Yearly Archives: 2024

limited by upload, we posted our video on bilibili,here is the link:【TEAM A VIDEO】 https://www.bilibili.com/video/BV1PgzRYAEen/?share_source=copy_web&vd_source=7dafb8caaf72dd3a16bdab5de58544ca

Feedback.Here is the feedback we have been told in the last week: the gym idea is not the most realistic and feasible way to do it the researcher showed a clear preference for the card game we made We didn't explain the rules of the card game clearly, and the actual product was not made.In response to the feedback, we did this week:1:Recorded and preliminarily edited our card game rules and game flow.2:Digitally modeled the card game.3:We made a physical copy of the card game. made a preliminary exhibition board, but it was not perfect.What we need to do in the last week: edit out the final video (including game rules and product introduction and game flow, about 1 minute 30 seconds long) Do user research (feedback from the elderly and children on the game, invite them to play a game together) Improve the exhibition board.

A few days ago, we agreed on the time and place to produce the product and record the video. With extremely high efficiency, we completed the initial production of the product and the sample shooting of the video. During the pre-production process, the workload was immense. We gathered seven people to work together and divide the tasks: some were printing, some were cutting paper, and some were pasting. The high efficiency of the early work allowed us to quickly transition into the shooting phase. The production of cards is not a simple task; it requires a lot of time and effort, and the glue takes time to dry, necessitating air-drying. Screenshot Screenshot Screenshot Screenshot During the game trial and filming process, everyone immerses themselves in the game by assuming their own roles, which not only allows for a better connection among players but also facilitates better communication and interaction through the game.

teamA planB 6下载

card size:4cm X 8cm per card Time calculation: a game of touch cards need two minutes, the game 15 minutes, the whole process is about 20 minutes, in the stipulated 45 minutes can be completed in two games, so that neither the children feel too bored, nor the elderly will not feel tired! The game still pays more attention to the exchange of players, win or lose is not important, the key is that the elderly and children can take the board game as a platform, in this platform can be friendly exchanges

ABSTRACT Children’s well-being in early childhood education and care (ECEC) is associated with their participation in both planning and assessing ECEC activities. The aim of the study presented here was therefore to explore children’s experiences of participating in different physical environments and activities in ECEC institutions. Quantitative data were collected from structured conversations with 3693 4–6-year-old children using the Norwegian ECEC Well-Being Monitor from 2014 to 2019. Among the results, children’s experiences of participating in ECEC activities were diverse and depended upon the physical environment, although most children experienced higher degrees of participation when outdoors instead of indoors. Furthermore, going hiking and circle time are activities the majority of children have to attend, even if they do not want to. Increased awareness about how children experience opportunities for participating in ECEC activities is important for ECEC institutions and may influence pedagogical thinking and planning in different environments and activities. Introduction Children’s experiences of participating in everyday life are important to promoting their well-being and democratic values (Holte et al. Citation2014; Ree, Alvestad, and Johansson Citation2019). In recognition of that belief, participation is a principle in the Convention of the Rights of the Child (United Nations Citation1989), paragraph 12, formally introduced into Norway and Norwegian ECEC institutions with the Norwegian Kindergarten Act (Ministry of Education and Research Citation2006). Likewise, according to the Norwegian Framework Plan for Kindergartens (Norwegian Directorate for Education and Training Citation2017), children should receive frequent opportunities to participate in both planning and assessing activities in their ECEC institutions. The aim of our study was to explore how children have experienced participation in different physical environments and activities in ECEC institutions in Norway. In Norway, about 90% of 1- to 6-year-old children are enrolled in ECEC institutions, and the majority spend full days there (41–45 h) each week (Statistics Norway Citation2020). Most of Norway’s 5700 ECEC institutions have access to various outdoor environments and natural areas (Lysklett Citation2013; Norwegian Directorate of Education and Training Citation2020; Norwegian Directorate of Health Citation2012; Statistics Norway Citation2020), and children spend 70% of the time outdoors in the summer and 30% in the winter (Moser and Martinsen Citation2010). On a regular day, children engage in various activities, some initiated by themselves (e.g. free play) and some by the staff (e.g. circle time and hiking). Despite the sharpened focus on children’s participation in recent years, it remains necessary to know how well their participation is accommodated in different physical environments and activities in ECEC. After all, how children experience participation in their everyday lives can influence pedagogical thinking and planning in ECEC institutions. Children’s participation in ECEC institutions Participation, called medvirkning in Norwegian, can be defined as a physical and mental space that affords an opportunity for self-expression and interacting with others (Bae et al. Citation2006, 8). The concept of participation encompasses the possibility of being seen and listened to by others as well as the freedom to make decisions (Bratterud, Sandseter, and Seland Citation2012; Holte et al. Citation2014). To ensure that opportunity in ECEC, it is crucial to maintain responsive ECEC staff who listen and understand children’s expressions of interest…

A research article from:NOVA – Norwegian Social Research Thomas Hansen, a researcher at Norwegian Social Research (NOVA), a research institute that is part of OsloMet, has conducted research on ageing and quality of life over a period of many years. “There are a number of stereotypes out there about old age that aren’t necessarily true. Growing old isn’t be as bad as it’s made out to be,” he says. In what follows, we’ll look more closely at some of the more stubborn myths surrounding old age. Myth 1: Old people are lonelier than young people “The general public, including old people themselves, have a distorted notion of how lonely older people are. In reality, loneliness is not more common among old people than among younger people, at least up until a certain age,” Hansen explains. People in their late 60’s and early 70’s are not any lonelier than the rest of the population. In fact, the opposite is true. “Loneliness is consistently low well into old age,” Hansen tells us. “A 70-year-old, in fact, is more satisfied with his life than any other age group.” Whether you have children or not matters very little for your quality of life in older age.– Thomas Hansen Later, as people's health declines and they begin to lose people close to them, their levels of satisfaction with their lives begin to decline. Whereas only two out of ten people between the ages of 40 and 75 reporting feeling lonely sometimes or often, nearly four in ten reporting feeling this way after turning 75. “Loneliness is far more common among the oldest segment of the population,” the NOVA researcher explains. “But the loneliness that people report experiencing tends to come and go and not be particularly severe.” Only five to eight per cent of people in all age groups say that they frequently feel lonely or suffer from a more serious form of loneliness. Myth 2: Children are an insurance policy against old age loneliness There is a commonly held belief that having children and grandchildren will help ward off loneliness and depression later in life. The research suggests that this is not the case for older people in western countries like Norway. “Whether you have children or not matters very little for your quality of life in older age. It’s not true that you’re at greater risk of being lonely and depressed without children and grandchildren,” Hansen explains. In the same way older people are not more irritable than younger people, men are no more grumpy than women.– Thomas Hansen In collaboration with colleagues Britt Slagsvold and Torbjørn Moum, Hansen has looked into the role children play in influencing quality of life among people between the ages of 40 and 80. They discovered that having children does not appear to increase quality of life. This applies both to quality of life in general and loneliness more specifically. “This finding is surprising, but it may suggest that it’s day-to-day social interactions that are most important for…

from:Ruiqing Wang The term "empty nest" is a concept that has emerged in the study of family life and sociology.It originally refers to families without children or with children who have grown up and left to establish their own households, leaving the elderly living alone in a pure elderly household.The term "urban empty nest family" refers to families where children have grown up and moved away, either to other provinces or abroad, leaving only the elderly living in the city. Urban empty nest elderly are the elderly living in such family structures. The formation of empty nest families is a phenomenon on the rise. Along with social and economic development and changes, nuclear families have come to dominate. In China, the transition from a population production model characterized by "high birth rates, low death rates, and high natural growth rates" to one of"low birth rates, low death rates, and low natural growth rates has been influenced by the implementation of family planning policies. This has led to a smaller number of children in families, and at the same time, changes in people's lifestyle, mobility, and other factors have contributed to the "empty nest" phenomenon. It is predicted that the number of urban empty nest elderly will continue to increase. According to the census, by the year 2000, China's elderly population had reached 160 million, accounting for 12.7% of the total population, of which 40% were empty nest elderly, amounting to 24 million people.Furthermore, there are those who are childless or have children who are unable to provide adequate care, which will determine the future quantity of empty nest households. Therefore, in the coming decades, the proportion of urban empty nest elderly is expected to reach an astonishing level. At this point, analyzing the social and psychological issues of urban empty nest elderly and discussing solutions becomes of immediate importance. II. Social and Psychological Issues andAnalysis of Urban Empty Nest Elderly Maslow believed that every individual has certain innate values, similar to an instinctual potential or basic needs, and that people seek to realize these potentials. Maslow's hierarchy of needs categorizes human needs into five levels: physiological needs, safety needs, love and belonging needs, esteem needs, and self-actualization needs, arranged from lower to higher levels. According to this theory, the needs of the elderly can be summarized into three levels: The first is the need for survival, which includes meeting the most basic requirements such as clothing, food, shelter, hygiene, safety, and health. The second is the need for emotional fulfillment, which includes satisfying the needs for family affection, friendship, and emotional life. The third is the need for development, which involves enriching oneself and receiving affirmation from others and oneself in leisure activities, socializing, and expanding knowledge. When these three levels of needs are not met, the elderly may encounter various social and psychological issues. The social and psychological issues of urban empty nest elderly can be summarized as follows. (1) Insecurity and Anxiety Due to Lack ofAssurance Surveys indicate…

In response to the general direction proposed by the Norwegian Research Institute, our group aims to solve the problem of finding harmonious coexistence between the elderly and children, and enjoying one of the activities, that is, how to maximize the enjoyment and value of the activities we design for the elderly and children. One thing we cannot ignore is that not all elderly people in this world are good at getting along with children, so sometimes we also need to consider the different psychology of children and the elderly in order to better assist our design. Therefore, we need to consider what kind of activity to design next. As students of a design school, we are well aware that a product cannot meet the needs of everyone, nor can it be based on the interpersonal relationships and psychological problems of a large population. This also applies to children. The age range of children in the question is generally 4-6 years old, and children in this age group do not actually have the ability to use a more complex product. Therefore, do we really need a product? The answer is no. Correspondingly, in interpersonal communication, games and activities often play a series of roles such as ice breaking, socializing, and getting along, and this approach also has great appeal to children. Therefore, we hope to design a product. A simple and easy to understand interactive game that is easy to participate in, To solve our problem

So this paragraph is the illustration so that you can get well know about our game. The firststory board is kids in start grim second one is one kid throw the dice third is every kids move 3 steps in map forth is if the grim include little game,(each map has 8 little game)then kids will enjoy games fifth is if pass the game, the team will get a token as the reward each team can won 8 coins max sixth is when they get to final grim, the game over seventh is when 5 groups all finish their game,teams compare their coins and the most coin team every each person can get the badge

Roll the tires Game preparation: several homemade small trees, tire unicycle cars.Gameplay: The children are divided into two groups, and this activity is carried out in two competitions. The children first push the unicycle around the tree. The children in the front put down the car, change the tires and come back around the tree, and pass the tires to the next child. Let's see which group of children finish the race first and wins.Game rules: 1. The car and tires should not touch the tree in the game; 2. Raise your hand as quickly as the winning team reaches the finish line.It means to win. Number of Players:It is mentioned that the children are divided into two groups to carry out this activity. So the number of players should be at least enough to form two groups. For example, if there are at least 3 children in each group, then there would be at least 6 children who can participate in the game. However, there is no specific limit on the exact number of players, which mainly depends on the total number of children participating in the game and the grouping arrangements Estimated Game Time:It's quite difficult to accurately estimate the game time as it is affected by many factors. If the children are skillful and fast in their actions, and the number of children in each group is not large, perhaps a single race could be completed within a few minutes, and the two competitions might take about ten to twenty minutes in total. But if the children are not proficient in operations like changing tires, or if there are a large number of children in each group, then a single race could take more than ten minutes or even longer. In such cases, the two competitions might last for half an hour or even more than an hourRadish squatGame: Invite 5 to 6 children to participate in the game, each person plays a color of radish, line up horizontally, and start the game.Gameplay: If the adult specifies the carrot to squat first, then the carrot will squat, and at the same time recite the secret loudly: "carrot squat, carrot squat, carrot squat after the white radish squat." When the white radish is recited, the white radish recited must immediately begin to squat and recite the mouth at the same time. Such a cycle, until the last person on the court was not eliminated.For the winner.The duration of the "Radish Squat" game can vary depending on the participants' reaction times and familiarity with the game. Generally, it might take around 10 to 20 minutes. Number of Players:As for the number of players, while the description mentions inviting 5 to 6 children to participate, it can actually accommodate a slightly larger or smaller number. It could work well with 4 to 8 people.You throw me to pick it up: Game preparation: Roll waste paper into paper balls and make more than ten or dozens of paper balls and multiple…

Handicrafts Pottery: They can go to a special pottery studio or prepare simple pottery tools at home, such as clay and potter's wheels. The elderly and children can work together to shape various pottery items, such as cups, bowls, and small animals. This can not only improve their practical skills but also inspire their creativity. After making the pottery, they can color it together, and after it dries, it will become a unique piece of work. Woodworking: If conditions and corresponding safety measures permit, some simple woodworking activities can be carried out. For example, small photo frames, bookmarks, and small ornaments can be made from small wooden pieces. The elderly can teach the children some basic woodworking skills, such as sawing wood and sanding, allowing the children to experience the joy of creating with their own hands. Weaving: Use wool, hemp thread, or other materials for weaving. The elderly can teach the children to weave simple items such as scarves, gloves, hats, or use the weaving method to make small decorations such as small pendants and coasters. During the weaving process, the children can cultivate patience and concentration, and the elderly can enjoy a warm family time. Cooking Delicacies Baking: Make cakes, cookies, bread, and other baked goods together. The elderly can guide the children on how to accurately measure the ingredients, stir the batter, and set the oven temperature. The children can use frosting, chocolate chips, fruits, etc. to decorate the pastries creatively, and finally enjoy the delicious results together. Traditional Cuisine Preparation: Norway has some characteristic traditional cuisines, such as meatballs and salmon patties. The elderly can take the children to prepare the ingredients together and cook these cuisines according to traditional methods, allowing the children to understand Norway's dietary culture. Cultural and Artistic Activities Painting: Prepare drawing paper, paintbrushes, pigments, and other drawing tools, and the elderly and children can draw together. They can choose various themes such as landscapes, figures, and animals, or create freely according to their imagination. After drawing, they can share their works with each other and talk about the stories and ideas in the paintings. Calligraphy: If the elderly are good at calligraphy, they can teach the children calligraphy. Starting from holding the pen and basic strokes, let the children feel the charm of calligraphy. Practicing calligraphy together can cultivate the children's patience and aesthetic ability and is also a of traditional culture. Music: Norway is a paradise for chamber music with a strong musical atmosphere. The elderly and children can enjoy different types of music such as classical music and folk music together, or play simple instruments such as ukuleles and harmonicas together. If there are pianos, guitars, or other instruments at home, they can also learn and play some simple tunes together. Games and Entertainment Board Games: Such as chess, checkers, go, etc. These board games can exercise thinking ability and strategic awareness. The elderly and children can compete with each other and enhance their feelings in the game. Card…

Third Week: Initial Problem Identification and Consultation (2024 October 7th – 13th) Action Strategy: 1. In-depth analysis of challenges: Systematically identify the obstacles and difficulties encountered in conducting eight 45-minute conversations between the elderly and children in the same space, including but not limited to communication barriers, psychological adaptability, and physical environment comfort. 2. International wisdom absorption: Consult with relevant research experts in Norway to gain insights and recommendations on the above issues, utilizing international perspectives to enrich the research foundation. Fourth Week: Deepened Research and Problem Focusing (2024 October 14th – 20th) Action Deepening: 1.Based on the feedback from Norwegian experts, refine the research framework, specifying the specific dimensions of the investigation, such as spatial layout, interaction forms, and psychological environment construction. 2. Organize the research findings and compile a comprehensive document, providing a more precise and targeted question list to the Norwegian research team to facilitate deeper collaboration and exchange. Fifth Week: Direction Concentration and Theme Determination (2024 October 21st – 27th) Decision Making: 1.Through a comprehensive analysis of the research data and group discussions in the first two weeks, distill several potential design directions and themes. 2.Hold a final discussion with the Norwegian research team to combine both teams’ wisdom and jointly determine the core design direction and theme for the project, laying a solid foundation for subsequent work. Sixth Week: Preliminary Scheme Design (2024 October 28th – November 3rd) Creative Thinking: 1.For the designated design directions, conceptualize and draw three sketch scheme designs, elaborating on the user value, design concept, and implementation path of each scheme. 2.In-depth discussions with the Norway research team on the feasibility of the solution, identifying potential problems and providing a basis for subsequent iterations. Week 7: Design refinement & optimization (2024 Nov 4th – 10th) Problem-solving & refinement: 1.Propose specific solutions to the issues raised in the previous round of discussions, and further refine and perfect the design scheme. 2.Ensure that the design achieves optimal performance in terms of functionality, aesthetics, and user experience. Week 8: Final design approval (2024 Nov 11th – 17th) Result solidification: 1.Finalize the design scheme and complete its electronic presentation, including design drawings, model rendering, etc. 2.Ensure that the design scheme meets both practical needs and high levels of feasibility and innovation. Week 9: Model making (if needed) (2024 Nov 18th – 25th) Physical representation: 1.Based on the design scheme, create necessary physical models or scenarios to more intuitively display the design concept and effects. 2.Ensure that the model is highly consistent with the design scheme, providing strong support for subsequent demonstrations and evaluations. Week 10: Wrap-up & presentation of results (2024 Nov 25th – Dec 1st) Storyboard creation & effect display: 1.Create detailed storyboards to record the design process from concept to implementation, showcasing the design’s logicality and consistency. 2.Complete the shooting and post-production of the storyboard to ensure that the final results can vividly and accurately convey the design concept and effects. Week 12: Project presentation (2024 Dec 3rd) Result display & feedback collection: 1.Host a project presentation to showcase the final design results,…

We as Designers propose to complete the following tasks Customer Brief Contents: Search internet about Norwegian elderlies likes and dislikes in term of:  Preferences: Learned and note down objects that grandparents like (e.g., traditional handicrafts, books) and dislike (e.g., noisy toys, modern gadgets) along with reasons.For children, list their favorite toys and activities and those they don't enjoy. Activities: Describe activities seniors love (e.g., reminiscing, gentle exercises) and don't like (e.g., high-energy games). For children, mention activities they find fun (e.g., building blocks, singing) and those they avoid. Opportunities: Identify gaps where new activities could bring seniors and children together, like creative art projects. Existing Solutions: Look for existing products or services that aim to connect seniors and children. Analyze why they may not be fully effective, perhaps due to lack of personalization. Design Solutions: As a designer, propose solutions such as a themed story-telling and craft session. Cost: Estimate the maximum cost considering materials and logistics. Determine a reasonable proposed solution, which could be based on the value provided. Our activity theme is to have 10 seniors and 20 children in Norway spend 45 minutes together in an engaging and meaningful way. This could be achieved through activities that combine elements of fun and learning for both age groups. We found & understand: The problem Norwegian researcher stated is how can we related two different group into one activity and both of them have fun The problem we wanted to solve is that there is more than one kind of old people in this world, some old people have their own children and grandchildren, but other old people may not have children and grandchildren, so you can't guarantee that both kinds of old people have the same idea about playing with children. So we wanted to find an activity that would be suitable for both age groups, to break the deadlock that some seniors may not like to play with children! Seniors may seek connection and a sense of purpose, while kids at four or five years old need activities that are fun and educational. We think the purpose of this activity is to discover the commonalities or complementarity between two groups. Perhaps the elderly need companionship, but children prefer to explore and accept new things, perhaps one is peaceful and the other is active. So, what we want to solve is whether it is possible to create an activity that meets the needs of both groups, allows them to participate happily in the activity, and look forward to the next. The purpose of this design activity is to connect the elderly and children’s groups in Norway. The biggest problem between the two groups is the age difference, which can easily lead to a lack of common topics. Another major challenge is that these two groups have different understandings when encountering different things. The things of interest are different. Special A Group Question Kenan Zhang: 1.What time of day are Norwegian seniors and children most energetic? We hope to…

So we hope to design a board game which include some Norwegain traditonal fairy tale.The game is settled in a Myth of North Europe background. In the form of a board game, the elderly and children are allowed to participate. The board game is set against the backdrop of Norse pirates and Norse mythology, with a game format of Monopoly. The initial idea is for the elderly to participate in the production of game props and act as NPCs (guiding children) while the children conquer cities and territories in the form of passing levels. Ten elderly people are divided into three groups, and the three groups of games are played simultaneously until the child with the highest score is selected and awarded the title of Warrior. Each elderly person is responsible for a site that can be interspersed with different game formats, such as rolling dice, simple word spelling, scissors, stones, and cloth. Multiple simple game formats can be appropriately designed into the process

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Team name :X-ForceSlogan :"Youthful spirit, boundless energy, uniquely creative – we are unstoppable!"Team Introduction: We are a confident, self-motivated and self-reliant team, whimsical is a compliment to us, and if you want to explore the world with us then we will find a lot of fun!

19 years old like: Collecting various strange dolls, travel, take photos, and watch ghost movies, like exciting things, such as skydiving and roller coasters and keep dogs. Character: Outgoing, enthusiastic, and caring. Mbti: esfj

name：Xiangtong Meng like: Engage in sports, hiking, rock climbing, cycling, traveling, enjoy playing with interesting people, preferably good at playing jokes and telling jokes, love watching TV dramas, from any country. Character: Enthusiastic, energetic, funny, enjoys laughing, worm-heart. Mbti: enfj(A personality test used to introduce personality, my personality is optimistic and enthusiastic）