The Design Challenge:

How can we enrich the learning experience of elementary students in grades 1and 2 by encouraging creative play and open-ended problem solving?

The challenge is to design a toy/object that helps develop creativity for students ages 5- 7.  A toy/object that teaches is one that inspires creativity and active participation rather than entertains. It is open-ended in its possibilities rather than a closed and finite experience with a predetermined ending. An excellent example of a great creative toy is a set of plain wooden blocks. Can you create something as amazing as a set of plain wooden blocks!?

Using the design process and working with a local education professional (and the students themselves), design and build a working prototype of a toy or other object that helps to develop creative problem solving for young children. The toy/object should provide opportunities for creative play and/or address a specific need that the teacher has articulated during the interview (DEFINING) stage of the design process (see below).

• Toy/object should be age appropriate and safe
• Working prototype must be made out of locally available materials.
• Must be fun and engage children in creative play
• Must meet the defined needs of the teacher and/or student.
• Must follow the process outlined below, or an appropriate adaptation of it.

• DEFINE: Visit the school to observe and interview teacher, students and understand the learning environment. Conduct interviews and engage in conversations about how they play and learn. Think BROADLY about what a toy can be and what creative learning is. 
• RESEARCH: Conduct research in toy design and learning including looking at designers and artists such as: Calder, Munari, Gansen, Holman and others. Learn about the different education philosophies such as: Montessouri and Reggio Emilia, that advocate for play as vital to a child's development. I have given you some starting points via the links below, please explore them and continue to extend your exploration on your own. DOCUMENT THIS RESEARCH
• Cas Holman lecture SVA
• Cas Holman

• Alexander Calder
• Bruno Munari 
• Arthur Ganson
• Montessouri
• Reggio Emilia
• IDEATE: Brainstorm multiple solutions and build low-resolution prototypes (sketches and/or sketch models) to visualize your ideas. Present to the teacher and students for feedback. 
• REFINE: Incorporate feedback and refine the design that best meets the needs of the user.  Develop a working prototype and field test in the school situation if possible. 
• EVALUATE: Field test and get feedback from students and teacher. 

Innovation

Research

Sketching and Rendering

Rendering

Prototyping and Model-making

Prototyping and Model-making part 2

Presentation

Portfolio

Step 1 - Read the following article on the importance of play in early childhood education. Take notes in your sketchbook. Extend your research by following "leads" that you find in the article. Familiarize yourself with the subject.

Early Childhood News

Step 3 - Learn about The Downtown School. Record your observations in your sketchbook.

The Downtown School

Step 3 - In your sketchbook, develop a list of  interview questions for your visit to The Downtown School. You will be taking to the classroom teacher and students, as well as observing class activities. Use the links below to familiarize yourself with the process of design thinking. Pay particular attention to the first phase EMPATHY and how to create engaging and effective questions that lead to interesting insights.

Design Thinking Process

Interview Preparation

Interview for Empathy

You will make a visit to the Downtown school and meet with the teacher. At this time you will interview both the teacher and students (if possible). You will also observe how the class runs, how the teacher interacts with the students and specifically, how the teacher uses creative play. In your sketchbook you will record what  you see and hear. Take photographs/video of key events/moments. Try to absorb and record as much information as possible, listen and watch more than speak yourself, but use your questions to stimulate a discussion that will reveal a lot if information about the class.

In your sketchbook:

Brainstorm ideas based on your research and observations. Work with your classmates, and alone to develop possibilities for your project.

After brainstorming at least two to three ideas, select the one that you think has the best chance of success. Develop a low resolution prototype to give visual form to your idea. This may be a series of drawings, or a 3d model.

After you have developed your low resolution prototype, consult with classmates and/or with your instructor. 

Incorporate feedback and create a more refined prototype. This may be a full scale working model of your design,  a portion of that idea, or a larger scale mock up of the design.

Create a short presentation to "sell" your idea. This should take the form of a power point presentation as well as a demonstration of your physical prototype. 

CRITERIA for the presentation:

• Should show all phases (parts 1-5) of the design process. Include images from your sketchbooks, any other sources (site visit, online research etc.). You should also include any input from the student "clients".
• Should clearly indicate how you design will function using images and your physical prototypes.
• Should clearly explain how your design uses concepts of creative play (provide some citations from research that support your choices)

Write a short reflection on your project using the following prompt:

What are the strengths and weaknesses of your design? How would you see yourself refining and developing your project further? What specific steps would you take?