An evaluation of toy quality for increasing self‐control in typically developing preschool children

Juanico et al. (2016) asked preschoolers to pick a small toy now or wait for a bigger toy later. The team gave each child low-, medium-, or high-preference toys during the wait time.

They used a single-case design with neurotypical preschoolers. Each child faced the choice several times with different toy levels.

Most kids waited longer when their favorite toy was in view. The high-preference toy acted like a bridge to the bigger reward.

Some children also waited with medium-preference toys, but the effect was smaller. Low-preference toys rarely helped.

Rogers-Warren et al. (1976) used a similar setup: reinforce only when the child’s words matched their actions. Both studies show that tying rewards to honest or patient behavior works with preschoolers.

Anonymous (2020) looked at 27 play studies in children with delays. They found positive trends but weak methods. Juanico’s tighter design gives stronger proof that toy choice itself can teach self-control.

Hall (1992) found an inverse link: preference did not always line up with response rate. Juanico adds real-world balance by showing preference can boost self-control when the reward is delayed.

You can use a child’s top toy as a visual cue during delay tasks. Put the favorite item where the child can see it, but deliver it only after they pick the larger later reward. Start with high-preference items, then test if medium ones work to thin the program.