Toy Story 5 is set to be released in Australian cinemas on 18 June, and parents and educators are facing the very dilemma the movie spotlights: what happens to traditional playtime when children become obsessed with electronics?
In the fifth instalment of the Toy Story franchise, iconic toys like Woody and Buzz Lightyear find their roles challenged by a new wave of high-tech devices and tablet characters capturing children’s attention.
Leading experts in childhood, digital media and education are available to comment on the rise of digital technologies and how this doesn’t necessarily spell the end for traditional toys.
Professor Lisa Kervin AM, School of Educational Psychology and Inclusion, Monash Education
Contact details: +61 3 9903 4840 or [email protected]
Read more from Professor Kervin on Monash Teachspace
The following quotes can be attributed to Professor Kervin:
“Toy Story 5 taps into a very real, modern anxiety for parents: the fear that tablets and smart devices are replacing the simple, imaginative magic of traditional toys. Toy Story 5 taps into a very real, modern anxiety for parents: the fear that tablets and smart devices are replacing the simple, imaginative magic of traditional toys and play that many of us associate with our own childhoods.
“Physical toys provide tactile, spatial experiences, while digital media can introduce opportunities otherwise not possible. A simple example: a child might use a physical action figure to act out a story, and then use a tablet to record a movie or design a digital landscape for that character, they may even share this with others to enjoy. More complex: children may take control of a virtual world and take on roles otherwise not possible. This isn’t the death of imagination; it is an expansion of it, with opportunity to produce new and exciting play scenarios and artifacts.
“The BRIDGES to Play for Wellbeing project, has shown us that play thrives on emotional engagement and connection. Time together is what matters. When parents, carers and children use digital media together playfully, it creates a safe space whereby together children and their adults navigate online spaces responsibly and take time to connect in meaningful ways.
“We know that digital technologies are in the lives of many children. Instead of striving for an unachievable tech-free bubble, we need to focus on what happens when technologies are used: the quality of the experience. By embracing a balanced, playful approach that welcomes both traditional toys and technology, digital play can become a time for connection, collaboration and joy.”
Professor Kervin will join a panel of experts at ACMI on Wednesday 17 June for the Play School Talks: Children's Media and Technology as a Tool in Playful Parenting/Caring event, exploring how families and educators can guide children’s digital experiences with confidence and care.
Professor Neil Selwyn, School of Media, Film and Journalism, Faculty of Arts
Contact details: +61 3 9903 4840 or [email protected]
Read more from Professor Selwyn on Monash Lens
The following quotes can be attributed to Professor Selwyn:
“Andrew Stanton – the director of Toy Story 5 – is quoted as saying this film is based around the problem that ‘nobody's really playing with toys anymore’ … but from what we can see, people are buying more toys now than ever before.
“Market analysts reckon the global toy market is worth over $120 billion with record amounts of toys being sold – particularly in territories such as Asia and also increasingly to teenagers and adults. There is big demand for building sets like Lego, plush toys, games and all sorts of licensed toys from mega-franchises such as Toy Story. The toy industry is in rude health – helped by films like this, and also by websites, apps and online shopping.
“The Toy Story 5 plotline feeds off common fears about tech addiction and excessive ‘screen time’. Doing too much of anything isn’t good for anyone, but we need to be careful not to demonise children’s use of digital tech. Panics around ‘screen time’ are missing the point. The most important thing is not how long a child is spending on a screen, but what they are doing on the screen.
“Two hours immersed in an interactive book is likely to be more beneficial than 20 minutes of mindless scrolling. We should be worried about the quality of what children are doing on their devices, rather than just the quantity.
“We know that a minority of children do spend excessive amounts of time on their devices, and this is clearly not healthy. But the majority of children have much more balanced relationships with tech. The key here is to help children and parents find a balance.
“It’s not really a matter of toys versus tech – growing up in 2026 means that you can have both, and that children’s play is all the more enjoyable.”
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