Podcast ‘Designing for Children’s Best’ episode #6 about co-creation and design activism 🎧


🎧 Apple Pocasts https://tinyurl.com/292kbuj2 🎧 Spotify https://tinyurl.com/ycpjxrpw
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“The goal of Design is to raise the expectation of what design can be.” Paula Scher’s perspective reflects the evolving nature of design. As technology advances and cultural contexts change, design is challenged to adapt and remain relevant.  Beyond a problem-solving discipline, Design is a transformative means of sharing the world we live in, raising new questions and being closer to the ideal worlds we imagine.  The advent of new tools and technologies, including AI-generated content, has undoubtedly made a significant impact on the creative industries. Furthermore, the post-pandemic era has brought about profound changes in society. These changes have…
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Designing for Children’s Rights Porto Chapter


Designing for Children’s Rights is an international non-profit association engaged in integrating children’s rights into design and business development around the world. D4CR operates in different cities and continents – Helsinki, Berlin, Tel Aviv,  Malmö, New York, London, Adelaide, Los Angeles, Netherlands, Scotland, Italy, France, and Portugal. The association creates awareness about the importance of keeping children’s rights in mind when building products and services, refining a new standard for both design and business to direct the development towards products and services that have ethics and children’s best interests at their core.  D4CR created the Designing for Children’s Rights Guide,…
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Open-ended designs


According to Bruno Munari in his book "Da cosa nasce cosa", games and toys must stimulate imagination, they cannot be completed or finished, otherwise, users will not be able to be involved, to participate. For the ideal toy to be understood by the child, it must be clear to him or her immediately without any explanation: what it is and how it works. Open-ended is an object or equipment used by the child which doesn't have a predetermined use or follow rules or conventions. Leaving all the decision-making up to children allows them to make choices, create a personalised play, and attach meaning to the designs. As a result of open-ended designs, children can create their own rules, goals, and meanings. Their cognitive skills are stretched and their independence is supported by self-regulation and self-discovery.
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Children as co-designers and co-researchers


Adults' and children’s cognitive abilities are different. Children think differently than adults, the way they see the world is different, they don't think about constraints such as time or costs, or safety, all ideas are valid from the beginning, and their unbiased creativity potentiates the idea generation. Not that those concerns aren’t valid but it limits creativity and therefore hinder the design process. Engaging children as stakeholders in the design process brings positive outcomes such as valuable end-users insights and user engagement, idea-generation and rapid concept development, new knowledge acquisition, innovative design solutions, social and emotional inclusion, new domains of collective creativity, and more sustainable ways of living.
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Spatial design and the lockdown


In the last two years, during the COVID-19 pandemic, we’ve spent a lot of time indoors and our environments have become increasingly more relevant. All of us like to be in clean, organised, and well-lit places. To create an orderly preschooler workspace and address effective learning it's important to give them a strategically organised space, preferentially with good sunlight and proportional furniture where they can feel safe on their own, while we keep observing from a distance and give assistance when needed. Natural materials and textures, like wood, are preferred, as they enhance haptic experiences and develop brain connections.
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Child-centered design


Child-Centered Design is creating solutions for children using the HCD approach. A child-centered design approach is understanding children as social agents and active participants in society, as experts of their own experiences. The design process engages children with tangible, appealing and playful activities and allows them to create and imagine, providing them with opportunities to learn social interaction through positive recognition. In child-centered design the child is considered an equal and active actor, the process interlinks service design, children's rights and positive recognition and child-orientated approach.
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Drawing skills


Everything you need to draw can be deconstructed into five basic shapes: a line, a square, a circle, a triangle and a "blob" says Dan Roam, author of "The Back of a Napkin" a book about visual thinking with the focus on solving problems with pictures/drawings.

Drawing is a natural process for children, it is a form of communication and a way of expressing their feelings and understanding of the world around them.
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