Cork, Ireland; Norwich; Bristol  TK Maxx (Cork, Ireland; Stockport; Norwich)  Tesco (Cork, Ireland)  The Entertainer (Winchester, Grimsby, Reading)  Toys R Us (Newberry Park, London)  Sainsbury’s (Fallowfield, Manchester)  Asda (Ferring, West Sussex)
  • 8. Many stores used a range of signals to reinforce the message Labels on toysLabels on shelves Single sex pictures Clustering otherwise unrelated toys Colour-coding Half of visited stores A quarter of stores visited Most visited stores Half of visited stores Half of visited stores
  • 9. The stores with the strongest gender division were  Wilkinsons, (The Gates shopping Centre, Durham)  TK Maxx (Norwich; Stockport; Cork City, Ireland)  Boots (Crawley, West Sussex; Cork City, Ireland)  Debenhams (Cork City, Ireland; Bristol)  Tesco, (Cork City, Ireland; Inverurie, Aberdeenshire)  The Entertainer, (Grimsby;  Toys R Us (Dundee; Reading)  Asda (Durham; Ferring, West Sussex) [All stores using between 3 and 5 signals to mark out ‘Boys’ and ‘Girls’ toy areas]
  • 10. The stores with the least gender division were  Sainsbury’s (Eastbourne East Sussex)  Boots (Cheltenham)  John Lewis (Watford)  Toys R Us (Bromley, London)  ELC (Chichester)  Fun Learning (St Albans)
  • 11. What the mystery shoppers saw  “All science and Lego is for boys. All home play for girls. The only section for any gender is preschool. They shelve Playmobil toys here even though they are for older girls and boys” – The Entertainer, Winchester  “The labelled boys section was blue and the labeled girls section was pink. Along the usual stereotypical toys in each there were random gender neutral toys segregated for no good reason at all” – The Entertainer, Reading  “The only toys not displayed by gender were craft and jigsaws and some books” – TK Maxx, Norwich  “Play Doh and lots of other craft materials you are shelved alongside the dolls and toys in pink packaging.” – Asda, Durham
  • 12. What the mystery shoppers saw  “What an excellent shop! Everything categorised by theme, not gender. This is how it should be done! Just brilliant. Check out the house toys for example - the cookery sets and kitchen stuff are primary colours, the same as the drill, tools and doctor's set, which are all in the same section.” – Sainsbury’s Eastbourne  “I thought this toys were laid out well. They were in groups rather than boys or girls themes. For instance, they had dolls and Barbies next to the action toys, craft sections and cars next to cleaning toys, babies section next to scooters. The toys seemed to be grouped by what they did, not by colour or boys/girls.” Toys R Us, Bromley, London.  “This shop is great. All the shelves are labelled with what the toys do rather than whether than whether they are for girls or boys. Rockets and planets in a section called ‘Space’, there are sections for crafts, pretend play, construction and so on.” Fun Learning, St Albans
  • 13. What kind of toys are promoted to boys and girls? What goes where
  • 14. What kind of toys are promoted to boys and girls ?  DIY - Ten times as many stores promoted toolkits to boys than to girls  Engineering - Three times as many stores promoted construction toys to boys as to girls  Science - Twice as many stores promoted chemistry sets to boys as to girls.  Beauty - Six times as many stores promoted personal grooming/beauty products to girls as to boys  Cooking - Four times as many stores promoted play kitchens to girls as to boys.  Cleaning - Four times as many stores promoted cleaning sets to girls as to boys  Crafts - Three times as many stores promoted crafts to girls as to boys
  • 15. My little buggy: Wilkinsons
  • 16. “Boys stuff”: Marks and Spencer
  • 17. Lil miss arty microphones, Marks and Spencer
  • 18. Globe in the Boys Section, TK Maxx
  • 19. Botany set, listed under Boys, Debenhams Online
  • 20. Gruffalo slipper ‘boys’: John Lewis online
  • 21. Marble run ‘boys stuff’, Marks & Spencer
  • 22. SCIENCE KITS All science toys under “gifts for boys” Boots (Cork, Ireland)
  • 23. Why does it matter?
  • 24. Why does it matter?  Limiting play opportunities can affect children’s development  Allowing children to develop their natural talents benefits everybody  Consumers are frustrated that their choices are being limited  Gendering children’s toys doesn’t reflect the real world  It's easy for retailers to make a positive difference, and they should benefit too
  • 25. Labeling toys by gender stifles children’s opportunity to develop  Play is crucial to how children develop and learn about the world.  Toys focused on action, construction and technology hone spatial skills, foster problem solving and encourage children to be active.  Toys focused on role play and small scale theatre allow them to practice social skills.  Arts & crafts enable children to practice fine motor skills and perseverance.  Many stores divide a wide range of their toys into boy’s and girls sections.  Action construction and technology toys are predominantly marketed to boys while social role play and arts and crafts toys are predominantly marketed to girls.  Role play toys often reflect outdated stereotypes; doctors kits for boys, nurses kits for girls, DIY for boys and cooking for girls etc…  How toys are labelled and displayed effects consumers’ buying habits.  Many people feel uncomfortable buying a boy a pink toy or a girl a toy labelled as ‘for boys’.  Others are simply not aware of the restricted choices they are being offered. They may not notice that science kits and construction toys are missing from the "girls" section, or art & crafts and kitchen toys from the "boys".
  • 26. It's easy for retailers to make a positive difference, and they should benefit too  This campaign is asking retailers to categorise their toys by theme and function rather than gender.  We are not asking retailers to change the toys they sell.  We are asking them to stop organising their stores into ‘boys’ and ‘girls’ aisles, take down signs in stores and on packaging, and instead let toys be toys.  It’s an easy change to make. Hamley’s did it last year; Next are considering for 2013.  It’s a win-win: we're talking about retailers offering consumers more not less .
  • 28. Parents say • ‘My 4 year old daughter is now starting to get self conscious walking into the 'boys' section to get her favourite things and it's heart-breaking to watch.’ • ‘My girls love Lego, trains, swords and pirates, along with dolls and crafts. They're getting to an age where they worry about things for girls and boys, and hesitate to play with "boys" toys now as they feel they're doing wrong. I hate having their options limited by retailers and the media.’
  • 29. Parents say • ‘My son confessed that he has always wanted a dolls house but has always been too embarrassed to ask for one because he thought they were just for girls. He’s 11.’ • ‘I'm sick of people saying my daughters toys are boys toys, I don't want her to feel she should not play with them because she is not a boy!’
  • 30. Parents say • ‘I purchased my godson a beautiful freestanding kitchen for his birthday. His father huffed and moaned about it being a "girl's toy”’ • ‘I feel sad because my 5yo daughter … only just realised that some people think girls and outer space don't go....’
  • 31. Parents say • ‘I was looking at scooters with my daughter a while back, she was quite happily whizzing up and down the aisle on a blue flashing light type thing when the shop assistant came over and said, 'here's a nice girly one for you' and handed us a clunky Disney Princess heap. My daughter got on it and gave it a try, then handed it back with a look, said 'it's too slow' and got back on the blue one. He looked confused. It's this kind of interference though that can make kids think they should be a certain way, I hate it.’
  • 32. Parents say • ‘My 3 year old son got a kitchen for his birthdays last year, he also has a pink toy umbrella stroller that he picked himself and he loves playing with toy dolls and with my daughter's tea set.’ • ‘I'm happy to 'let her be a girl' - it's just that my definition of 'girl' is significantly different from that of the toy and retail industry marketing bods’.
  • 33. How people can get involved  Connect with the campaign on social media, share photos and examples and spread the word. www.facebook.com/pages/Let-Toys-Be-Toys-For-Girls-and-Boys www.twitter.com/lettoysbetoys  Sign the petition at change.org. www.change.org/en-GB/organizations/let_toys_be_toys  Write to retailers and tell them why this matters.
  • 34. Contact Let Toys Be Toys Twitter @lettoysbetoys Email lettoysbetoys@gmail.com Website www.lettoysbetoys.org.uk