Toy Concepts - Nina Flores | Project

Wind-Up Toy Drummer

This toy is meant to teach children about moving parts, and cause and effect interaction due to its function as a wind-up mechanism. The key is wound, then released, to start the figure drumming. The arms and feet move up and down 'hitting' the drums and pedals, and the hi-hat cymbal opens and closes. It would not have any small, loose parts, and would most likely be made of wood, similar to existing carved figurines. It is targeted for ages 5+.

Light-Up Snow Globe

A plastic, enlarged version of a typical snow globe, with a turn-crank for interaction. It is meant for kids ages 4+. Kids can wind the crank to power a light, make parts inside move around (e.g. plastic snowflakes 'swirling'), and play music. The crank would be connected to a wind-up music box, so that, the faster they turn the handle, the faster the music will play, (along with the lights getting brighter). The platform for the globe could be clear, so that kids can see the gears inside and learn from the connection of their turning the crank to the light and music appearing. They would learn about the concept of mechanical and electrical energy.

Rubber Band Toy Car

The rubber band car is a toy that kids can play with to learn about motion through elastic potential energy. It is made of translucent colored plastic parts that the kids can assemble themselves. An axel runs through the car's body and is attached to a fan on the rear. An (un-stretched) rubber band is tied to each end of the rod. Once the car is assembled, kids turn the fan in the back to wind the rubber band around the axel, and release it to set the car in motion. This concept could include further components such as a track, or game prompt and multiple cars for kids to race with each other. It is targeted for kids ages 7+.

Reflection

The 'toy concepts' project proved to be more difficult than I had originally expected. In doing both this exercise and the toy dissection in class, I learned that many toys are more complicated than I thought, and it is hard to figure out exactly how they work, even with a general concept of the mechanisms. It was hard to come up with and justify new ideas, especially in thinking about interactions that are fun and can capture (and hold) a child's attention. For me personally, one of the most challenging aspects (though not a requirement) was trying to think of original concepts. In coming up with ideas, I dismissed many of them as being too similar to existing toys, and not incorporating enough of an explicit learning 'feature'. While my final concepts do include specific physical aspects, they, like all objects, also aid children in learning about the world, simply through visual and tactile interaction.

Start the Conversation

Share this Project

This project is only accessible by signed in users. Be considerate and think twice before sharing.

Found In

39-245 - Toy Concepts - Project 1

Courses

39-245 Rapid Design through Virtual and Physical Prototyping

· 0 members
Introduction to rapid design through virtual and physical prototyping. The class will cover the design process, problem solving methods, interdisciplinary team work, current industrial practice, an...more

Toy Concepts - Nina Flores