The use of toys in child clinical contexts is advocated by a number of researchers in the field as a means of overcoming developmental constraints on children's reports of their psychological states and their experiences. This paper reviews the literature relating to the impact of toys on children's ability to recall and communicate clinically relevant information. The conclusion is drawn that whether toys are a help or a hindrance depends on a number of factors, including the developmental stage of the child, the way the toys are presented, and the nature and cognitive demands of the task. The importance of developmentally sensitive and empirically supported strategies for eliciting information from children is highlighted.