Global ETD Search

171	Ett multifunktionellt leksakskök för en hållbar konsumtion : Hur produktdesign kan bidra till en mer hållbar konsumtion genom att skapa multifunktionella leksakskök för barn / A multifunctional toy kitchen for sustainable consumption : How product design can contribute to a more sustainable consumption by creating a multifunctional toy kitchen for children Persson, Elida January 2024 (has links) Studien utgår ifrån design för hållbar utveckling och användarcentrerad design för att besvara frågeställningen: Hur kan man med hjälp av produktdesign bidra till en mer hållbar konsumtion genom att skapa multifunktionella leksakskök för barn? Frågan undersöks utifrån multifunktionell design. Syftet är att göra det enklare för konsumenter att konsumera hållbart. Designbidraget ger barn ett användbart leksakskök som kan användas till flera ändamål. Kunskapsbidraget bidrar med kunskap om hur man kan designa hållbara leksaker med fokus på multifunktion. Genom workshop med användare samt intervjuer med föräldrar och experter undersöks vilka kriterier som designbidraget måste uppnå. Vidare genereras idéer genom brainstorming och prototypande. Efter en återkoppling med användarna väljs ett designförslag ut som utvecklas, utvärderas och förfinas. Slutligen presenterar studien ett designbidrag som är ett förslag på utformning för att besvara frågeställningen. Designbidraget är ett multifunktionellt leksakskök som med samma ursprungliga resurser kan omvandlas till en bil eller koja, utifrån användarnas önskemål. Studiens slutsats är att integration av flera lekar i en leksak gör det möjligt att optimera resursanvändningen. / The study is based on design for sustainability and user-centered design to answer the research question: How can product design contribute to a more sustainable consumption by creating a multifunctional toy kitchen for children? Research is carried out through a multifunctional design perspective. The aim is to make it easier for consumers to consume sustainably. The design contribution gives children a useful toy kitchen that can be used for several purposes. The contribution of knowledge brings knowledge about designing sustainable toys with a focus on multifunction. Through workshops with users as well as interviews with parents and experts, it is determined which criteria’s the final design contribution must meet. Furthermore, ideas are generated through brainstorming and prototyping. After feedback with the users, a design proposal is selected which is further developed, evaluated and refined. Finally, the study presents a design contribution which is an alternative on how to answer the research question. The design contribution is a multifunctional toy kitchen which, with the same original resources, can be transformed into a car or hut, based on the users’ desires. The conclusion of the study is that integration of several different plays in one toy makes it possible to optimize the use of resources. Toy kitchen Play Play function Multifunction Resource optimization Sustainable consumption Design for sustainability User-centered design Leksakskök Lek Lekfunktion Multifunktion Resursoptimering Hållbar konsumtion Design för hållbar utveckling Användarcentrerad design Design Design
172	Volná hra 2-4letých dětí v cizojazyčné mateřské škole / Free play of 2-4year old children in a foreign-language kindergarten Masnerová, Lucie January 2011 (has links) This diploma thesis in its theoretical and practical parts focuses on free play of children in pre-school facilities. Kindergarten is the place of early secondary socialization of the child and that's why one part of the diploma thesis is centred on this theme. The theoretical part helps for a deeper understanding of play, especially with 2-4 year old children and builds a foundation for the research. The practical part, based on one year's observation, monitors development of free play of a homogeneous group of children and finds how the quality of play changes with individuals as well as the group. Another focus lies on comparing two separate groups of children in their free play - one group having long term experience with free play and one without such regular experience. The main method of the research is observation. The results of the research points to the importance of free play for a pre-school age child and confirms the influence of free play in the process of early secondary socialization.
173	Ties That Bind Orlowski, Jessica Marie 23 March 2010 (has links) I am fascinated by the inner thoughts, the memories, and the cumulative experience that make us each a complex physiological puzzle. From birth, sociological building blocks are constructed forming emotional walls and unexpected doorways, boundaries and comfortable passageways through the architecture of our personalities. My thesis work, which is comprised of ceramic figures and interactive toys, offers playful memory triggers and evocative spaces in which viewers can deconstruct the building blocks of their social persona. Hill Eric Spot Where’s Nots Michael Hatch Reflection Toy Family Ring Finocchi Feminine Aesthetic Technical Equilibrium Interrupted Ilena Tse Horse Rocking House Tree Princess Adult Tokens Horse Steps Rocking Internal Exploration Adulthood Rocket ship Rocket Briefcase Rattle Baby Fun Group Figure Inquiry Playful Erin Bloom Dolly My Puppeteer Furimsky Interactive Art Toys Childhood History Sara Jack Preutsky Am I Me Art and Design
174	Význam hry v mladším školním věku / Importance of games at an early school age MALEČKOVÁ, Jana January 2014 (has links) The work is focused on child's play, its evolution, characteristics, importance and its contribution to the development of the child during early school age, ie after the onset of the elementary school. The work is divided into two parts. Theoretical and practical. The theoretical part describes the concepts as a game, toys, importance of play, early school age, development and personality development of the child. It also describes the characteristic traits of children of early school age, especially in the play and leisure activities. The practical part of the thesis builds on the previous thearetical part, which evaluates the results of the pre-selected children monitoring during the gameplay. Using a qualitative empirical research, I will carry out a detailed analysis of the activities of chlidren's game. Monitoring will be recorded in questionnaires, answering predetermined questions.
175	Hra, hravost a hračka ve výtvarném umění / Play and toy in contemporary art Nováková, Kateřina January 2010 (has links) My thesis concentrates on the game, the playfulness and the toy. At first, I was searching for where these topics were most common and how they effected our lives generally. I presented some of the definitions. Then I worked more with these definitions and I put them into a connection with the art and the padegogy. Later I made a separated point of the role of the game, the playfulness and the toy in the visual art. I introduced some artist, who have been using the topics of mainly the game and the playfulness in their art work. The toy was presented more like the theme of the art works. The final part concentrates on the visual art project, which is prepared for children at age eight to ten years. One of the range was introduced deeply. n this range present individual lessons, one of them is showed in detail. This lesson is named The painting by the soap bubbles and I had been taught it at The basic art school Na Proseku. After this lesson I wrote reflection of it. Whole thesis is ilustrated by the pictures. In the conclusion I try to summarize knowledge I reached.
176	Lire et jouer en Allemagne nazie : la culture jeunesse en tant que véhicule de propagande sous le Troisième Reich Thibault, Laura-Marie 07 1900 (has links) Ce mémoire consiste à étudier l’apport de la culture jeunesse dans l’acceptation des valeurs nationales-socialistes par les jeunes Allemand(e)s, via la problématique suivante: Comment la culture jeunesse a-t-elle agi à titre de véhicule de propagande sous le Troisième Reich et quels en ont été les répercussions sur la jeunesse allemande? En abordant cette éducation informelle diffusée par la culture jeunesse, c’est-à-dire par la littérature jeunesse, puis par les jouets et les jeux de société, cette recherche offre une définition renouvelée des mécanismes de propagande déployés par le régime nazi et propose une conception nouvelle du phénomène d’endoctrinement de la jeunesse durant cette période. En diffusant des idées comme la quête de la race pure, la conquête, l’antisémitisme à travers une expérience émotionnelle immersive (par l’exercice du jeu et de la lecture), la culture jeunesse est parvenue à susciter l’enthousiasme des jeunes Allemand(e)s à l’idée d’incarner les acteurs d’un monde régi par le nazisme. De plus, nous constaterons que le caractère divertissant de cette propagande culturelle a fait de la violence et de l’exclusion, intrinsèques à la vision nationale-socialiste du monde, des euphémismes, par sa capacité à banaliser la gravité de ces derniers. Ce phénomène nous permet de saisir pourquoi les Allemand(e)s persistaient, même après la guerre, à concevoir leur enfance sous le régime nazi comme une expérience relativement positive. L’aspect culturel de l’endoctrinement de la jeunesse allemande constitue une dynamique encore peu connue de l’histoire allemande que nous proposons d’explorer à travers ce mémoire. / This thesis studies how culture propagated by the Nazi regime during the Second World War influenced young Germans and contributed to their acceptance of National Socialist values. It asks: How did youth culture act as a vehicle of propaganda under the Third Reich and what impact did it have on German youth? By focusing on the hitherto under researched areas of children’s literature, toys and games, my research helps us to better understand the nature of Nazi propaganda, in particular the importance of informal education. Through play and reading young Germans were indoctrinated in Nazi ideology about the quest for a so-called pure race, conquest and expansion in East and West Europe, and anti-Semitism. These cultural activities led to an immersive emotional experience for young Germans which aroused their enthusiasm for contributing to and benefiting from a world ruled by Nazism. The entertaining nature of this cultural propaganda turned the violence and exclusion intrinsic to the National Socialist vision of the world into euphemisms, by trivializing their seriousness. This phenomenon helps us to understand why, even after the war, Germans persisted in seeing their youth under the Nazi regime as a relatively positive experience. The cultural aspect of the indoctrination of German youth is an underexplored dynamic of German history that I explore in this thesis. Allemagne nazie national-socialisme (nazisme) Seconde Guerre mondiale jeunesse enfance propagande endoctrinement littérature jeunesse jouet jeux de société culture jeunesse Nazi Germany National Socialism (Nazism) Second World War youth childhood propaganda indoctrination youth's literature board games youth culture toy

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