儿童房产品成长性研究
|
摘要
儿童是一个成长变化的特殊消费群体。在为他们设计与其成长密切相关的室内产品时,应当深入细致地研究他们的成长规律,为他们设计出在不同成长阶段都能真正满足需要的产品,促进儿童的健康成长。
基于这样的目的,本论文在查阅大量的儿童心理学资料和调研目前市场上儿童室内产品的基础上,把0-12岁的儿童作为研究设计的对象,把室内产品定位于可用以休息、娱乐和学习的产品。根据儿童自身生理、心理的成长规律入,将0-12岁的儿童分为三个时期来研究。
0-1岁的新生婴儿,生理需要是第一位的,对睡眠质量具有较高的要求,对母体的依恋和对皮肤接触的期盼表现明显,因此与婴儿直接接触的寝具产品是设计的重点,设计要满足婴儿的成长需要,可以从材质、色彩、工艺等方面实现。2-5岁的儿童需要借助某种中介来认识世界,这种中介就是玩具,可以说儿童正是借助玩具这种中介对自己的社会角色形成了最初的认识,玩具应当在安全的前提下根据儿童不同的游戏阶段来设计,并且追求形式简单、蕴意深远。比如2、3岁的儿童处于从单独游戏向平行游戏过渡阶段,玩具的设计可以从培养儿童的语言能力、认识能力、动作能力等方面考虑,而4、5岁的儿童处于从联合游戏向合作游戏过渡阶段,玩具的设计应满足群体游戏的需要、具有功能整合性以及体现性别之分;6-12岁的学龄期儿童增加了学习及与人交往的内容,儿童家具能够很好的同时满足他们发展友情、展示自我的需要,安全、可变化、具有娱乐性是儿童家具成长性的体现,本文从家具可调整的结构、中性色彩,以及满足该阶段儿童爱玩心态的游戏家具等方面入手,体现儿童家具的成长性。
本论文的创新之处在于正视并深入研究儿童自身成长变化规律,以此作为研究儿童室内产品设计的依据,试图改变目前儿童室内产品出于商家逐利或迎合家长的目的,而造成的良莠不齐的设计局面,对于目前同类产品的设计现状具有一定的理论借鉴意义,企业在对产品进行研发之前,通过参考本论文研究的理论成果,可以避免一些重复性劳动,甚至提供一些设计思路和方法,从而节省一定的社会成本,甚或创造出一定的社会价值。
Children are a special group of consumers who keep growing and changing. When designing indoor products which have close connection with their growing, we should make deep research on their growth pattern before products that veritably meet their needs of different phases are designed, so that the children can grow up in perfect health.
On such a purpose and on the premise of an abundant perusal of children-psychological documents as well as investigations and researches on children’s indoor products, I would define in this thesis indoor products as products that can be used for relaxation, entertainment and study. According to both the physical and the psychological growth rules of children, we can carry out the research by dividing children of 0-12 age group into three periods.
As for infants of 0-1 age group, when physical needs are considered as the most important, when there’s a comparatively higher requirement on sleep quality, and when psychological needs are mainly in the form of emotional ties to their mothers and the expectation on skin contacts, the product design should be focused on sleeping appliance which have direct contact with infants, and the design can be realized in the aspects of materials, colors and crafts in order to satisfy children’s growth needs. For kids of 2-5 age group, a certain kind of medium is needed for them to know the world better, and toys are the right medium. We can say that it is through such a medium that children are able to form the basic knowledge of the social rules they themselves play, so toys are preferably designed in accordance with their different game phases on the premise of safety. For example, since children of 2 or 3 years old are in an transitional phase from individual playing to parallel playing, toy designing can take into consideration the cultivation of children’s language ability, cognition ability as well as action ability, while since 4-5 year-old children are on another transitional phase from joint playing to cooperative playing, the design of toys should satisfy the need of group game and have conformity of the functions and be gender-specific. In addition, the design of children toys should be of a simple form and deep implied meaning. As the 6-12 year-old Children who are in the school period begin to study and communicate with others children toys should satisfy their need of developing friendship and displaying themselves. Safety, changeableness and entertainment are the embodiment of the growth property of children furniture. This paper shall reveal the growth property of children furniture by talking about adaptable structures, neutral colors and game furniture that can content children who love playing.
The innovation of this paper lies in that the author envisages and does some in-depth studies of children’s own growth pattern. And then the designs of children’s indoor products will be studied in order to change the complexion in which good and bad designs intermingle and this complexion is caused by manufacturers’pursuit of interest and catering for parents. The thesis offers a reference for the actual product designs at a theoretic level. By consulting the theoretic outcome of this paper before exploring a product an enterprise shall avoid some repeated work and even be provided with some ideas and methods of designing. Thus some social cost shall be saved and some social value shall be even created. The expatiated theory that children are growing is also an enlightenment for other kinds of children products.
基于这样的目的,本论文在查阅大量的儿童心理学资料和调研目前市场上儿童室内产品的基础上,把0-12岁的儿童作为研究设计的对象,把室内产品定位于可用以休息、娱乐和学习的产品。根据儿童自身生理、心理的成长规律入,将0-12岁的儿童分为三个时期来研究。
0-1岁的新生婴儿,生理需要是第一位的,对睡眠质量具有较高的要求,对母体的依恋和对皮肤接触的期盼表现明显,因此与婴儿直接接触的寝具产品是设计的重点,设计要满足婴儿的成长需要,可以从材质、色彩、工艺等方面实现。2-5岁的儿童需要借助某种中介来认识世界,这种中介就是玩具,可以说儿童正是借助玩具这种中介对自己的社会角色形成了最初的认识,玩具应当在安全的前提下根据儿童不同的游戏阶段来设计,并且追求形式简单、蕴意深远。比如2、3岁的儿童处于从单独游戏向平行游戏过渡阶段,玩具的设计可以从培养儿童的语言能力、认识能力、动作能力等方面考虑,而4、5岁的儿童处于从联合游戏向合作游戏过渡阶段,玩具的设计应满足群体游戏的需要、具有功能整合性以及体现性别之分;6-12岁的学龄期儿童增加了学习及与人交往的内容,儿童家具能够很好的同时满足他们发展友情、展示自我的需要,安全、可变化、具有娱乐性是儿童家具成长性的体现,本文从家具可调整的结构、中性色彩,以及满足该阶段儿童爱玩心态的游戏家具等方面入手,体现儿童家具的成长性。
本论文的创新之处在于正视并深入研究儿童自身成长变化规律,以此作为研究儿童室内产品设计的依据,试图改变目前儿童室内产品出于商家逐利或迎合家长的目的,而造成的良莠不齐的设计局面,对于目前同类产品的设计现状具有一定的理论借鉴意义,企业在对产品进行研发之前,通过参考本论文研究的理论成果,可以避免一些重复性劳动,甚至提供一些设计思路和方法,从而节省一定的社会成本,甚或创造出一定的社会价值。
Children are a special group of consumers who keep growing and changing. When designing indoor products which have close connection with their growing, we should make deep research on their growth pattern before products that veritably meet their needs of different phases are designed, so that the children can grow up in perfect health.
On such a purpose and on the premise of an abundant perusal of children-psychological documents as well as investigations and researches on children’s indoor products, I would define in this thesis indoor products as products that can be used for relaxation, entertainment and study. According to both the physical and the psychological growth rules of children, we can carry out the research by dividing children of 0-12 age group into three periods.
As for infants of 0-1 age group, when physical needs are considered as the most important, when there’s a comparatively higher requirement on sleep quality, and when psychological needs are mainly in the form of emotional ties to their mothers and the expectation on skin contacts, the product design should be focused on sleeping appliance which have direct contact with infants, and the design can be realized in the aspects of materials, colors and crafts in order to satisfy children’s growth needs. For kids of 2-5 age group, a certain kind of medium is needed for them to know the world better, and toys are the right medium. We can say that it is through such a medium that children are able to form the basic knowledge of the social rules they themselves play, so toys are preferably designed in accordance with their different game phases on the premise of safety. For example, since children of 2 or 3 years old are in an transitional phase from individual playing to parallel playing, toy designing can take into consideration the cultivation of children’s language ability, cognition ability as well as action ability, while since 4-5 year-old children are on another transitional phase from joint playing to cooperative playing, the design of toys should satisfy the need of group game and have conformity of the functions and be gender-specific. In addition, the design of children toys should be of a simple form and deep implied meaning. As the 6-12 year-old Children who are in the school period begin to study and communicate with others children toys should satisfy their need of developing friendship and displaying themselves. Safety, changeableness and entertainment are the embodiment of the growth property of children furniture. This paper shall reveal the growth property of children furniture by talking about adaptable structures, neutral colors and game furniture that can content children who love playing.
The innovation of this paper lies in that the author envisages and does some in-depth studies of children’s own growth pattern. And then the designs of children’s indoor products will be studied in order to change the complexion in which good and bad designs intermingle and this complexion is caused by manufacturers’pursuit of interest and catering for parents. The thesis offers a reference for the actual product designs at a theoretic level. By consulting the theoretic outcome of this paper before exploring a product an enterprise shall avoid some repeated work and even be provided with some ideas and methods of designing. Thus some social cost shall be saved and some social value shall be even created. The expatiated theory that children are growing is also an enlightenment for other kinds of children products.
引文
[1] 张文新.儿童社会性发展[M] . 北京: 北京师范大学出版社, 1997: 132-178
[2] 何树青.童年之死[J] . 新闻周刊,2004,29(204),27-29
[3] 董奇.儿童创造力发展心理[M] . 杭州: 浙江教育出版社, 1993: 150-160
[4] Victor Papanek.Design for the Real World,Human Ecology and social Change[M] . 2nd edition,Academy ChicagoPubishers, 1992: 56-89
[5] 马斯洛.动机与人格[M] . 许金声等译.北京: 华夏出版社, 1987: 52-78
[6] 柯林.威尔森.心理学的新道路[M] . 杜新宇译.上海: 华文出版社, 2001
[7] Martin C.l.The Role of Cognition in Understanding Gender Effects. Advance in Child Development and Behavior[M] . Wm.C.Brown Publishers, 1991: 113-149
[8] Santrock .Child Development[M] . Wm.C.Brown Publishers, 1978: 401-422
[9] 凯斯.智能的阶梯--儿童发展的新皮亚杰理论[M] . 屠美如译.南京: 南京师范 学出版社, 2001: 120-123
[10] 周宗奎.儿童社会化[M] . 武汉: 湖北少年儿童出版, 1995: 78-120
[11] 梁良良.创新思维训练[M] . 北京: 中央编译出版社, 2002: 56-135
[12] 王官成.消费心理学[M] . 北京: 电子工业出版社, 2004: 88-120
[13] 时蓉华.社会心理学[M] . 杭州: 浙江人民出版社, 1998: 56-79
[14] 冰心.冰心七十年文选[M] . 上海: 上海文艺出版,1996: 84
[15] 魏运华.少年儿童自尊发展的结构模型及影响因素的研究[D] . 北京: 北京师范大学博士学位论文, 1997
[16] 任立生.设计心理学[M] . 北京: 化学工业出版社, 2005: 75-86
[17] 李幼惠.儿童社会性发展及其培养[M] .上海: 华东师范大学出版社, 2004: 78-120
[18] 杜布森.预备青春期[M] . 巨克坚译.北京: 中国轻工业出版社, 2004: 100-185
[19] 李幼惠.儿童发展心理学[M] . 天津: 天津科技翻译出版社, 1998: 283
[20] 何人可,黄亚南.产品百年[M] . 长沙: 湖南美术出版社, 2005: 83
[21] 唐济川,刘媛媛,郑艳等.现代艺术设计思潮[M] . 北京: 中国轻工业出版社, 2007: 144
[22] 刘金花.儿童发展心理学[M] . 上海:上海教育出版社, 1997: 85-78
[23] 廖军.视觉艺术思维[M] . 北京: 中国纺织出版社, 2000: 96-120
[24] Hetherington M.Child Psychology Monotype[M] . Composition Company, 1993: 460-472
[25] 鲁迅.野草[M] . 北京: 人民文学出版社, 1979: 85
[26] Erision H.Childhood and Society[M] . New York:Norton, 1963:78
[27] 蔡忠仁.新儿童玩具国家强制性标准将实施[N]. http://sports.eastday.com/eastday/2004qsy/node7345/userobject1ai473452.html
[28] David R.Developmental Psychology[M] . Cole Publishing Company, 1996: 48-52
[29] 殷紫.北欧新锐设计[M] . 重庆: 重庆出版社, 2005: 35-68
[30] 章志光.社会心理学[M] . 北京: 人民教育出版社, 1996: 78-90
[31] 凯瑟琳.费希尔.儿童产品设计攻略[M] . 上海: 上海人民美术出版, 2003:55-57
[32] 王燕玲,童慧明.100 年 100 位产品设计师[M] . 北京: 北京理工大学出版社, 2003: 123-145
[33] 张怀强.工业设计史——艺术设计经典丛书[M] . 郑州: 郑州大学版社, 2004: 120-150
[34] 赵江洪.设计心理学[M] . 北京: 北京理工大学出版社, 2004: 78
[35] 郭有.创造心理学[M] . 北京: 教育科学出版社, 2005: 96-112
[36] Bernard B.ashion in the1960sLondon[M] . London:Academy Editions Publishing Company, 1975: 58-76
[37] 陈望衡.艺术设计美学[M] . 武汉:武汉大学出版社, 2000: 136-158
[38] 何晓佑.人性化设计[M] . 南京: 江苏美术出版社, 2001:56-116
[39] 李彬彬.设计心理学[M] . 北京: 中国轻工业出版社, 2002: 114-156
[40] 蔡军,方海.芬兰当代设计[M] . 北京: 北京理工大学出版社, 2003: 56-78
[41] 李维立.设计日志[M] . 北京: 北京理工大学出版社, 2003: 89-92
[42] 李亮之.世界工业设计史潮[M] . 北京: 中国轻工业出版社, 2001: 124-139
[43] 王受之.世界现代设计史[M] . 北京: 中国青年出版社, 2002: 153-223
[44] 凌继尧,徐衡醇.艺术设计学[M] . 上海: 上海人民出版社, 2000: 78-189
[45] Keats J.You might as well live:Life and Tines of Dorothy Parker London[M] . Secker and Warburg, 1970: 85-98
[46] Spark.P.JapaneseDesign[M] . Newyork Editions Publishing Company,1998: 78-189
[47] 许平,潘琳.绿色设计[M] . 南京: 江苏美术出版社, 2001: 87-140
[48] 何晓佑.未来风格设计[M] . 南京: 江苏美术出版社, 2001: 56-116
[49] 珀文.L.人格科学[M] . 周榕译.上海: 华东师范大学出版社, 2001: 120-153
[50] 弗洛伊德.精神分析引论[M] . 高觉敷译.上海: 上海商务印书馆, 1984: 120-223
[51] 李砚祖.造物之美[M] . 北京: 中国人民大学出版社, 2000: 235-265
[2] 何树青.童年之死[J] . 新闻周刊,2004,29(204),27-29
[3] 董奇.儿童创造力发展心理[M] . 杭州: 浙江教育出版社, 1993: 150-160
[4] Victor Papanek.Design for the Real World,Human Ecology and social Change[M] . 2nd edition,Academy ChicagoPubishers, 1992: 56-89
[5] 马斯洛.动机与人格[M] . 许金声等译.北京: 华夏出版社, 1987: 52-78
[6] 柯林.威尔森.心理学的新道路[M] . 杜新宇译.上海: 华文出版社, 2001
[7] Martin C.l.The Role of Cognition in Understanding Gender Effects. Advance in Child Development and Behavior[M] . Wm.C.Brown Publishers, 1991: 113-149
[8] Santrock .Child Development[M] . Wm.C.Brown Publishers, 1978: 401-422
[9] 凯斯.智能的阶梯--儿童发展的新皮亚杰理论[M] . 屠美如译.南京: 南京师范 学出版社, 2001: 120-123
[10] 周宗奎.儿童社会化[M] . 武汉: 湖北少年儿童出版, 1995: 78-120
[11] 梁良良.创新思维训练[M] . 北京: 中央编译出版社, 2002: 56-135
[12] 王官成.消费心理学[M] . 北京: 电子工业出版社, 2004: 88-120
[13] 时蓉华.社会心理学[M] . 杭州: 浙江人民出版社, 1998: 56-79
[14] 冰心.冰心七十年文选[M] . 上海: 上海文艺出版,1996: 84
[15] 魏运华.少年儿童自尊发展的结构模型及影响因素的研究[D] . 北京: 北京师范大学博士学位论文, 1997
[16] 任立生.设计心理学[M] . 北京: 化学工业出版社, 2005: 75-86
[17] 李幼惠.儿童社会性发展及其培养[M] .上海: 华东师范大学出版社, 2004: 78-120
[18] 杜布森.预备青春期[M] . 巨克坚译.北京: 中国轻工业出版社, 2004: 100-185
[19] 李幼惠.儿童发展心理学[M] . 天津: 天津科技翻译出版社, 1998: 283
[20] 何人可,黄亚南.产品百年[M] . 长沙: 湖南美术出版社, 2005: 83
[21] 唐济川,刘媛媛,郑艳等.现代艺术设计思潮[M] . 北京: 中国轻工业出版社, 2007: 144
[22] 刘金花.儿童发展心理学[M] . 上海:上海教育出版社, 1997: 85-78
[23] 廖军.视觉艺术思维[M] . 北京: 中国纺织出版社, 2000: 96-120
[24] Hetherington M.Child Psychology Monotype[M] . Composition Company, 1993: 460-472
[25] 鲁迅.野草[M] . 北京: 人民文学出版社, 1979: 85
[26] Erision H.Childhood and Society[M] . New York:Norton, 1963:78
[27] 蔡忠仁.新儿童玩具国家强制性标准将实施[N]. http://sports.eastday.com/eastday/2004qsy/node7345/userobject1ai473452.html
[28] David R.Developmental Psychology[M] . Cole Publishing Company, 1996: 48-52
[29] 殷紫.北欧新锐设计[M] . 重庆: 重庆出版社, 2005: 35-68
[30] 章志光.社会心理学[M] . 北京: 人民教育出版社, 1996: 78-90
[31] 凯瑟琳.费希尔.儿童产品设计攻略[M] . 上海: 上海人民美术出版, 2003:55-57
[32] 王燕玲,童慧明.100 年 100 位产品设计师[M] . 北京: 北京理工大学出版社, 2003: 123-145
[33] 张怀强.工业设计史——艺术设计经典丛书[M] . 郑州: 郑州大学版社, 2004: 120-150
[34] 赵江洪.设计心理学[M] . 北京: 北京理工大学出版社, 2004: 78
[35] 郭有.创造心理学[M] . 北京: 教育科学出版社, 2005: 96-112
[36] Bernard B.ashion in the1960sLondon[M] . London:Academy Editions Publishing Company, 1975: 58-76
[37] 陈望衡.艺术设计美学[M] . 武汉:武汉大学出版社, 2000: 136-158
[38] 何晓佑.人性化设计[M] . 南京: 江苏美术出版社, 2001:56-116
[39] 李彬彬.设计心理学[M] . 北京: 中国轻工业出版社, 2002: 114-156
[40] 蔡军,方海.芬兰当代设计[M] . 北京: 北京理工大学出版社, 2003: 56-78
[41] 李维立.设计日志[M] . 北京: 北京理工大学出版社, 2003: 89-92
[42] 李亮之.世界工业设计史潮[M] . 北京: 中国轻工业出版社, 2001: 124-139
[43] 王受之.世界现代设计史[M] . 北京: 中国青年出版社, 2002: 153-223
[44] 凌继尧,徐衡醇.艺术设计学[M] . 上海: 上海人民出版社, 2000: 78-189
[45] Keats J.You might as well live:Life and Tines of Dorothy Parker London[M] . Secker and Warburg, 1970: 85-98
[46] Spark.P.JapaneseDesign[M] . Newyork Editions Publishing Company,1998: 78-189
[47] 许平,潘琳.绿色设计[M] . 南京: 江苏美术出版社, 2001: 87-140
[48] 何晓佑.未来风格设计[M] . 南京: 江苏美术出版社, 2001: 56-116
[49] 珀文.L.人格科学[M] . 周榕译.上海: 华东师范大学出版社, 2001: 120-153
[50] 弗洛伊德.精神分析引论[M] . 高觉敷译.上海: 上海商务印书馆, 1984: 120-223
[51] 李砚祖.造物之美[M] . 北京: 中国人民大学出版社, 2000: 235-265