The Nursery That Took All The Children’s Toys Away - IELTS Reading Answers & Explanations
From Cambridge IELTS 20 General Training Reading Test 2 · Part 3 · Questions 28–40
Reading Passage
Read the text on pages 45 and 46 and answer Questions 28–40.
The nursery that took all the children's toys away
Do toys stifle children's creativity? One Munich nursery decided to find out. Sarah Jewell reports
Children are ready consumers, particularly of toys. Their toy chests may be bursting but they are still desperate for the latest doll or train set. Depriving children of their toys seems unkind, yet a growing number of nurseries in Germany do just this. For three months of the year they put away their toys and all that is left to play with are the tables, chairs and a few blankets.
The project is called Der Spielzeugfreie Kindergarten (the nursery without toys) and was founded by Rainer Strick and Elke Schubert, public health officers who worked with adults suffering from various forms of addiction. They were concerned about the addictive habits that start early in childhood and wanted to show that children can play happily and creatively when they are not being 'suffocated' by their toys.
One of the nurseries that has been following this project for the past two years is the Friedrich-Engels-Bogen nursery in Munich. Gisela Marti, a teacher there, says: 'In these three months we offer the children space and time to get to know themselves.' The aim is to make the children 'self-confident, able to bear conflict and frustration, able to say "yes" as well as "no" and also aware of their weaknesses and strengths'. According to Gisela Marti, the children's day is deliberately unstructured as one of the basic beliefs of the project is that children spend too much time being rushed around from one activity to another and they end up with a 'reduced space for life'. The children are encouraged to do what they want, in their own way.
A video taken of the children during the three-month toy-free period shows them on the first day staring at each other hesitantly and looking apprehensively around the big, empty classroom. One of the nursery teachers, Gudrun Huber, says: 'We left them alone, even if they were bored, because sometimes things in life are boring and you have to learn to cope.' On the second day the children are filmed playing with the chairs and blankets. They make a den by draping the blankets over the tables and weighing them down with shoes, and then they start running around the room, chatting and laughing excitedly. Gudrun Huber explains how this put them in an entirely different mood: 'Once the children realised they could do what they liked and they were in control, they really went a bit mad - they got very boisterous and excited, climbing all over the furniture.' Initially it was difficult for the staff, not just because it was unbearably noisy, but because, as Gudrun Huber says: 'It was difficult to hold back and let the children be.'
Like Gudrun Huber, Gisela Marti found it hard to re-evaluate the rules she was used to: 'They weren't allowed to do anything really dangerous, but they were allowed to jump on the chairs and tables, and that is not something they would normally be allowed to do. As a teacher you do have to have confidence in the children.' But she adds: 'Everyone has to work within their own boundaries and some teachers will allow more dangerous and active play than others.'
Gisela Marti found that once the children settled down to the new regime, they invented games: 'They loved acting and putting on a show, or pretending to be in a circus or on a train, but most importantly, all the time they were playing, they were learning to socialise.'
Two weeks before the end of the project the teachers and children had a group discussion about which toys they would like brought back. The children were happy to get their toys back, but they were also aware that they had fun without them. As one little boy in Gudrun Huber's class said: 'I like having no toys because then you can use your imagination instead.'
At the end of the project, Elke Schubert thought there were definite benefits. 'We find that children on the project concentrate better when they work, integrate better into groups and communicate better than the children who didn't take part.'
The parents were also positive about how the 'time without toys' affected their children. Some parents have even copied the nursery's example. As one father said: 'Klaus used to get out all his toys and spread them all over the room and they got in such a mess that he wasn't playing properly with any of them. So we put all the toys away in the cellar and now we only get out what he actually wants to play with and he gets much less frustrated.'
Elsa Davies is Director of the National Playing Fields Association. She says: 'The most natural and durable learning happens through play and often play which is freely chosen by the child. Teachers often underestimate the power of that learning.'
Questions
Questions 28–30 Multiple Choice (One Answer)
Choose the correct letter, A, B, C or D.
Write the correct letter on your answer sheet.
Questions 31–35 Matching Features
Look at the following statements and the list of people below.
Match each statement with the correct person, A-E.
Write the correct letter, A-E.
A. Gisela Marti
B. Gudrun Huber
C. Elke Schubert
D. Klaus's father
E. Elsa Davies
Questions 36–40 Summary Completion
Complete the summary below.
Choose ONE WORD ONLY from the text for each answer.
Write your answers on your answer sheet.
The 'nursery without toys' project
On the first day of the project, a video shows that the children at the nursery did not know what to do in the 36 because it contained no toys. The next day, they used tables, blankets and 37 to build a den. The excitement of doing this changed their mood and resulted in a lot of noise and activity.
According to Gisela Marti, once they had adapted to the new approach, they began to make up 38 and do shows. They might have imagined they were in the 39, for example, or travelling on a train. All these activities taught them how to 40.
Answers & Explanations Summary
| # | Answer | Evidence | Explanation |
|---|---|---|---|
| Q28 | D | According to Gisela Marti, the children's day is deliberately unstructured as one of the basic beliefs of the project is that children spend too much time being rushed around from one activity to another and they end up with a 'reduced space for life' | Excerpt/Passage Explanation: The passage states that Gisela Marti believes children's days should be 'unstructured' (not planned much). This is because she thinks children in other places are 'rushed around' (made to go quickly) from one event to another too often, which gives them 'less time for life' (not enough free time). Answer Explanation: The answer means that Gisela Marti thinks nurseries usually make children's days too planned and busy. Reason For Correctness: The correct answer is D because Gisela Marti, a teacher, talks about how the project makes children's days 'deliberately unstructured'. She says this because she believes children usually 'spend too much time being rushed around from one activity to another'. This shows she criticizes the typical 'amount of organisation' children face in nurseries. |
| Q29 | B | Like Gudrun Huber, Gisela Marti found it hard to re-evaluate the rules she was used to: 'They weren't allowed to do anything really dangerous, but they were allowed to jump on the chairs and tables, and that is not something they would normally be allowed to do. As a teacher you do have to have confidence in the children.' But she adds: 'Everyone has to work within their own boundaries and some teachers will allow more dangerous and active play than others.' | Excerpt/Passage Explanation: The passage says that Gisela Marti, like another teacher, found it hard to change the old rules. Children were allowed to jump on chairs and tables, which they usually weren't allowed to do. She also says that different teachers will let children do different amounts of 'dangerous' play, depending on what they feel is okay. Answer Explanation: The answer means that teachers might need to change how they react to things that could be a little bit dangerous. Reason For Correctness: The correct answer is B because Gisela Marti explains that teachers had to think differently about what children were allowed to do. She said they had to 're-evaluate the rules' and that 'some teachers will allow more dangerous and active play than others.' This shows that teachers need to change or 'adjust their response' to what they consider dangerous activities, based on their own personal limits or 'boundaries'. |
| Q30 | D | The children were happy to get their toys back, but they were also aware that they had fun without them | Excerpt/Passage Explanation: The passage says that the children liked getting their toys back, but they also learned that they could play and have fun even when they didn't have toys. Answer Explanation: The answer means that the children felt both good about getting their toys back and also understood that they could have fun without them. They had more than one feeling about it. Reason For Correctness: The correct answer is that the children had mixed feelings about getting their toys back because the passage states they were both 'happy' to receive their toys again and also 'aware' that they had enjoyed themselves without them. This shows they had two different thoughts or feelings about the situation. |
| Q31 | C | At the end of the project, Elke Schubert thought there were definite benefits. 'We find that children on the project concentrate better when they work, integrate better into groups and communicate better than the children who didn't take part.' | Excerpt/Passage Explanation: The passage says that Elke Schubert believed the project was very good. She observed that kids who were in the project were better at focusing when they worked, joined groups more easily, and talked to others better than kids who were not in the project. Answer Explanation: The answer is C, which means Elke Schubert said this statement. Reason For Correctness: The correct answer is Elke Schubert because she talks about the benefits of the project for children's social skills. She specifically mentions that children who did the project 'integrate better into groups and communicate better' compared to those who did not. This means children who were not part of the project had poorer social skills, which matches the statement in the question. |
| Q32 | A | The aim is to make the children 'self-confident, able to bear conflict and frustration, able to say "yes" as well as "no" and also aware of their weaknesses and strengths' | Excerpt/Passage Explanation: The passage explains that the main goal is to make children feel good about themselves, handle tough situations, and know how to say 'yes' if they agree and 'no' if they don't agree. It's also about them understanding what they are good at and what they need to work on. Answer Explanation: The answer, 'A', means that Gisela Marti said that a goal of the project is for children to learn how to say 'yes' (agree) and 'no' (disagree). Reason For Correctness: The correct answer is Gisela Marti because the passage directly quotes her discussing the 'aim' or goal of the project. She states that the project's purpose is to help children become 'able to say "yes" as well as "no"', which means they learn to express both agreement and disagreement. This aligns perfectly with the question's statement about enabling children to express both. |
| Q33 | D | As one father said: 'Klaus used to get out all his toys and spread them all over the room and they got in such a mess that he wasn't playing properly with any of them. So we put all the toys away in the cellar and now we only get out what he actually wants to play with and he gets much less frustrated.' | Excerpt/Passage Explanation: The passage shares what Klaus's father said. He noticed that when Klaus had too many toys out, it made a big mess, and Klaus didn't play well with any of them. Because of this, Klaus felt 'frustrated' or annoyed. Now, they put most toys away and only take out a few, which makes Klaus much happier and less frustrated. Answer Explanation: The answer is D. This means that Klaus's father is the person who said having too many toys can make a child feel upset or bothered. Reason For Correctness: The correct answer is Klaus's father because he explains that his son, Klaus, would get 'frustrated' when he had too many toys spread around without playing with them properly. This directly matches the idea that 'an excess of toys can lead to irritation in a child,' as 'frustrated' means feeling annoyed or upset because you cannot do something, which is a type of irritation. |
| Q34 | E | Teachers often underestimate the power of that learning.' | Excerpt/Passage Explanation: The passage states that teachers sometimes do not recognize how strong or effective the learning is when children choose what they want to play or do. Answer Explanation: The answer is E. This person thinks that teachers often do not understand how important it is for children to choose what they want to do when they play or learn. Reason For Correctness: The correct answer is E because Elsa Davies is the person who directly states that 'Teachers often underestimate the power of that learning'. This phrase means that people who work in education, like teachers, often do not fully understand or value how important it is for children to choose their own activities and play. The passage explains that she believes 'the most natural and durable learning happens through play and often play which is freely chosen by the child'. This directly matches the idea that children deciding how to spend their time is very important, and that educators might not appreciate this enough. |
| Q35 | B | Initially it was difficult for the staff, not just because it was unbearably noisy, but because, as Gudrun Huber says: 'It was difficult to hold back and let the children be.' | Excerpt/Passage Explanation: The passage says that at first, it was hard for the teachers. It was hard not only because it was loud, but also because Gudrun Huber said it was tough for them to stop themselves from interfering and to just let the children play as they wished. Answer Explanation: The answer is Gudrun Huber. She was a teacher at the nursery. She said it was hard at first for the adults to let the kids play freely. Reason For Correctness: The correct answer is Gudrun Huber because she directly explains the initial challenge faced by the nursery staff. She states that "it was difficult for the staff" and that "it was difficult to hold back and let the children be." This clearly shows that the employees found it hard to allow the children to do whatever they wanted at the beginning of the toy-free project. |
| Q36 | classroom | A video taken of the children during the three-month toy-free period shows them on the first day staring at each other hesitantly and looking apprehensively around the big, empty classroom | Excerpt/Passage Explanation: The passage says that on the first day without toys, a video showed the children in the big, empty classroom. They were looking at each other and around the room with some worry, unsure what to do because there were no toys. Answer Explanation: The answer, 'classroom,' means the main room in the school where students learn and play. Reason For Correctness: The correct answer is 'classroom' because the passage describes the children on the first day of the project looking unsure and confused in this specific area of the nursery. The text clearly states that a video showed them looking 'apprehensively around the big, empty classroom' because there were no toys. |
| Q37 | shoes | They make a den by draping the blankets over the tables and weighing them down with shoes, and then they start running around the room, chatting and laughing excitedly | Excerpt/Passage Explanation: The passage explains that the children built a play 'den'. They put blankets over tables, and then they used their 'shoes' to keep the blankets from falling off. After they built it, they were very happy and ran around. Answer Explanation: The answer 'shoes' means pieces of clothing you wear on your feet. In this story, the children used them to help build a play area. Reason For Correctness: The correct answer is 'shoes' because the passage describes the children making a 'den' by covering tables with blankets and using 'shoes' to hold the blankets in place. This shows that shoes were one of the items they used in their play, along with tables and blankets, as mentioned in the summary. |
| Q38 | games | Gisela Marti found that once the children settled down to the new regime, they invented games: 'They loved acting and putting on a show, or pretending to be in a circus or on a train, but most importantly, all the time they were playing, they were learning to socialise.' | Excerpt/Passage Explanation: The passage says that Gisela Marti saw that when the children got used to the new rules, they 'invented games'. This means they started to create their own ways to play, like acting or pretending to be in a circus or on a train. While doing this, they also learned how to be with other people. Answer Explanation: The answer 'games' means the children started to think of and play different kinds of activities together. Reason For Correctness: The correct answer is 'games' because the passage states that Gisela Marti noticed the children 'invented games' after they got used to the new way of playing without toys. This directly matches the idea in the summary that they started to 'make up' things and 'do shows'. The word 'invented' is a synonym for 'make up' in this context. |
| Q39 | circus | 'They loved acting and putting on a show, or pretending to be in a circus or on a train, but most importantly, all the time they were playing, they were learning to socialise.' | Excerpt/Passage Explanation: The passage says the children liked to act and do shows, like they were 'pretending' to be at a 'circus' or on a train. While doing this, they learned how to play and talk with others. Answer Explanation: The answer is 'circus'. A circus is a place where people watch fun shows with clowns, animals, and acrobats. Reason For Correctness: The correct answer is 'circus' because the passage describes the games children invented, noting they enjoyed 'pretending to be in a circus or on a train'. This directly matches the question asking what they might have imagined they were in, besides a train. |
| Q40 | socialise / socialize | 'They loved acting and putting on a show, or pretending to be in a circus or on a train, but most importantly, all the time they were playing, they were learning to socialise.' | Excerpt/Passage Explanation: The passage says that when the children acted, put on shows, or pretended to be in a circus or on a train, the most important thing was that they were learning to 'socialise,' which means learning to talk and play with others. Answer Explanation: The answer is 'socialise'. This means to spend time with other people and learn to be part of a group. Reason For Correctness: The correct answer is 'socialise' because the passage explains that when children played games like acting or pretending, they were also learning how to interact with others. The text states that 'most importantly, all the time they were playing, they were learning to socialise,' clearly showing that these activities taught them how to be friendly and connect with other children. |