Here's how this process is organized in different countries.
Germany: Priority for quality and pedagogical principles
Germany doesn't have a federal list of "approved" toys, but it does have a strong culture of recommendations based on pedagogical principles (e.g., the Froebel approach).State standards focus on safety (the GS mark) and materials (wood and natural materials are preferred).
Reputable independent awards, such as "Spiel gut" (Good Play), test toys for developmental benefits, durability, and safety; this organization's label serves as a de facto quality standard for kindergartens and parents.
Many federal states (regions) have their own curricula that describe types of play (role-playing, construction), but not specific toy models.
Finland: Recommendations within the national program
The Finnish education system does not use prohibition lists, but integrates recommendations for play materials into the National Curriculum for Preschool Education.The document clearly outlines which activities and materials promote the development of children's competencies (e.g., nature exploration materials, construction sets for motor skills).
The emphasis is on open-ended play and materials that children can use in a variety of ways, rather than on ready-made entertainment products.
Safety is regulated by general EU laws and national Tukes regulations, but the choice of specific toys is left to teachers and municipalities.
Japan: Strict certification and cultural selection
In Japan, the approach combines strict government safety certification with a strong cultural influence.The Ministry of Health, Labor, and Welfare establishes safety standards (ST Mark) for toys intended for children under 6 years of age; without this mark, sale and use in institutions are prohibited.
There is an unofficial but powerful list of "traditional Japanese toys" (kendama, spinning tops, cubes) that are recommended for developing concentration and motor skills and are often present in kindergartens as part of cultural education.
The Japan Toy Association (JTA) annually publishes rankings of the best educational toys, which are used as a guide by educational institutions.
China: Standardization and the Ideological Component
China has the closest model to the Russian one, where the state actively regulates the content of children's environments.There are mandatory national safety standards (GB 6675), which are regularly updated.
In recent years, China has tightened control over the content of toys in terms of ideology and compliance with socialist values, encouraging the use of domestic products that foster patriotism.
The state directly influences which themes (history, science, traditions) should be reflected in play materials in kindergartens.
US and UK: Safety and expert advice
In Anglo-Saxon countries, the approach is liberal: the state regulates only safety, while pedagogical choice is left to professionals.The US and UK have strict toy safety laws (e.g., ASTM F963 in the US, Toys Safety Regulations in the UK), but there are no government lists of "recommended" toys.
Recommendations are developed by professional associations of early childhood educators (NAEYC in the US), which publish guidelines for choosing the "right" toys (open-ended, safe, inclusive).
The choice of specific materials depends on the accreditation of a particular kindergarten and the preferences of teachers.
The uniqueness of the Russian initiative lies in its attempt to create a centralized mandatory list of specific games and toys at the state level, with a clear ideological and value filter ("traditional values"). While other countries either regulate only safety (USA, EU), or provide general pedagogical guidelines in curricula (Finland, Germany), or use a system of certification and cultural incentives (Japan, China).