Trends

Educational Toys

methodologies

The goal of education should be to encourage seeking answers.

ExploratoryConstructiveExpressional

Activity based- Hands on

Teaching through

Story tellingRoleplayingCreative ActivitiesSports and GamesToys

Segments

UpperMiddleLower

Need

The right brain is where lateral thinking occurs: problem solving / estimation / comparison / spatial reasoning / overall “big picture” thinking.

The left brain can calculate numbers, but the right brain tells you HOW to solve the problem.

Children NEED time to play - connecting materials and ideas before they can attend to abstract mathematical concepts. Yet, conventional methods teach math by memorization and repetition - left-brained tasks such as timed tests, flash cards, and redundant homework.

User Segments

Children depending ondifferent Economic Classes of

Parents

UpperMiddleLower

Differently/ Specially Abled Children

Kidults

Refer to adults with interests traditionally seen as suitable

for children.

Games

“Playing a game means submitting to an external set of rules defining particular things you are supposed to achieve: goals, achievements, points, a certain amount

of exploration or action, kills, items, whatever.”

Toys

“Playing with a toy, though, is about satisfying not an external set of conditions, but a far more nebulous internal set: through play, you are experimenting with

how doing something makes you feel. The aim is not, in the end, to satisfy some-thing outside yourself; it is play itself in the most basic, self-delighting sense.”

by Tom Chatfieldauthor and commentator MD of Made and Me games Company, England

Games can be divided into cetagories

Exploratory

gathering knowledge, concept and skill

Constructive

Getting experience through creative works

ExpressionalPresentation

• Timetable is fixed;

• Seating arrangements are fixed, usually regimented rows and columns;

• Materials are only for display, not use by the students;

• Children look bored and disinterested;

• Assessment is undertaken as a separate activity;

• Children are assessed through tests and exams – many fail and there is a per-

vasive fear of failure leading to dropout;

• Report cards are used to convey the learners’ achievement;

• Children’s performance is reported in terms of marks for subject areas.

Need for change in Learning Systems

Teaching Methods

Story tellingRole playing

Creative ActivitiesSports and Games

Toys

Toys

Story tellingRole playing

Creative Games

Sports

At the same time all can be inter related. As the following diagram shows. :)Ueses can intersect.

Learning Methods

Inquiry-Based Learning

Problem-based learning

Project-based Learning

The Teaching and Learning Process in Activity based Learning

• Teacher provides learning opportunities and guides a range of meaningful learning.

• Teacher provides learning situations that give children an opportunity to observe, explore,

question, experience and develop their own understanding of various concepts.

• All children participate actively in different activities/tasks and acquire all the necessary

skills.

• All children construct knowledge on their own, based on their experiences inside and out-

side the school.

• All children work both individually and also in groups, discussing, sharing, co-operating

and respecting others’ viewpoints.

• Timetable is more flexible, depending to a large extent on the stages children have reached

in their learning.

The Teaching and Learning Process in Activity based Learning

• Seating arrangement changes according to the activity being organized.

• A variety of materials, aids and equipment are available and used by children.

• All children are engrossed in what they are doing.

• Assessment is self-assessment as part of the teaching learning process.

• All children are assessed informally by teachers while doing activities/tasks, primarily through

the teachers monitoring of progress on the learning ladders – the children are not aware of this

assessment.

• A report conveys the learning and progress of the child.

• Children’s progress on the learning ladders are reported in qualitative terms and on all aspects

of development – some children move faster than others and all types of learners are accom-

modated in the teaching and learning process.

Toys

“ Toys encourages imaginative & creative activities through role playing.

Also through active play kids get to exercise. Emerge social & emotional

skills like music, arts & crafts, team work & language skills.”

Toys Cetagories

Seasonal

spring

&

summer

Appearance

physical

digital

hybrid(Interactive with combination of digital games & physical toys)

Physical Toys(Product wise)

Action ToysBlocks

Dolls/ Doll house

Educational Toys

Electric toysFurniture toys

Kitchen Toys

PuppetsCars/ Ride on toysMusical Instrument

Instruction based/ Arts and Craft

Hand Made/Self made

Digital & Hybrid Toys(Available Technology medium)

Facebook GamesMobile Games

Smartphones, Tablets, PCsGaming Consoles

Technology Terms, which are enhancing the whole Gaming Experience

NFC(Near Field Communication)

Virtual Reality(virtual world that users can interact with)

Augmented Reality( blending of virtual reality and real life, where user can interact with virtual contents in the real world, and are

able to distinguish between the two )

Acknowledging work of www.statista.com

Ifluences to game and toy industry

3D Printing(Impacting Toy Companies: Varies by Size)

ComicsManga Adventures

MoviesSuperhero

(Avengers, Ant man, Chota Bheem)Animation

(Big Hero 6, Despicable me)Futuristic

(Transformers, Star Wars, Star Trek)

Kids ChannelsSerials

(Doremon, Pokemon, Sakthiman)Music

(Hannah Montana by Disney)

Digital Games(Angry Birds)

Impact of Game and Toy on various Industries

Fabrics, PrintsWearable Technology & Virtual and Augmented Reality

Education(Interactive and Leaarning)

Movies(e.g. Lego)

Photography of the Crowd

Food(Kid friendly resturants

e.g. McDonalds play place)

“Eat, Stay, Play” - Slogan

Cause and Effect Toys

Cause and effect toys promote visual motor and grasping skills and are especially helpful for children with autism as they provide the opportunity for hand-eye coordination, sensory exploration and re-petitive sequences. These toys allow children to “cause” a type of reaction (example: push a button and a light flashes). Some of the more common cause and effect toys are:

Shape sortersPop-up toysWater squirtersLight-up toys

More into toys

Fidget Toys

Fidget toys are a good option to keep their hands and fingers busy while the brain is engaged. These toys can effectively help with self regulation, promote focus and concentration, decrease stress and provide tactile awareness. There are many different types of fidget toys but the most helpful ones offer an experience with different or extreme textures and an effective medium to keep fingers busy. Some examples are: kooshPlay dough. There are many different adaptations on this modeling compound from foam to slippery, slimy “gak.” Regardless of the type, this classic provides the perfect outlet for hyper-creative energy.Koosh balls and squeezable stress balls.Noise-making toys like hand clappers or clackers.Sensory or “wiggle” cushions. These tactile inflatable cushions help children with focus and balance problems.

Sensory Toys

Some children with sensory processing disorder are under-responsive to sensation and often need to feel intense outside sensations like texture, touch, pressure and speed. Sensory toys offer a quick senso-ry response to help children calm down and focus their attention. It’s important to make sure a child is experiencing the sensory response he desires. If a child craves more of or a different response, he may misuse a toy in order to achieve it, which may be dangerous. Some effective examples of sensory toys are: trampolineLight up toysWater or sand tablesFinger paintMini trampolines or personal bouncers: Mini trampolines offer a quick and repetitive response.

Puzzles

Oral Motor Stimulators

“TRADITIONAL EDUCATION IS VERY TOP-DOWN, HEAVY-HANDED—SIT DOWN AND READ, BE QUIET, DON’T ASK QUESTIONS—THERE’S STILL A LOT OF

ROOM FOR INNOVATIOn”

Future Trendsin

Consumer Behavior

THE SEARCH FOR VALUE

MULTICULTURAL CONSUMERISM

EXPERIENCE-BASED CONSUMPTION

Organic, Natural

Future Trendsin

toy industry

MAKER MOVEMENT

“toys that allow kids to build and create items that are unique to them. These playthings pro-vide kids with a sense of ownership and pride.”

OPEN-ENDED toys

“Open-ended toys and games help promote cre-ativity, resourcefulness and problem-solving skills by allowing kids the freedom to explore exactly how they want to play, depending on their abilities and interests. With many kids

today leading very structured lives, open-end-ed play gives them a chance to relax, have fun, and enjoy being kids without prescribed rules

or restrictions.”

“SMART” PLAY

“educational and academically-focused toys on the market. It includes innovative toys that teach kids Science, Tech, Engineering,

Arts and Math. as well as classic games and activities that promote the development of

cognitive and social skills.”

TOP IN TECH

“The toy industry continues to draw on new technol-ogies to create toys and youth electronics. Many of

these advanced tech toys incorporate open-ended and traditional play patterns to keep children fully

engaged as they explore virtual worlds or new tech-nologies. Some of the latest tech toys also allow kids to control and customize how they play, creating an

enriching and immersive play experience.”

DAWN OF THE DINOSAURS

“2015 represents the Dawn of the Dinosaurs, driven largely by the release of Jurassic

World this summer. Expect to see an inunda-tion of dino-themed toys on store shelves to

captivate kids of all ages.”

Thank you.

Guide

Swarup Dutta

Prepared and Presented by

Kusum Kanwar

Satyajit DasH

Post Gradute 2014-2016III Sem.

Indian Institue of Crafts and Design, Jaipur