Good arguments for choosing a vehicle from Ostheimer:
Vehicles for the little ones
- Robust toddler toy with high-quality workmanship
- Pleasant feel thanks to the natural material wood
- Typical vehicle shapes in a childishly simple, rounded design
Product recommendation for customers
Our first vehicles for children are made of solid beech and other certified and tested materials. They are kept entirely in the basic shapes and designed in such a way that children immediately recognize the characteristics of a vehicle, be it a car, bus or plane. Little hands can grasp and push them easily. From the age of ten months upwards, children discover not only their own mobility, but also their ability to set things in motion around them.
They can make this important discovery with the toddler vehicles from Ostheimer. Their activities are still characterized by playful exploration of their immediate surroundings. And only gradually will the child make the connection between its toys and the vehicles of the adult world.
Vehicles to play with
- Robust toy with high-quality workmanship
- Pleasant feel thanks to the natural material wood
- Simple basic functions develop technical understanding through play
- Activation of children's imagination through simple design instead of realistic details
Product recommendation for customers
If you look at our wooden truck, it becomes obvious that the Ostheimer wooden truck is not a detailed replica of the real thing, but a greatly simplified but characteristic basic shape. This is precisely where its high educational value lies. The child is encouraged to be active - it sets the truck in motion by pushing it; it makes the engine hum louder or quieter, activates the horn with its "düt-düt" and with a loud "iiiihtsch" it may just stop the truck with a squeak or drive it against something with a loud rumble. In the child's imagination, the plain, natural-colored wooden truck has become a red cola truck or a large green construction truck, which he watched with such excitement yesterday and which is now unloading the gravel on his construction site. The child's inner and outer activity has created a lively play scene. The whole child is involved and active down to the last fiber.
In a play situation like this, children are encouraged far more in their development than with toys that do everything by themselves, humming, driving and honking. The possibilities of such toys are too limited for a child to be able to immerse themselves in real play. Of course, a child learns even less if it only "experiences" a virtual, detailed construction site on the computer screen and abstractly assumes that it is a real construction site.
