“SMART SCIENTIFIC EXPERIMENT TOY”

PROJECT SYNOPSIS

By

ALOYSIUS PAUL (3GN20CS006)

MEENA GIRI (3GN20CS400)
RANI KEMPE (3GN20CS401)

Under the Guidance of

Prof. Gururaj

GURU NANAK DEV ENGINEERING COLLEGE BIDAR

DEPARTMENT OF COMPUTER SCIENCE & ENGINEERING
(Accredited by NBA)
MAILOOR ROAD BIDAR-585403

TABLE OF CONTENTS
1
 1. TITLE OF THE RESEARCH

SMART SCIENTIFIC EXPERIMENT TOY

2. INTRODUCTION
Developing smart device for children

2. PROBLEM STATEMENT

That is a problem states portable scientific toy for educating children

Cristina Sylla , Katriina Heljakka , Alejandro Catala , Arzu Guneysu Ozgur

Abstract
Smart toys are regarded as able to offer possibilities to develop social, cognitive, and
behavioural skills (among others); however, while appealing, such claims are not yet
substantiated by rigorous and sufficient scientific evidence. The first edition of the
workshop on Smart Toys, Smart Tangibles, Robots and other Smart Things for Children
took place at the 19th Interaction Design and Children Conference (IDC’20), bringing
together experts from different fields working on smart technologies for children.
Following the workshop, participants were invited to submit their work to this Special
Issue in the International Journal of Child Computer Interaction.

Vassilis Komis, Christfors Karachristos, Despina Mourta, Alain Jaillet

Abstract
The present paper presents a systematic review of the last 30 years that concerns
records on Smart Toys and focuses on toys regarding early childhood and primary
education children (3–12 years old). This paper aims to analyse and categorise smart
toys (50 articles) in terms of their technological and educational affordances. The results
show that the toys are designed based on four main technological affordances and their
combinations

Nuri Kara a, Kursat Cagiltay

Abstract

The purpose of this study is to devise guidelines for designing, developing, and using a
smart toy for preschool children. Smart toys are technologically developed toys
constructed with a meaningful purpose. This study uses the design and development
research method. In the analysis phase, the smart toy developed in the pilot study was

2
analyzed. In the design phase, focus group meetings were held with early childhood
teachers to determine the objectives, story, and storyboard of the smart toy.

3. LITERATURE SURVEY

The general characteristics of and related recent research on smart toys. Smart toys can
be defined as new forms of toys featuring both tangible objects and electronic
components that facilitate two-way child smart toy interactions to carry out purposeful tasks.
In this chapter, smart toy based learning projects are discussed and the characteristics of
smart toys as cognitive tools to facilitate learning are analyzed. This chapter also covers the
relationship between smart toys and children’s developmental stages with a particular focus
on motivation in order to understand smart toys’ potential effects on children

5. OBJECTIVE OF THE PROPOSED RESEARCH

 To develop introductive toy

 To make scientific experiment toy educating purpose
 To create manual & after necessary document for that easy use

6. PROPOSED METHODOLOGY

 Define educational goals

 Select appropriate educational
 Create experiment instruction
 Packing & organization
 Field back & improvement

7. EXPECTED OUTCOME OF THE PROPOSED RESEARCH

Science experiment toy, Smart experiment toy with manual

8. SUMMARY

3
Play holds an important role in
children’s cognitive, social,
and behavioral development.
According to Boucher and
Amery (2009), play helps children to
learn, develop, gain
confidence, and manage experiences
through exploration,
creativity, entertainment, and
socialization. Similarly, Levin
and Rosenquest (2001) argue that
play helps children learn
to control their actions, interact with
people, and explore the
world. Children’s play is often
mediated by toys. Toys are
objects that encourage children’s
expression, fantasy, inter-

4
est, exploration, construction,
education, cognitive develop-
ment, and sex-role learning (Axline,
1974; Peretti & Sydney,
1984). Playing with toys is crucial to
a child’s life and this
play supports learning and
development (Butterworth &
Harris, 1994). In this context,
children’s toy preferences are
of great importance in terms of not
only fun but also with
respect to developmental and
cognitive stage
Play holds an important role in
children’s cognitive, social,
and behavioral development.
According to Boucher and

5
Amery (2009), play helps children to
learn, develop, gain
confidence, and manage experiences
through exploration,
creativity, entertainment, and
socialization. Similarly, Levin
and Rosenquest (2001) argue that
play helps children learn
to control their actions, interact with
people, and explore the
world. Children’s play is often
mediated by toys. Toys are
objects that encourage children’s
expression, fantasy, inter-
est, exploration, construction,
education, cognitive develop-
ment, and sex-role learning (Axline,
1974; Peretti & Sydney,

6
1984). Playing with toys is crucial to
a child’s life and this
play supports learning and
development (Butterworth &
Harris, 1994). In this context,
children’s toy preferences are
of great importance in terms of not
only fun but also with
respect to developmental and
cognitive stage
Play holds an important role in
children’s cognitive, social,
and behavioral development.
According to Boucher and
Amery (2009), play helps children to
learn, develop, gain
confidence, and manage experiences
through exploration,

7
creativity, entertainment, and
socialization. Similarly, Levin
and Rosenquest (2001) argue that
play helps children learn
to control their actions, interact with
people, and explore the
world. Children’s play is often
mediated by toys. Toys are
objects that encourage children’s
expression, fantasy, inter-
est, exploration, construction,
education, cognitive develop-
ment, and sex-role learning (Axline,
1974; Peretti & Sydney,
1984). Playing with toys is crucial to
a child’s life and this
play supports learning and
development (Butterworth &

8
Harris, 1994). In this context,
children’s toy preferences are
of great importance in terms of not
only fun but also with
respect to developmental and
cognitive stage
Play holds an important role in
children’s cognitive, social,
and behavioral development.
According to Boucher and
Amery (2009), play helps children to
learn, develop, gain
confidence, and manage experiences
through exploration,
creativity, entertainment, and
socialization. Similarly, Levin
and Rosenquest (2001) argue that
play helps children learn

9
to control their actions, interact with
people, and explore the
world. Children’s play is often
mediated by toys. Toys are
objects that encourage children’s
expression, fantasy, inter-
est, exploration, construction,
education, cognitive develop-
ment, and sex-role learning (Axline,
1974; Peretti & Sydney,
1984). Playing with toys is crucial to
a child’s life and this
Play holds an important role in children’s cognitive, social, and behavioral development.
According to Boucher and Amery (2009), play helps children to learn, develop, gain
confidence, and manage experiences through exploration, creativity, entertainment, and
socialization. Similarly, Levin and Rosenquest (2001) argue that play helps children learn to
control their actions, interact with people, and explore the world. Children’s play is often
mediated by toys. Toys are objects that encourage children’s expression, fantasy, inter-est,
exploration, construction, education, cognitive develop-ment, and sex-role learning (Axline,
1974; Peretti & Sydney, 1984). Playing with toys is crucial to a child’s life and this play
supports learning and development (Butterworth & Harris, 1994). In this context,
children’s toy preferences are of great importance in terms of not only fun but also with
respect to developmental and cognitive stages.

10
 9. REFERENCES

Alimisis, D., Moro, M., Arleguia, J.,

Pina, A., Frangu, S., &
Papanikolaou, K. (2007). Robotics and
constructionism in educa-
tion: The TERECoP project. In I. Kalas
(Ed.), Proceedings of the
11th EuroLogo conference (pp. 1–11).
Axline, V. M. (1974). Play therapy. New
York, NY: Ballantine.
Boucher, S., & Amery, J. (2009). Play and
development. In A. Justin
(Ed.), Children’s palliative care in Africa
(pp. 37–77). Oxford:
Oxford University Press.
11
Butterworth, G., & Harris, M. (1994).
Principles of developmental psy-
chology. Hillsdale, NJ: Erlbaum.
Alimisis, D., Moro, M., Arleguia, J.,
Pina, A., Frangu, S., &
Papanikolaou, K. (2007). Robotics and
constructionism in educa-
tion: The TERECoP project. In I. Kalas
(Ed.), Proceedings of the
11th EuroLogo conference (pp. 1–11).
Axline, V. M. (1974). Play therapy. New
York, NY: Ballantine.
Boucher, S., & Amery, J. (2009). Play and
development. In A. Justin
(Ed.), Children’s palliative care in Africa
(pp. 37–77). Oxford:
Oxford University Press.
Butterworth, G., & Harris, M. (1994).
Principles of developmental psy-
chology. Hillsdale, NJ: Erlbaum.
 Alimisis, D., Moro, M., Arleguia, J., Pina, A., Frangu, S., & Papanikolaou, K.
(2007). Robotics and constructionism in educa-tion: The TERECoP project. In I.
Kalas (Ed.), Proceedings of the 11th EuroLogo conference.

12
  Axline, V. M. (1974). Play therapy. New York, NY: Ballantine.Boucher, S., & Amery,
J. (2009). Play and development. In A. Justin (Ed.), Children’s palliative care in
Africa.
 Oxford: Oxford University Press.Butterworth, G., & Harris, M. (1994). Principles of
developmental psy-chology. Hillsdale, NJ: Erlbaum.

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INTRODUCTION: (Font :Times New Roman , size 14)

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PROBLEM STATEMENT (Font :Times New Roman , size 14)

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LITERATURE SURVEY (Font :Times New Roman , size 14)

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Candidate Signature Guide Signature

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