Accessible toy-making: a genuine alternative at the current global market of mass-product toys
I have coined the "accessible toy-making" formula for the toys that I am designing and teaching because they seems to me slightly unique from what I have seen till now. It is now time for me to cleare up the field and build up a definition. A definition that helps to identify the contemporary toys that I am making and teaching.
Substantially they are not modern and they also are not old. Looking at them, you can recognise something that belongs to the traditional toys of different cultures of toys, play and games made by children as well as by the adults. They are not their copy and they are also some distance from the modern mass production of toys. Design, materials and techniques used, as well as the way they are promoted to the children, create a difference. This difference can be defined by a list of characteristics; some of them find close similarity with the normal way of children's making handmade folk, popular, ethinc, and traditional toys, some other highlight differences. A kind of critical viewpoint is also expressed by building up some variations from the modern toys. 
All together, these qualities give me the opportunity to invent and reorganize something that, at the end of the process, results as being unique. The completing of this clear picture about my toys was not simple, it required several years before I was capable of being aware of the particularities.
The assumption of some limits (i.e. using renewable materials and technologies of the hands) gives my creativity the opportunity to be stretched even further. 
Characteristics of the toys are: versatility and durability, safe and risky, sustainability, funny and joyful, simple to make and functional in the way they work, linked to the traditional toys of the world, cutting a cross cultural heritages, built out of recyclable materials using no electrical tools, made by hands, durable and fixable; they are the result of a creative adaptation at the local and present environment, possibly bearing marks of aesthetic value.
These characteristics can also be used as CRITERIA to compare and identify different types of toys, discovering differences and similarities, gaining a better understanding of the subject and their implications in the educational field of the younger generations.