**4. Methodology for toy design**

The literature review carried out to meet the goal set for this work, of reviewing existing methodologies for the design of toys, was not successful, since it fell through without attain‐ ing literature references covering this matter. The authors proceeded to propose a methodol‐ ogy for designing new toys (based on the systematic process of design and taking into account the stages of child development) that is the following:


#### **4.1. Evaluation of the proposed methodology**

duction and dissemination of information on education for sustainable development for stu‐

The Earth Charter is a reference to relevant and unique training programs that aim to devel‐ op learning processes in students for a more just, sustainable and peaceful society, (Portu‐

The literature review of concepts related to education for sustainability and sustainable de‐ velopment, contributed significantly to the design phase of this work. In Portugal there was already a breakthrough in early education for sustainable development, which seeks to instil values such as early environmental sustainability in school children. However, authors can see that this whole journey tends to occur mostly at the theoretical level, neglecting the prac‐ tical part as a crucial incentive. It is worth highlighting the commitment and positive atti‐ tude of the Ministry of Education to prepare a script that aims to guide teachers in the

The literature review carried out to meet the goal set for this work, of reviewing existing methodologies for the design of toys, was not successful, since it fell through without attain‐ ing literature references covering this matter. The authors proceeded to propose a methodol‐ ogy for designing new toys (based on the systematic process of design and taking into

**1.** Recall the stages of physical, cognitive, sensor-motor, social and emotional develop‐

**2.** Given the context of playful activities, proceed to carry out an exploration of activities that may contribute to the development of the child in one or more of the spheres cov‐

**3.** Find one or more metaphors that may form the basis of concepts for the creation of toys

**4.** Evaluate the concepts of toy or object triggered as a result of the previous stage in satis‐ fying a set of requirements generally applicable to toys or objects of play (e.g. low toxic‐ ity, safety regarding self-inflicted injury) and select those that satisfy the general requirements and that are configured as original proposals, potentially motivating their use by children (by selecting different age groups) and clearly support one or more ac‐ tivities that promote psychosocial development, development of sensory-motor skills

**5.** Develop and set, based on knowledge of the context of child development and the con‐ cept selected, a specification in order to guide the design of the toy or playful object. At this stage market objectives should be considered, including costs, packaging, distribu‐

tion and consideration may also be given to objectives of another nature.

dents and parents is one of the objectives of ASPEA.

arduous task that is education for sustainable development.

account the stages of child development) that is the following:

guese Ministry of Education, 2006).

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**4. Methodology for toy design**

ment of children.

ered above (1).

or recreational objects.

and of physical ability in the child users.

Since there was no published methodology found alluding to the subject discussed in this chapter with respect to the design of toys, authors opted for the generation of a new meth‐ odology. The assessment of this proposed methodology was achieved through the imple‐ mentation of projects based on it. Table 3 describes the strengths and weaknesses found in the pursuit of the conceptual design phase, which includes the first four steps (Table 3).

Given the academic nature of the development of plans to evaluate the proposed methodol‐ ogy, steps 5, 6, 7 and 8 could not be tested fully. However, step 6 was partially implemented, given the production of two prototypes, without adopting the colours, materials and the fi‐ nal dimensions of the toys that were designed.

Not having found a published methodology, the authors chose to develop a methodology for designing toys focused on the stages of psychosocial and emotional development of chil‐ dren from an early age. One of the most prevalent weaknesses of the methodology relates to the initial survey to be carried out about the stages of physical, cognitive, sensor-motor, so‐ cial and emotional development of children, which may be considered as limiting creativity. As strengths, the proposed methodology's capacity to foster iteration and improvement af‐ ter the prototyping phase is highlighted.

#### **4.2. Toy design methods considering sustainable design goals**

The sustainable design methodologies proposed by Fuad-Luke (2004) and Ryan (2009) were taken as a basis on which to develop a proposal for toy design satisfying sustainability goals. The former is rather more detailed than the latter, with a high level of detail given to the process, which is deemed easy to follow. As a strong point in Ryan's (2009) proposal, authors emphasize the fact that not only does it cover a perspective focused on the product but it also encompasses product and service systems with strategic orientation towards sus‐ tainable design goals. Both methodologies share the common goal to create products or arte‐ facts that safeguard the continuity of the planet's resources, thereby creating a combined economic, social, and environmental solution. The concern with the product life cycle is also a common point in both methods. Fuad-Luke (2004) presents a methodology for the eco-plu‐

ralist designer, easy to understand, so that designers can design more sustainable products aimed at the continuity of future generations. Ryan (2009) proposes, on the other hand, a more elaborate method dealing with systems and that, as such, can be adopted and used by companies. Considering the initially proposed methodology for toy design (Table 2) and the contributions reaped from Fuad-Lake (2004) and Ryan's (2009) methods, the toy design methodology proposed was enlarged towards being geared towards sustainability goals and towards fostering the development of environmental awareness, taking the form pre‐ sented in Table 4.

Step Activities

1 Review the stages of physical, cognitive, sensor-motor, social and emotional development of children to meet

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2 Given the context of the design project being developed, carry out exploration activities that may contribute to

3 Generate concepts for one or more activities that can underpin the creation of toys or recreational objects, directing creativity to issues that foster awareness of environmental sustainability in an educational manner:

e - Strengthen the relationship between economics, technology, society, politics and the environment.

g - Recover and develop values and behaviors such as trust, mutual respect, responsibility, commitment,

5 Set, based on knowledge of the context of child development, a specification of the concept selected in order to guide the design process of the toy or playful object. At this stage market objectives should be considered including cost, packaging, distribution and consideration may also be given to objectives of a different nature,

a - Designing to minimize the ecological footprint of the product, material or service, that is, reduce the

b - Designing to take advantage of renewable energies (solar, wind, hydro or wave), instead of using non-

cycle in order to encourage recycling or reuse of materials and, or, of the components.

availability, in order to facilitate repair and reuse and improve functionality.

6 Review the existing product market, including environmental and social features.

7 Developing a picture of the profile outlined by the environmental impact of the new product.

c - Designing to enable separation of the components of the product, material or service at the end of their life-

d - Designing to eliminate the use of toxic or hazardous substances for humans and other life forms in all stages

e - Designing to engender maximum benefits to the intended audience and to educate the client and the user

f - Designing to use locally available materials and resources whenever possible (think globally but act locally). g - Designing modularly to encourage and allow sequential purchases, as required and according to financial

h - Designing to create more sustainable products, materials and services for a more sustainable future.

4 Evaluate the toy or playful object concepts triggered in the previous stage against a set of requirements generally applicable to toys or playful objects (e.g. low toxicity, safety against injury) and select those that satisfy the general requirements and are configured as original proposals, potentially motivating their use by children (selected according to different age groups), and that satisfy in an obvious manner the support of one or more activities that promote the development of psychosocial and sensory-motor skills as well as physical

real needs rather than needs related to passing fashion or driven by the markets.

the development of the child in one or more of the spheres covered above (point 1).

a - Do not waste materials, energy, food ...

c - Preserving the planet for future generations.

d - Adopt the idea of the three R's - Reduce, Recycle, Reuse.

f - Enter the challenge of "moving from concept to action".

b - Respect ecosystems.

solidarity and initiative.

including sustainability, and such as:

consumption of resources including water and energy.

renewable natural capital such as fossil fuels.

of the life cycle of the product, material or service.

and thereby create a more equitable future.

ability.


**Table 3.** The authors' evaluation of the proposed methodology for toy design.


ralist designer, easy to understand, so that designers can design more sustainable products aimed at the continuity of future generations. Ryan (2009) proposes, on the other hand, a more elaborate method dealing with systems and that, as such, can be adopted and used by companies. Considering the initially proposed methodology for toy design (Table 2) and the contributions reaped from Fuad-Lake (2004) and Ryan's (2009) methods, the toy design methodology proposed was enlarged towards being geared towards sustainability goals and towards fostering the development of environmental awareness, taking the form pre‐

Strengths: With the implementation of this step, one gets a very comprehensive view of the stages

Weaknesses: Once you start the development of this methodology with a focus on literature, from the standpoint of design activity, creativity is a bit on standby as it is not part of the realization of sketches. Instead of only collecting data from literature, it might be more stimulating and creative

Strengths: Given the focus of activities that contribute to the development of specific capabilities of the child, the methodology can be used many times by various designers giving rise to very diverse

development, the results may be relevant only to a very narrow age span, challenging the duration of the interest of the child in the toy over an extended period, which may undermine the objectives

Strengths: The use of metaphors opens up almost unlimited possibilities. The simultaneous use of more than one metaphor is intended to prevent that a metaphor may predominate and the subject may become too literal if using only one metaphor. The crossing and the combination of several metaphors is a way of stimulating creativity, enhancing innovativeness of results. Weaknesses: If the designer is not careful, the project may become too literal in relation to the

Considering the initial proposed methodology of the concept generated is a way to avoid that the project goes much forward before judging its relevance, which contributes to increase the efficacy of the methodology and to reduce costs ( for example in prototyping), and time spent by the

Weaknesses: The focus on specific activities and sensory-motor skills as well as on differentiation into age groups may not be possible given that the concepts generated have been from the outset

(in Step 2) directed to a specific activity focusing on one age group and supporting the

to simultaneously consider the relevance of designed objects to interact with children.

Weaknesses: Since the methodology focuses on specific activities related directly to child

metaphor, so the designer must be aware and avoid over-literalness.

designer, or by the design team, in creating the toy.

**Table 3.** The authors' evaluation of the proposed methodology for toy design.

sented in Table 4.

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Step 1

Step 2

Step 3

Step 4

Strengths and Weaknesses

of child development.

projects.

of sustainability.

development thereof.

Step of the proposed methodology


**Table 4.** Methodology for the design of toys that promote awareness of environmental sustainability.

Starting from a methodology proposed for toy design with 8 steps (Table 2), a new method‐ ology in 10 stages was proposed in Table 4, by agglutination of steps aimed at reducing en‐ vironmental impacts and at promoting awareness of environmental sustainability. Environmental considerations were introduced in step 5 (which is new), in the sixth step (which was previously step 5) and in step 7 (new). The methodology for toy design present‐ ed is aimed at promoting awareness of environmental sustainability. This is based on a sys‐ tematic design process, including steps to lead a process of sustainable design of toys with inclusion of actions meant to integrate themes closely linked to education for environmental sustainability.

**Figure 1.** Initial concept renders (a) – toy design – 1.

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**Figure 2.** Initial concept renders (b) – toy design – 1.

**Figure 3.** Evolved concept (a) – toy design – 1.

#### **4.3. Toy design - 1**

In applying the new methodology for the design of ecological toys, a concept was generated and implicitly chosen that underwent several iterations in order to adapt it and make it com‐ patible with the safety requirements associated to these kinds of objects. The authors opted for the choice of children aged from 1 to 2 years, which is regarded as a phase of great senso‐ ry and cognitive development of the infant. The activity on which to focus the project on which the authors decided to implement the proposed methodology was the activity of fit‐ ting between parts, for which a preferred order is defined which will be a secondary chal‐ lenge (the primary challenge is the realization of the fitting). In the project developed, authors also considered the learning activities leading to colours identification.

The authors considered several metaphors in the development of the project, having been incorporated in the foreseen interaction of the user with the toy, the fitting of cups and throwing rings into a pole, as well as a fruit tree.

The initial concept renders are presented in Figures 1 and 2. After the smoothening of sharp edges was done, and after creating empty spaces to make the parts lighter and less bulky, the same concept evolved and gained the aspect that can be appreciated in Figures 3 to 5 (the smoothening of edges aimed at satisfaction of the requirements associated with safety against damage to kids made by themselves).

**Figure 1.** Initial concept renders (a) – toy design – 1.

Step Activities

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toys).

sustainability.

**4.3. Toy design - 1**

8 Proceed to the development of the detailed concept and produce prototypes enabling testing under

9 In this process the results of usability testing can motivate changes to the project description and a new

10 Development of production processes and of release, distribution, and marketing documentation.

**Table 4.** Methodology for the design of toys that promote awareness of environmental sustainability.

or the resources allocated to the development have been exhausted.

controlled conditions of safety, initially with adults and ensuring no hazard is presented by the prototypes when seeking to involve children in their use. (Note: at this stage children should be able to keep the prototype

iteration of design refinement and testing, reiterating until the development team is satisfied with the results

Starting from a methodology proposed for toy design with 8 steps (Table 2), a new method‐ ology in 10 stages was proposed in Table 4, by agglutination of steps aimed at reducing en‐ vironmental impacts and at promoting awareness of environmental sustainability. Environmental considerations were introduced in step 5 (which is new), in the sixth step (which was previously step 5) and in step 7 (new). The methodology for toy design present‐ ed is aimed at promoting awareness of environmental sustainability. This is based on a sys‐ tematic design process, including steps to lead a process of sustainable design of toys with inclusion of actions meant to integrate themes closely linked to education for environmental

In applying the new methodology for the design of ecological toys, a concept was generated and implicitly chosen that underwent several iterations in order to adapt it and make it com‐ patible with the safety requirements associated to these kinds of objects. The authors opted for the choice of children aged from 1 to 2 years, which is regarded as a phase of great senso‐ ry and cognitive development of the infant. The activity on which to focus the project on which the authors decided to implement the proposed methodology was the activity of fit‐ ting between parts, for which a preferred order is defined which will be a secondary chal‐ lenge (the primary challenge is the realization of the fitting). In the project developed,

The authors considered several metaphors in the development of the project, having been incorporated in the foreseen interaction of the user with the toy, the fitting of cups and

The initial concept renders are presented in Figures 1 and 2. After the smoothening of sharp edges was done, and after creating empty spaces to make the parts lighter and less bulky, the same concept evolved and gained the aspect that can be appreciated in Figures 3 to 5 (the smoothening of edges aimed at satisfaction of the requirements associated with safety

authors also considered the learning activities leading to colours identification.

throwing rings into a pole, as well as a fruit tree.

against damage to kids made by themselves).

**Figure 2.** Initial concept renders (b) – toy design – 1.

**Figure 3.** Evolved concept (a) – toy design – 1.

moulding and casting, followed by curing in oven drying. For the colouring, non-toxic wa‐

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The prototype of the first design outcome of the project was produced by a three dimension‐ al printing process (based on gypsum) and was made on a scale consistent with the capabili‐ ties and limitations of the 3D printer available to the authors. Figures 6 to 8 are images of the

ter-based pigments were chosen.

results of prototyping.

**Figure 6.** Model (a) of toy design – 1.

**Figure 7.** Model (b) of toy design – 1.

**Figure 4.** Evolved concept (b) – toy design – 1.

**Figure 5.** Evolved concept (c) – toy design – 1.

For the actual manufacture of the toy it was decided to select a biodegradable material such as natural latex. This is a flexible material, it does not hurt upon hitting it suddenly and there is no risk of falling as toys are spread into the room. Its production is carried out by moulding and casting, followed by curing in oven drying. For the colouring, non-toxic wa‐ ter-based pigments were chosen.

The prototype of the first design outcome of the project was produced by a three dimension‐ al printing process (based on gypsum) and was made on a scale consistent with the capabili‐ ties and limitations of the 3D printer available to the authors. Figures 6 to 8 are images of the results of prototyping.

**Figure 6.** Model (a) of toy design – 1.

**Figure 4.** Evolved concept (b) – toy design – 1.

178 Advances in Industrial Design Engineering

**Figure 5.** Evolved concept (c) – toy design – 1.

For the actual manufacture of the toy it was decided to select a biodegradable material such as natural latex. This is a flexible material, it does not hurt upon hitting it suddenly and there is no risk of falling as toys are spread into the room. Its production is carried out by

**Figure 7.** Model (b) of toy design – 1.

#### **Figure 8.** Model (c) of toy design – 1.

The first project aims to be an example of green design features due to its biodegradable ma‐ terial. It is also looking into cultivating small children's early sensibility to care for Nature and for our planet. Despite their young age, most child users are already able to recall small actions and replay them later.

**Figure 9.** Render of concept (a) – toy design – 2.

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**Figure 10.** Render of concept (b) – toy design – 2.

#### **4.4. Toy design - 2**

The second project, which is based on methodology that aims at education for awareness of sustainability, incorporates the principles of respect for ecosystems and development of behaviour and values. This toy consists of a small tree that is inhabited by four differ‐ ent animals, and seeks to show that everyone is entitled to their space. Actions such as deforestation often cause the extinction of animal species and natural habitats, and as such, it is intended with this toy that the little kids become interested in the continuity of the planet.

According to the approach presented in Table 4, the authors proceeded with the develop‐ ment of project activities aiming to design a toy for children seeking the development of en‐ vironmental awareness. The stage of cognitive development targeted was from 3 to 5 years and the activity triggered was the development of recommended levels of membership and association through stimulating of the recognition of the compatibility of symbiosis, includ‐ ing engagement between peers. For the generation of concepts, respecting ecosystems and recovering and developing values and behaviours such as mutual respect and commitment was specially taken into account. Over several drafts and sketches the authors explored vari‐ ous ideas for this project. The concept that came to be developed was based on the idea se‐ lected from among many ideas generated. The prototype was performed in 3D printing of high quality ceramic material. In the following images, the prototype is represented as im‐ age renders of the 3D model (Figures 9 and 10) and photographs of the prototype (Figures 11 and 12).

**Figure 9.** Render of concept (a) – toy design – 2.

**Figure 8.** Model (c) of toy design – 1.

180 Advances in Industrial Design Engineering

actions and replay them later.

**4.4. Toy design - 2**

the planet.

11 and 12).

The first project aims to be an example of green design features due to its biodegradable ma‐ terial. It is also looking into cultivating small children's early sensibility to care for Nature and for our planet. Despite their young age, most child users are already able to recall small

The second project, which is based on methodology that aims at education for awareness of sustainability, incorporates the principles of respect for ecosystems and development of behaviour and values. This toy consists of a small tree that is inhabited by four differ‐ ent animals, and seeks to show that everyone is entitled to their space. Actions such as deforestation often cause the extinction of animal species and natural habitats, and as such, it is intended with this toy that the little kids become interested in the continuity of

According to the approach presented in Table 4, the authors proceeded with the develop‐ ment of project activities aiming to design a toy for children seeking the development of en‐ vironmental awareness. The stage of cognitive development targeted was from 3 to 5 years and the activity triggered was the development of recommended levels of membership and association through stimulating of the recognition of the compatibility of symbiosis, includ‐ ing engagement between peers. For the generation of concepts, respecting ecosystems and recovering and developing values and behaviours such as mutual respect and commitment was specially taken into account. Over several drafts and sketches the authors explored vari‐ ous ideas for this project. The concept that came to be developed was based on the idea se‐ lected from among many ideas generated. The prototype was performed in 3D printing of high quality ceramic material. In the following images, the prototype is represented as im‐ age renders of the 3D model (Figures 9 and 10) and photographs of the prototype (Figures

**Figure 10.** Render of concept (b) – toy design – 2.

The methodologies presented in this chapter were the result of a lengthy and elaborate re‐ search about early childhood education, environmental sustainability and sustainable devel‐

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The methodologies for the design of toys and ecological design for education awareness for environmental sustainability are the result of an amalgamation of three methodologies, thus

The chapter concludes with presentation of two toy projects that are expected to contribute

In the process of assessing the design results for validation of the methodologies reached at, it is proposed for future work to conduct a survey collecting empirical data through ques‐ tionnaires, which may give rise to the creation of empirical models relating the properties of objects created with the judgmental impressions of parents and other relatives of the childusers. In this way, one may determine if the methodologies proposed and implemented giv‐ ing rise to the design of toys are effective towards attaining the objectives that guided their

It is also proposed for future studies to carry out a test phase with prototypes embodied in latex, since the prototypes shown were made in gypsum, thus postponing the confirmation

Parts of the research presented in this chapter were developed as part of the second author's Master of Science thesis in industrial design engineering, supervised by the first author.

[1] Evaristo, Teresa (2006). Educação para a Cidadania, Guião de Educação para a Sus‐ tentabilidade-Carta da Terra' [in Portuguese- Citizenship Education, Guidelines for Education for Sustainability- Earth Charter], Ed. Ministério da Educação, 39 pp

[2] Fuad-Luke, Alastair (2004). 'The Eco-design Handbook', Thames & Hudson, 352 pp.

and analysis of the properties and the strength of the material proposed (latex).

opment and of research on products already produced and which are available.

trying to bridge existing gaps in literature.

to the aims set forth in the introduction.

creation.

**Acknowledgement**

**Author details**

**References**

Denis A. Coelho and Sónia A. Fernandes

Universidade da Beira Interior, Portugal

**Figure 11.** Model (a) of toy design – 2.

**Figure 12.** Model (b) of toy design – 2.
