This study aims at trialling a new evaluation instrument of technology-enhanced toys for children birth to eight years old by filling the gap of a scientifically
constructed system. The terms used in early childhood literature to describe these toys and the form of play they instigate depend on the theoretical framework
adopted. Scholars have coined new terms such as ‘converged play’ (Edwards, 2020), ‘posthuman’ or ‘postdigital’ play (Marsh, 2019) and many others. A new
term ‘technologically enhanced toys’ [TETs] is proposed by this study. In line with the theoretical framework of digital materiality (Leonardi et al., 2019), this
study examined toys that attempted to abolish the limits of materiality, facilitate synergies between the real and the virtual space and promote different extents of
invention and imagination beyond physical matter. A pragmatic paradigm is adopted, following a mixed methodology (an evaluation instrument, statistics,
content analysis). A large number of toys (n = 224) was selected from Amazon based on children’s age (birth to eight years) and technical criteria (e.g., sensors,
internet connectivity etc). Ethical consideration has been given to ensuring fair representation of toys from a wide range of sources to avoid the possibility of
bias. The up-to-date evaluation of toys revealed: limited interactive characteristics, close-ended design, absence of opportunities for creativity and novelty, no
criteria for inclusiveness. Findings from this study will significantly assist education stakeholders in their decision-making for trusting, investing, developing and
advising on toys towards a play-based pedagogy.