Universally designed toys grow with a child, and are accessible to all children. Designating toys by play stages, rather than ages, is an extension of Universal design principles (Sue Mistrett in Anderson, 2005).

Play Stage 1- Sensory exploration

Toys for children in the sensory exploration stage help children figure out, “What is it?” Children in this stage tend to explore every toy in the same way e.g., pounding, banging or rolling, regardless of the toy’s characteristics.

Example , dolls, blocks and cups are viewed as objects to hold and bang rather than use for their unique characteristics (e.g., feed put a baby or build an apartment building of blocks).

Play Stage 2- Discovery of cause and effect

Toys for children in the cause and effect stage answer “What does it do?” A child interacts with a toy to see what can happen, and is intrigued by the result to do it over and over.

Example: Pressing a red button on a busy box to see a funny face pop up or open a blue door to hear a cow moo.

Play Stage 3- Imagination and creativity

Toys in the imagination and creativity stage promote “What can it be?” Children use objects in pretend play or use several toys or objects together to create something else.

Example: A tissue becomes a doll’s cape; blocks can be arranged as a runway for a doll fashion show.

Universally designed toys promote play across all three stages and encourage children to use toys and objects for different purposes.

• Construction toys can be banged and dropped (sensory exploration), stacked or attached in a tall tower to knock down (cause and effect), or arranged to form an intricate race track (imagination and creativity).
   
• Crayons and markers roll (sensory exploration), make colorful marks on paper (cause and effect), or create family portraits (imagination and creativity).
   
• Balls can be bounced (sensory exploration), rolled to knock over toys (cause and effect), or wrapped in white cloth to make a ghost for Halloween.