Toy Design/Children Development

Toy Design/Children Development

Student’s Name


Toy Design/Children Development

When designing a toy or a children’s game, it is essential to include features that increase the time children concentrate on it, its safety, education the children are likely to learn, and its affordability. Children are at an optimal stage of intellectual growth, and they need activities that facilitate the same. This study approves the appropriateness of a game designed for children aged between 5 and 7 years.

The Pucsticth Game serves the purpose of entertaining and educating children while ensuring safety. The game is programmed to be compatible with iOS and Android platforms. It aims at developing cognitive skills among children. A player can select one category among playground, classroom, home or nature, and then select a level of difficulty that ranges from 1 to 5, with 1 the easiest, and 5 the most challenging. It displays 3 clues based on category and level of difficulty. When a picture box appears, the player needs to state the correct answer by capturing the required object using the device’s camera. For instance, if the answer is required to be a banana, the child takes its picture and a fact such as that it is composed of 75% water appears. Points are recorded for each object identified, after which a fact relating to the object is provided to the child. The child’s progress is identifiable as the results are saved for the parent or guardian to review. The child can proceed to a higher level when he/she makes a significant progress.

The game invokes creativity and discovery hence learning. Children between 5 and 7 have play as the best way to learn. It arouses their cognitive ability, a feature that Rai & Mitchell (2006) explore in their empirical study. They wished to analyze children’s ability to attribute inference in their knowledge. They carried out different tests to test their hypotheses, the first being on 31 5-year-old children. The test showed that the children were sensitive to the access of the premises by another person, when predicting the concerned person’s ability to select a target after eliminating options among 3 cartoon characters. The second reaffirmed the finding by judging the thought of the other person on the target, and if the other person really knew what the target was. The last test deduced that children incorporated inference by elimination as compared to syllogistical inference. Children were concluded to be strongly discriminatory in the elimination process. Children at the age of 7 can even explicitly express the understanding of inference. The study asserts that the early insight into inference by elimination enhances the understanding that individuals can derive knowledge without necessarily having direct perceptual access.

The game is greatly supported by this study. To start with, the method used in the study greatly relates to what the children undergo during the game. Children have to identify an object in pictorial representation, and relate to a real object. This invokes both forms of inferences considered in the study. Secondly, the game advances with the child’s intellectual growth. This apparently relates to the study’s affirmation that although the same experiment was conducted on children of all ages five through seven, children aged seven could clearly express their knowledge of inference as compared to the 5-year olds, who just utilize it subconsciously. Therefore, the game is essential in both assessing and promoting cognitive ability among children.

One of the benefits of the game is that it is multi-gender. While girls are generally emotional even at a tender age, boys are easily influenced by their peers (Bartgis, Lilly, & Thomas, 2013). Moreover, girls are more attracted by colors like pink as compared with boys. This game does not disintegrate any group. It has several objects that could be required for the answer, thus insinuating a captivating feature to all boys and girls.

Attention span is also an aspect that the game considers. Children are certainly distracted, but at the age of 5, they can easily ignore minor distractors. Abraitis (2010) states the average attention span of a child aging between 5 and 7 is 10 to 15 minutes. However, this could depend on several factors as well. For instance, if the activity is collectively being done by a group of children, the attention can extend even up to 25 minutes. Abraitis also notes personal interests are the most vital in motivating children, since anything that conforms to their individual interests can double the attention span. The Pucsticth game is considerate of the span since it is comprehensive of other activities and objects.

The ease in playing the game is another merit. The child only needs to select the game on the device, and then start it. Children’s attention is diverted whenever they encounter difficulty in their activities. The game can additionally be played in any setting, and complemented by the portability of supporting devices, children can play it anytime. Ease in playing is also facilitated by the clarity of pictures and sensitivity to photos taken by the children. The game appreciates the low expertise in children cognitive ability, which is captured in the levels it provides, and also the limited skills in taking photographs, which is embraced in the considerate evaluation of photos. An additional appealing feature about the game is its safety. The game exclusively requires an iOS or Android supporting device. Once children are shown how to play, they can play on their own without any need for close supervision.

Moreover, the fact that children play the game on devises that can support iOS and Android implies intellectual development that is technologically facilitated. It is noteworthy that there is an incline into the use of technology across all aspects in life, contrary to the conventional manual operations. Children need to be prepared to undertake activities that are based on technology, including academic learning (Bartgis, Lilly & Thomas, 2003). Furthermore, the devices can be supportive of other games, and thus the parent or guardian does not need to buy more toys that operate on a similar platform. The game offers a significant steps towards the progress of embrace of technology among children.

However, the game needs to be incorporated with others that involve more movements. Since the Pucsticth Game is noticeably passive, which can lead to conditions such as unfit bodies among children at the tender age. Such conditions might intensify to overweight, which is hazardous to health. Therefore, the guardian or parent needs to control the amount of time spent on the game and any other less physically involving game. The drawback is contradicted by the attention spans among children, and may, therefore, be not a major issue. Conclusively, the Pucsticth Game is effective in entertaining, intellect developing, easy and safe for 5 to 7 year-old children.


Abraitis, M. (2010). Science for 5-7 Year Olds: Science for 5-7 Year Olds. Luton: Andrews UK Ltd.

Bartgis, J., Lilly, A. R., & Thomas, D. G. (2003). Event-related potential and behavioral measures of attention in 5-, 7-, and 9-year-olds. The Journal of general psychology130(3), 311-335.

Rai, R., & Mitchell, P. (2006). Children’s Ability to Impute Inferentially Based Knowledge. Child Development77(4), 1081-1093.

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