You have been working at the Willie Wonka Toy Factory for approximately 6 months ?now. Your supervisor has given you your 6-month employment evaluation, which was ?excellent. As a result of
You have been working at the Willie Wonka Toy Factory for approximately 6 months now. Your supervisor has given you your 6-month employment evaluation, which was excellent. As a result of your great work, your supervisor has informed you that he has chosen you to be tasked with developing educational toys for children. You are excited about this opportunity and readily agree to tackle this challenge. You are assigned to the Research & Development (R&D) Toy Concept Committee. Your instruction is to create a prototype for a NEW, developmentally appropriate, educational toy. The committee chair (Instructor) reminds you that the toy is an organic, dynamic process, therefore, it is not possible to detail all that must go into developing your toy or final writeup. What is written below is to serve as a guide to your open-ended, creative process. You are the creator, the researcher, and the developer. You will take this project from idea inception to presenting ideas for a prototype model. You are not actually making a physical toy but are presenting the ideas in a PowerPoint written format. Pictures and/or graphs should be included.
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PSY201 Child Development
Toy Project, Part 2: Final Presentation
Due: Final PowerPoint: 11:59 pm EST Sunday of Unit 7
Points: 100
Overview:
You have been working at the Willie Wonka Toy Factory for approximately 6 months
now. Your supervisor has given you your 6-month employment evaluation, which was
excellent. As a result of your great work, your supervisor has informed you that he has
chosen you to be tasked with developing educational toys for children. You are excited
about this opportunity and readily agree to tackle this challenge.
You are assigned to the Research & Development (R&D) Toy Concept Committee.
Your instruction is to create a prototype for a NEW, developmentally appropriate,
educational toy.
The committee chair (Instructor) reminds you that the toy is an organic, dynamic process,
therefore, it is not possible to detail all that must go into developing your toy or final write-
up. What is written below is to serve as a guide to your open-ended, creative process.
You are the creator, the researcher, and the developer. You will take this project from
idea inception to presenting ideas for a prototype model. You are not actually making a
physical toy but are presenting the ideas in a PowerPoint written format. Pictures
and/or graphs should be included.
PowerPoint Presentation Instructions:
Your PowerPoint presentation should address the following:
1. Name and Aspect of Development: Name your toy and identify the aspect
of development (e.g., cognitive, linguistic, socioemotional, or physical) your
toy addresses. This should be a revised version of your unit 4 slides
incorporating instructor feedback.
2. Literature Review (A minimum of 3 slides): Find and discuss at least
three scholarly articles that provide relevant background information on the
area of development you are targeting (e.g., cognitive, linguistic,
socioemotional, or physical) This should be a revised version of your unit 4
slides incorporating instructor feedback.
3. Toy Description: Describe the novel toy you created including the
Copyright 2022 Post University, ALL RIGHTS RESERVED
dimensions and features of your final prototype. Include graphics and/or
pictures.
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4. Function/Developmental Relevance: What is the function of your toy? How
does it work? How does your toy enhance any aspect of development?
5. Marketability: What is the target gender, age, location, and any other subject
variables that apply? How is this toy necessary? How does it fill a void in the toy
market? How is your toy an improvement over existing models already on the
market?
6. Bias: Is there any bias associated with your toy? Address any bias issues
relating to culture, gender, abilities/disabilities, etc. How could you modify your
toy to meet the needs of other cultures, abilities/disabilities?
7. Conclusion: Provide concluding remarks including ideas for future
product improvement.
8. References (Slide): This includes the three scholarly articles and any
other resources used.
Be sure to read the criteria by which your work will be evaluated before you write and again after you write.
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Toy Project PowerPoint Grading Rubric
CRITERIA Deficient Needs Improvement
Proficient Exemplary
0 points 12 points
Name and Aspect of Development
Toy name and aspect of development not provided. Instructor feedback from unit 4 was not incorporated.
n/a n/a Toy name and aspect of development provided. Instructor feedback from unit 4 was incorporated.
0-6 points 7-9 points 10-11 points 12 points
Literature Review
Literature Review is absent or provides minimal and/or irrelevant information. Instructor feedback from unit 4 was not incorporated.
At least two relevant scholarly articles are discussed. Discussion provides some relevant background information on the area of development targeted; lacks significant details. Instructor feedback from unit 4 was somewhat incorporated.
At least three relevant scholarly articles are discussed. Discussion clearly provides relevant background information on the area of development targeted; lacks minor detail. Instructor feedback from unit 4 was mostly incorporated.
At least three Relevant scholarly articles are discussed. Discussion clearly provides relevant, thorough background information on the area of development targeted. Instructor feedback from unit 4 was incorporated.
0-6 points 7-9 points 10-11 points 12 points
Toy Description
Description is inadequate or missing.
Description of toy includes some required elements.
Description of toy includes all required elements; missing some minor detail.
Description of toy includes dimensions, final prototype features, and function and operational details. Graphics and/or pictures are included.
0-6 points 7-9 points 10-11 points 12 points
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Function/ Development al
The function of the toy is not addressed
The function of the toy is addressed, but
Description is valid and insightful;
Description is valid and insightful
Relevance and/or the relevance to development is not provided or is unclear and illogical.
the statement is somewhat unclear. The relevance to one or more aspects of development is unclear, lacks logic, and is not thoroughly justified.
missing some minor detail.
completely supported with details.
0-6 points 12 points
Marketability Missing or does not address all the questions.
n/a n/a Addresses all questions.
0-6 points 7-9 points 10-11 points 12 points
Bias Missing or inadequate.
Potential biases are presented. Modifications are provided but are not appropriate.
Potential biases of toy are presented. Appropriate modifications are suggested. Missing some detail.
Potential biases of toy are thoroughly analyzed and discussed. Appropriate modifications are suggested and justified.
0-6 points 7-9 points 10-11 points 12 points
Conclusion Conclusion statement is missing or inadequate.
Conclusion statement lacks some detail, clarity, or relevance.
Clear and relevant conclusion statement with follow-up ideas for future toy improvement that are not all feasible.
Clear and relevant conclusion statement with feasible follow- up ideas for future toy improvement.
0-9 points 10-12 points 13-15 points 16 points
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Clear and Professional Writing and APA Format
Errors impede professional presentation; guidelines not followed.
Significant erro rs that do not impede professional presentation.
Few errors that do not impede professional presentation.
Writing and format are clear, professional, APA compliant, and error-free.
,
Mind Makers Toy
Student’s name
Institutional Affiliation
Course name
Professor’s name
Due date
Toy
Toy Name: Mind Maker
Aspect of Development: Cognitive Development
Mind Maker toy promote cognitive development in children. Cognitive development is the intellectual growth and ability to think, reason, problem solve, and make sense of surrounding world. Children will engage in stimulating activities and enhance cognitive skills while having fun. Development lays foundation for academic success and overall intellectual abilities. The Mind Maker toy enhances critical thinking, memory, attention, and problem-solving. It challenges children to think analytically and creatively which simulates curiosity and imagination (Pratiwi et al., 2020).
Toy Name: Mind Maker
Aspect of Development: Cognitive Development
Mind Maker toy promote cognitive development in children. Cognitive development is the intellectual growth and ability to think, reason, problem solve, and make sense of surrounding world. Children will engage in stimulating activities and enhance cognitive skills while having fun. Development lays foundation for academic success and overall intellectual abilities. The Mind Maker toy enhances critical thinking, memory, attention, and problem-solving. It challenges children to think analytically and creatively which simulates curiosity and imagination (Pratiwi et al., 2020).
2
Toy Features
Mind Maker toy incorporates puzzles, logic games, and memory exercises to engage children and promote their cognitive growth. It is composed of colorful blocks and each block has unique symbol or pattern. Children are presented with different puzzles and challenges requiring them to arrange and manipulate these blocks in specific ways. The puzzles are designed to progressively increase in difficulty allowing children to gradually build cognitive skills. For instance, one puzzle requires children arrange blocks in specific sequence to form patterns. Another puzzle requires them to recall and recreate specific arrangement of blocks. The Mind Maker toy incorporates lights and sounds which makes play experience more engaging and exciting for children. The features help capture children’s attention and motivate them to explore and solve the puzzles. The toy can also be played individually or with friends, allowing children to collaborate, share ideas, and learn from each other. The aspect helps foster social skills, teamwork, and cooperation.
.
Mind Maker toy incorporates puzzles, logic games, and memory exercises to engage children and promote their cognitive growth. It is composed of colorful blocks and each block has unique symbol or pattern. Children are presented with different puzzles and challenges requiring them to arrange and manipulate these blocks in specific ways. The puzzles are designed to progressively increase in difficulty allowing children to gradually build cognitive skills. For instance, one puzzle requires children arrange blocks in specific sequence to form patterns. Another puzzle requires them to recall and recreate specific arrangement of blocks. The Mind Maker toy incorporates lights and sounds which makes play experience more engaging and exciting for children. The features help capture children’s attention and motivate them to explore and solve the puzzles. The toy can also be played individually or with friends, allowing children to collaborate, share ideas, and learn from each other. The aspect helps foster social skills, teamwork, and cooperation.
3
Article 1 (Franceschini et al., 2021)
Franceschini et al. (2021) explore short-term effects of video games on cognitive enhancement, focusing on positive emotions. The authors conducted two randomized controlled trials to investigate effect of different video game genres on cognitive skills in children with developmental coordination disorder and dyslexia and healthy young adults. The results indicate that regardless of game characteristics, changes in positive emotions were associated with improvements in visual perception, sensorimotor skills, and reading abilities. Use of salivary biomarkers demonstrated role of physiological activation in these effects. The findings suggest that play-driven positive emotions can enhance cognitive and behavioral performance and could be utilized as clinical tool to prevent and treat cognitive disorders. The study highlights significance of considering emotional aspects of play in therapeutic, preventive, and educational programs. It emphasizes potential of video games as effective tools for cognitive enhancement and training.
Franceschini et al. (2021) explore short-term effects of video games on cognitive enhancement, focusing on positive emotions. The authors conducted two randomized controlled trials to investigate effect of different video game genres on cognitive skills in children with developmental coordination disorder and dyslexia and healthy young adults. The results indicate that regardless of game characteristics, changes in positive emotions were associated with improvements in visual perception, sensorimotor skills, and reading abilities. Use of salivary biomarkers demonstrated role of physiological activation in these effects. The findings suggest that play-driven positive emotions can enhance cognitive and behavioral performance and could be utilized as clinical tool to prevent and treat cognitive disorders. The study highlights significance of considering emotional aspects of play in therapeutic, preventive, and educational programs. It emphasizes potential of video games as effective tools for cognitive enhancement and training.
4
Article 2 (Pratiwi et al., 2020)
Pratiwi et al. (2020) examine the positive effect of educative game tool like puzzles on cognitive levels of pre-school children aged 4-5 years. The research acknowledges significance of providing appropriate stimuli to improve cognitive function and development during early childhood. The study employs pre-experimental design with one-group pretest-posttest approach encompassing 44 respondents selected through non-probability sampling. The Wilcoxon test results indicate a significant influence of the intervention, with a p-value of 0.0000. Play is a crucial activity for children, enhancing the learning process and enabling prompt perception. Puzzles are recognized as medium for stimulating cognitive development. Consequently, the authors recommend using educative game tools like puzzles to enhance the cognitive development of preschool children. The research fosters the understanding of effective educational interventions supporting cognitive growth in young children.
Pratiwi et al. (2020) examine the positive effect of educative game tool like puzzles on cognitive levels of pre-school children aged 4-5 years. The research acknowledges significance of providing appropriate stimuli to improve cognitive function and development during early childhood. The study employs pre-experimental design with one-group pretest-posttest approach encompassing 44 respondents selected through non-probability sampling. The Wilcoxon test results indicate a significant influence of the intervention, with a p-value of 0.0000. Play is a crucial activity for children, enhancing the learning process and enabling prompt perception. Puzzles are recognized as medium for stimulating cognitive development. Consequently, the authors recommend using educative game tools like puzzles to enhance the cognitive development of preschool children. The research fosters the understanding of effective educational interventions supporting cognitive growth in young children.
5
Article 3 (Yu & Roque, 2019)
Yu and Roque (2019) explore the computational toys and kits landscape for children aged 7 and under. The study collected 30 computational kits, including physical, virtual, and hybrid kits, and conducted a qualitative analysis based on four perspectives: design features, support for computational concepts and practices, expressivity, and support for other knowledge domains. The study suggests that including new media, such as light and sound, in play toys offer additional modes of expression and engagement. Expanding sensory experiences can stimulate cognitive development by fostering sensory integration, promoting attention and focus, and encouraging multi-modal learning. The review emphasizes the significance of early interventions in cultivating computational thinking and the potential of educational toys to support children's play, imagination, and intelligence development.
Yu and Roque (2019) explore the computational toys and kits landscape for children aged 7 and under. The study collected 30 computational kits, including physical, virtual, and hybrid kits, and conducted a qualitative analysis based on four perspectives: design features, support for computational concepts and practices, expressivity, and support for other knowledge domains. The study suggests that including new media, such as light and sound, in play toys offer additional modes of expression and engagement. Expanding sensory experiences can stimulate cognitive development by fostering sensory integration, promoting attention and focus, and encouraging multi-modal learning. The review emphasizes the significance of early interventions in cultivating computational thinking and the potential of educational toys to support children's play, imagination, and intelligence development.
6
References
Franceschini, S., Bertoni, S., Lulli, M., Pievani, T., & Facoetti, A. (2021). Short-Term Effects of Video-Games on Cognitive Enhancement: the Role of Positive Emotions. Journal of Cognitive Enhancement. https://doi.org/10.1007/s41465-021-00220-9
Pratiwi, R. D., Andriati, R., & Sari Indah, F. P. (2020). THE POSITIVE EFFECT OF EDUCATIVE GAME TOOLS (PUZZLE) ON COGNITIVE LEVELS OF PRE-SCHOOL CHILDREN (4-5 YEARS). The Malaysian Journal of Nursing, 11(03), 35–41. https://doi.org/10.31674/mjn.2020.v11i03.006
Yu, J., & Roque, R. (2019). A review of computational toys and kits for young children. International Journal of Child-Computer Interaction, 21, 17–36. https://doi.org/10.1016/j.ijcci.2019.04.001
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