design for children
DESCRIPTION
presentation developed by Suzanne O’Connor from Loughborough Design SchoolTRANSCRIPT
![Page 1: Design for Children](https://reader033.vdocuments.mx/reader033/viewer/2022061220/548648d5b4af9f6b6f8b4ae5/html5/thumbnails/1.jpg)
Suzanne O’ConnorLoughborough Design School
MSc. Ergonomics BA (Hons) Interior Design
Designing for Children
![Page 2: Design for Children](https://reader033.vdocuments.mx/reader033/viewer/2022061220/548648d5b4af9f6b6f8b4ae5/html5/thumbnails/2.jpg)
Environment of Risk Communication for Young Children
![Page 3: Design for Children](https://reader033.vdocuments.mx/reader033/viewer/2022061220/548648d5b4af9f6b6f8b4ae5/html5/thumbnails/3.jpg)
A Childs View
![Page 4: Design for Children](https://reader033.vdocuments.mx/reader033/viewer/2022061220/548648d5b4af9f6b6f8b4ae5/html5/thumbnails/4.jpg)
‘Much of the environment that surrounds children is designed for adults’
![Page 5: Design for Children](https://reader033.vdocuments.mx/reader033/viewer/2022061220/548648d5b4af9f6b6f8b4ae5/html5/thumbnails/5.jpg)
‘Childhood is a path rather than a definable state.’
Age Variants – differences you see between children of the same age
![Page 6: Design for Children](https://reader033.vdocuments.mx/reader033/viewer/2022061220/548648d5b4af9f6b6f8b4ae5/html5/thumbnails/6.jpg)
“In developed societies children are consumers and producers, from a very young age, of a range of media texts that involve a variety of playful and creative practices”
![Page 7: Design for Children](https://reader033.vdocuments.mx/reader033/viewer/2022061220/548648d5b4af9f6b6f8b4ae5/html5/thumbnails/7.jpg)
“Childlore from the perspectives of anthropology and musicology and have identified how the forms, functions and transmission processes involved in playground games and rhymes are both persistent over time and constantly changing. “
![Page 8: Design for Children](https://reader033.vdocuments.mx/reader033/viewer/2022061220/548648d5b4af9f6b6f8b4ae5/html5/thumbnails/8.jpg)
Consider Children's Capabilities and Limitations
![Page 9: Design for Children](https://reader033.vdocuments.mx/reader033/viewer/2022061220/548648d5b4af9f6b6f8b4ae5/html5/thumbnails/9.jpg)
Consider Children's Capabilities & Limitations
![Page 10: Design for Children](https://reader033.vdocuments.mx/reader033/viewer/2022061220/548648d5b4af9f6b6f8b4ae5/html5/thumbnails/10.jpg)
What are the physical constraints that are defined by my user group ?Types of information/ data you require Motor skills – movements and actions Anthropometric – Static (weight and height etc) and dynamic measures (reach and stretch, grip strength etc)Body massStrength
![Page 11: Design for Children](https://reader033.vdocuments.mx/reader033/viewer/2022061220/548648d5b4af9f6b6f8b4ae5/html5/thumbnails/11.jpg)
Behaviours
Behaviors
![Page 12: Design for Children](https://reader033.vdocuments.mx/reader033/viewer/2022061220/548648d5b4af9f6b6f8b4ae5/html5/thumbnails/12.jpg)
“Pretend Play connects to and stimulates particular cognitive skills in young children.”
![Page 13: Design for Children](https://reader033.vdocuments.mx/reader033/viewer/2022061220/548648d5b4af9f6b6f8b4ae5/html5/thumbnails/13.jpg)
Safety Issues
![Page 14: Design for Children](https://reader033.vdocuments.mx/reader033/viewer/2022061220/548648d5b4af9f6b6f8b4ae5/html5/thumbnails/14.jpg)
Fascinated by mundane – but not always safe – objects
![Page 15: Design for Children](https://reader033.vdocuments.mx/reader033/viewer/2022061220/548648d5b4af9f6b6f8b4ae5/html5/thumbnails/15.jpg)
Implications
Inevitably, these objects usually end up in their mouths, or being tossed across the room; neither of which is safe or the way they were intended to be used.
.
![Page 16: Design for Children](https://reader033.vdocuments.mx/reader033/viewer/2022061220/548648d5b4af9f6b6f8b4ae5/html5/thumbnails/16.jpg)
When reducing risks the order of priority should be as follows (ISO/IEC Guide 50 gives information in relation to this):• Inherently safe design• Protective design (safeguarding) • Information for safety• Additional protective devices• Training• Personal protective equipment• Organization
Safety IssuesHazard Control Hierarchy
![Page 17: Design for Children](https://reader033.vdocuments.mx/reader033/viewer/2022061220/548648d5b4af9f6b6f8b4ae5/html5/thumbnails/17.jpg)
EU and Uk standards: Safety of Toys BS EN 71
series, each part addresses a specific aspect.
Standards should be your first port of call - the minimum you can do- even toys that meet standards can be unsafe.
Standards for Child Safety
Product recall
![Page 18: Design for Children](https://reader033.vdocuments.mx/reader033/viewer/2022061220/548648d5b4af9f6b6f8b4ae5/html5/thumbnails/18.jpg)
Exercise: Map out the physical characteristics in relation to design for children. Consider these aspects within the design brief .
![Page 19: Design for Children](https://reader033.vdocuments.mx/reader033/viewer/2022061220/548648d5b4af9f6b6f8b4ae5/html5/thumbnails/19.jpg)
Ergonomic Aspects
Design for Children
Cognitive Ability
Cultural Factors
Behaviours
Safety Issues
![Page 20: Design for Children](https://reader033.vdocuments.mx/reader033/viewer/2022061220/548648d5b4af9f6b6f8b4ae5/html5/thumbnails/20.jpg)
Include: Interactions with persons and products, their development and behaviour their lack of knowledge and experience and also social and environmental factors
![Page 21: Design for Children](https://reader033.vdocuments.mx/reader033/viewer/2022061220/548648d5b4af9f6b6f8b4ae5/html5/thumbnails/21.jpg)
Understanding attributes such as age, size, strength, cognitive ability, prior experience, cultural expectations and goals