During the period of the Republic of China, the European and American scholars made significant progress on the studies of games and toys in preschool education. They generally acknowledged the value of games and toys in preschool education. Some of them tried to realize the function of games and toys in preschool education by encouraging children to play . As a main site of the propagation of educational ideology, the publications during the Republic of China introduced those scholars' researches about the games and toys in preschool education to China. There were three main aspects in these introductions: The first was the introduction of the European and American scholars' meta-notions on games and toys. Some European and American scholars believed that conducting games and playing with toys should be the main content of children's activities because children like games and toys out of instinct. They had a variety of elaborations on this argument and had them tested clinically. Most of them believed that it is the young children's instinct that drives them to play games and play with toys, which to some extent can guide the practice of early childhood education. Meantime, many of them believed that endowing children's games and toys with education connotation met the requirements of the time and the objective needs of human development. They also believed that the value of games and toys can not only help children work in their adulthood, but also have a positive effect on their physical and mental development and on their emotional cultivation. The second was the introduction of the possibility of achieving the preschool educational functions of games and toys. European and American scholars generally endorsed this possibility and sorted out the games and toys according to their respective preschool functions. In upholding the theoretical assumption that games and toys can be greatly beneficial for children's physical and mental development, they believed that there was an organic link between games, toys and preschool education; realizing the function of preschool education is rooted in the games and toys; the games and toys should be designed to tie to education. This research ignited the improvement of the relevant decision-making among governments and of the people's social consciousness, and promoted the development of toy industry in the world. The publications of the Republic of China also introduced and studied foreign countries' toys, as was evident in China's toy industry at that time. The third was the introduction of how to use games and toys in preschool education. They believed that children could made gradual progress in physical and emotional development by hints, suggestions and guidance when they are playing. When applying these methods, teachers should hold the principle of timely and individualized instruction. The publications of the Republic of China also demonstrated some methodology of realizing the function of games and toys in preschool education. The above three viewpoints introduced in the publications influenced the researchers in the Republic of China and promoted the progress of early childhood education.