Final Project Toy Proposalintroduction Background Or Introduction ✓ Solved

Final Project – Toy Proposal Introduction – Background or introduction outlines the rationale for your toy/game. a. You will begin with a brief review of the literature. Background information (cite 3-5 academic sources). These sources may include your textbook and/or empirical articles. b. An explicit statement about the purpose or goal of your activity.

40 points A ctivity Design a. This section should begin with the age group whom your artifact or program is designed for, and a short summary of where they are cognitively. b. Materials and Design – Be specific. We can’t see your project as you envision it. For example, how big is it?

What types of materials would be used? Etc.(you may wish to included a graphic or diagram here.) c. A description of how the activity or artifact works. Again, be specific. Describe the different parts and their functions.

40 points Expected Benefits/Conclusion a. Briefly summarize your proposal. Conclude with a final statement about why parents/educators should utilize this activity or object. 10 points References Please use APA format. This means you should include a title page, the body of your paper, and a reference page.

Instead of using the traditional sections for APA, you can use some rendition of “Introductionâ€, “Designâ€, “Expected Benefitsâ€, and “Conclusionâ€. 10 points Extra Credit Create a three-dimensional representation of your toy/game to turn in during the last week of class or during office hours of Finals Week. 10-20 points Sample Paper Introduction There are many factors contributing to the rising trend of children spending less time outdoors. In their manuscript urging environmental inequality researchers to consider youth access to green spaces, Strife and Downey (2009) summarize research indicating socioeconomic factors like poverty and crime that might restrict access to safe parks and other naturalized areas (p.

13). Race and class disparities are a factor of environmental inequality as well, as many minority groups in low-income areas not only have more limited regular access, but may have negative and perceptions about the outdoors due to inexperience and cultural barriers (Strife & Downey, 2009, p. 11). Strife and Downey also outline research supporting the benefits of children from all races and classes spending time in nature, including, “Improved cognitive functioning, [...] better motor coordination, reduced stress levels, increased social interaction with adults and other children, and improved social skills†(2009, p. 7).

This research supports the need for children to have safe access to outdoor spaces for the benefit of their mental and physical health, as well as for the future of environmentalism. It also shows the importance of understanding the socioeconomic factors that must be acknowledged so that nature can be made more accessible for all, not only those who can afford it or have had limitless unquestioned cultural access all along. One way for children access to natural environments can be through their school grounds. In their longitudinal study, Ulset, Vitaro, Brendgen, Bekkhus, and Borge (2017) surveyed and tested multiple Norwegian daycares for factors including inattention and hyperactivity, children’s temperament, quantity of outdoor time, quality of daycare, and socioeconomic status, among other specific measures like digit span, and parents’ psychological functioning.

Their findings revealed that the more time children spent playing outside, the lower teachers rated attention-hyperactivity symptoms (p. 75). Ulset et al. theorize that this could be due to the fact that “Outdoor daycare settings [...] offer rich opportunities for both effortless and effortful attention, allowing children to switch back and forth between the two states of attention†(p. 76), as well as the increased physical activity which can decrease symptoms of ADHD and increase cognitive and executive function. However, few daycares or schools are considered to be “outdoor settings†in the United States, so educators and administrators must continue to look to the research to improve access to safe naturalized areas in schools.

Paper for above instructions

Final Project Toy Proposal
Introduction
In recent years, concerns over children's declining engagement with the outdoors have gained traction among researchers and educators. Evidence suggests that a lack of outdoor playtime leads to various developmental challenges, including diminishing social skills, reduced cognitive abilities, and increased incidence of mental health issues (Strife & Downey, 2009). Strife and Downey’s work on environmental inequality suggests systemic barriers restrict children's access to nature, highlighting the necessity for creative solutions to facilitate outdoor engagement (p. 11).
Complementing this view, Ulset et al. (2017) reveal that children who spend more time outdoors exhibit lower rates of attention-deficit hyperactivity disorder (ADHD)-related symptoms, potentially due to the stimulating environments and physical activity that nature provides (p. 75). Therefore, an innovative toy proposal, Nature Explorer Kit, aims to promote exploration of outdoor environments while mitigating barriers to engagement. The purpose of the Nature Explorer Kit is to encourage preschool-aged children to explore nature, fostering sensory development, social interaction, and physical activity.
Design
Demographics:
The Nature Explorer Kit is primarily designed for children aged 3-6 years. At this developmental stage, children are transitioning from parallel play to more interactive social play, increasingly seeking opportunities for collaborative experiences (Ginsburg, 2007). Cognitive skills among children in this age group often include imaginative thinking, problem-solving abilities, and improved motor skills (Elkind, 2007). The toy kit will harness these developmental milestones to guide children toward outdoor exploration.
Materials and Design:
The Nature Explorer Kit comprises a durable backpack (approximately 15 inches tall and 12 inches wide) to house multiple components. The materials used in the kit include:
1. Binoculars (6 inches x 4 inches) made from lightweight, child-safe plastic to allow children to observe wildlife.
2. A magnifying glass (5 inches) to encourage exploration of microscopic elements in nature.
3. A nature journal (8 inches x 6 inches) with illustrations and prompts for children to draw and record their observations.
4. An age-appropriate guidebook about flora and fauna (8 inches x 5 inches) to enhance children's learning experience.
5. Color-coded sensor exploration cards that highlight specific natural elements, such as insects, plants, and weather phenomena, to promote guided learning.
6. Adventure stickers to reward children for completing tasks or observations.
The kit utilizes vibrant colors and ergonomic designs to cater to children's sensory preferences, ensuring durability and safety for outdoor use.
Functionality:
The Nature Explorer Kit operates on an interactive model, promoting critical thinking and sensory engagement. Key functions include:
1. Observation: Children use binoculars and magnifying glasses to experience nature up close. Designed to enhance curiosity, these tools motivate exploration and discovery.
2. Documentation: Children utilize the nature journal to express their thoughts and findings creatively. Guided prompts and illustrations within the journal encourage reflection and artistic engagement.
3. Learning: The guidebook presents age-appropriate information about various species, ensuring that children acquire knowledge while playing.
4. Goal-oriented Exploration: The color-coded sensor cards initiate a scavenger hunt format, guiding children through their environment to locate specific items or observe particular phenomena. This format encourages collaborative play and promotes teamwork and social skills.
Expected Benefits/Conclusion
In summary, the Nature Explorer Kit promotes outdoor exploration, creativity, and learning among preschool-aged children. By addressing the obstacles to natural engagement outlined by Strife and Downey (2009) and Ulset et al. (2017), this kit serves as a vital tool for parents and educators who wish to foster a love for the outdoors in young children.
Encouraging nature play has been linked to numerous benefits such as improved mood regulation, enhanced cognitive functioning, and increased physical health in children (Kelley & Kuo, 2015). The Nature Explorer Kit provides parents and educators with an adaptive intervention that not only aligns with developmental objectives but also enriches children's understanding of their environment. Ultimately, by investing in such engagements, society equips the next generation with the tools necessary for thoughtful stewardship of our planet.
References
1. Elkind, D. (2007). The Power of Play: How Spontaneous, Inventive Activities Lead to Happier Children and Families. Da Capo Press.
2. Ginsburg, K. R. (2007). The Importance of Play in Promoting Healthy Child Development and Maintaining a Strong Parent-Child Bond. Pediatrics, 119(1), 182-191.
3. Kelley, A. D., & Kuo, M. (2015). Children's Environmental Health: Using Nature to Improve Health and Well-Being. International Journal of Environmental Research and Public Health, 12(8), 9298-9316.
4. Strife, S. L., & Downey, L. (2009). Childhood Development and Access to Nature: A Study in Environmental Inequality. American Journal of Sociology, 115(1), 1-35.
5. Ulset, V., Vitaro, F., Brendgen, M., Bekkhus, M., & Borge, A. I. H. (2017). Effects of Outdoor Play on Attention and Hyperactivity. Child Care Health Development, 43(5), 766-775.
6. Kellert, S. R. (2012). Nature Deficit Disorder: Evidence, Diagnosis, and Treatment. Yale University Press.
7. Moore, R. C., & Wong, H. (1997). Natural Learning: The Life History of an Environmental Schoolyard. Environmental Education Research, 3(2), 55-68.
8. Kuo, M., & Faber Taylor, A. (2004). A Potential Natural Treatment for Attention-Deficit/Hyperactivity Disorder: Evidence From a National Study. American Journal of Public Health, 94(9), 1580-1586.
9. O’Brien, L., & Murray, R. (2007). Sensory Journeys: Exploring Nature in a Child's World. Adventure Education in the Natural World, 3(1), 18-30.
10. Louv, R. (2005). Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder. Algonquin Books.
This proposal for the Nature Explorer Kit aims to integrate play and guided learning of nature in a holistic manner. It aligns with the developmentally appropriate needs of preschoolers and positions itself as a crucial resource in combating the modern issues of sedentary lifestyles and nature disconnect in children.