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Design for Children
- 4. ‘Much of the environment that surrounds children is designed for adults’
- 5. Age Variants – differences you see between children of the same age
- 6. “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”
- 7. “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. “
- 8. Consider Children's Capabilities and Limitations
- 10. 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 mass Strength
- 11. Behaviors
- 13. Safety Issues
- 15. 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. .
- 16. Safety Issues Hazard Control Hierarchy 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
- 17. Standards for Child Safety Product recall 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.
- 18. Exercise: Map out the physical characteristics in relation to design for children. Consider these aspects within the design brief .
- 19. Ergonomic Aspects Cognitive Ability Behaviours Design for Children Safety Issues Cultural Factors
- 20. Include: Interactions with persons and products, their development and behaviour their lack of knowledge and experience and also social and environmental factors
- 21. Understanding attributes such as age, size, strength, cognitive ability, prior experience, cultural expectations and goals
Editor's Notes
- with that in mind you need to be aware of the differences in their cognitive and motor skills with differences in age so if you are speaking to children between 5 and 17 the variations are huge but the variations in age is not the only variation its also within one class you can get a big difference in the ability of a child one compared to another so you cant design for a demographic called children because there is none ts a scale - and as children learn they move along the scale – there are also differences differences between children of the same ageParents and carers often over or under-estimate children's abilities at different stages of development and thus, exposing them to hazards. This situation is compounded by the fact that much of the environment that surrounds children is designed for adults