Abstract

This study investigates the growing preference of toddlers for smartphones and tablets

over traditional toys despite World Health Organization guidelines recommending limited screen

time for children under five. The research explores toddlers' cognitive and socio-emotional

developmental milestones, their interaction with digital devices, and how these factors influence

their play behaviors. The study also examines why traditional toys fail to capture toddlers'

interest as effectively as smartphones and how technology has shaped toddlers' play over the

years. The research findings will guide the design that reduces phone addiction and promotes

cognitive development. The final design will focus on understanding and addressing the issues of

excessive device usage among toddlers, giving new meaning to digital gadgets in their lives.

keywords: child tangible interaction, smart devices, toddlers, multiple media use
Table of Contents
Introduction.................................................................................................................................................3

Research Methods:..................................................................................................................................4

Literature review.........................................................................................................................................5

Cognitive development of toddlers.........................................................................................................5

Cognitive Milestones from month 6 to 36...........................................................................................6

Six months to One year....................................................................................................................6

Twelve months to Eighteen months................................................................................................6

Eighteen months – Twenty-four months..........................................................................................7

Twenty-four months – Thirty-six months.........................................................................................7

Importance of play in Cognition..........................................................................................................7

Play in the Digital Age..............................................................................................................................8

New forms of Play................................................................................................................................8

Effects on Cognition.........................................................................................................................8

Interactions of the 21st century..............................................................................................................9

What makes phones so engaging?.....................................................................................................10

Toys of the 21st century.....................................................................................................................11

Internet of Toys..............................................................................................................................11

Design Frameworks...............................................................................................................................11

Animistic Design....................................................................................................................................12

Animistic Interactions........................................................................................................................12

Animistic Design in Toys.....................................................................................................................13

Case Studies..........................................................................................................................................13

Effect of Digitally Augmented Toys on Young Children's Experience in Pretend Play.........................14

When Toys Come to Life: Considering the Internet of Toys from an Animistic Design Perspective....14

Interactive Soft Toys for Infants and Toddlers – Design Recommendations for Age-appropriate Play
..........................................................................................................................................................15

References.................................................................................................................................................16
Introduction

The past decade has seen a rise in the utilization of mobile devices across all age groups.

Numerous studies and research endeavors have been undertaken to unravel the mystery of why a

black box has captivated our attention for an extended period and what lasting effects – good,

bad, and unknown- it will leave us with. Another surprising element of this change in civilization

is children's increased usage of technological devices. Nearly half (47%) of the children in the

US were introduced to mobile phones or tablets before 18 months of age, typically between 7

and 18 months (Rosanda et al., 2022). These devices include video games, computers, laptops,

TVs, tablets, phones, and intelligent toys.

WHO recommendations state that children under five should not spend more than one

hour daily on screen-based activities, while children younger than one should not be exposed to

this type of activity at all (Jones, 1953).

This project will examine why toddlers increasingly prefer smartphones and tablets to

traditional toys. It will explore toddlers' growth, family life, and why smartphones appeal.

Toddlers "Play" and the change in play through the years will be holistically studied and

observed. It will also discuss worries about kids using phones too much. The research findings

will dictate the design process. By combining research and creative design, the aim is to

understand and tackle these issues, reducing phone addiction, promoting play that supports the

cognitive developmental stages, and encouraging better behavior in our society.

The main research questions to be answered are as follows:

• What are toddlers' cognitive and socio-emotional developmental milestones, and how do

they relate to their interaction with smartphones and other multimedia devices?
 • How do the environmental contexts, including family dynamics and daily routines,

influence toddlers' usage patterns and behaviors regarding smartphones and other digital

media?

• Why do traditional toys fail to captivate toddlers as effectively as smartphones? What

specific elements or features in smartphones engage toddlers for extended periods?

• How has toddlers' "play" changed over the years, and what does technology contribute to

it?

Digital products –smartphones, TVs, laptops, and computers- are not designed or made to be

used by toddlers. Yet young children are one of their most significant users. Toys and tech

companies have since started integrating technology into toys, too. From talking parrots to

touchcontrolled devices, the market has various options today. One of the examples is the Pyle

Kids Table (Turner, 1973), a tablet specifically designed for kids. However, with its cost at $200,

one will ask why they would buy their child an expensive gadget that can harm their health.

Other smart toys will be analyzed as part of the research to understand how toddlers' "play" has

evolved in the digital age.

Research Methods:
Toddlers aged 0-3 will be under study. The research considers the Pakistani context, and

any findings specific to the culture will be shared. A Human-Centered Design Approach was

taken.

The primary research was conducted by selecting four families with at least one toddler aged 0-3.
Interviews with one of the parents were taken, where they were also asked to photojournal their

child's play and interaction with toys and media devices. The main aim of the primary research

was to:

1) Understand the context and content. In what place/setting are mobile devices used, and

what are they used for

2) What do the parents believe related to the usage of these devices, and what is their

behavior in media consumption

3) How do parents interact with their kids during play

The findings helped reveal the design objectives for the ideation and prototyping process. Further

steps will include user testing and focus groups to validate design decisions.

The literature review is focused on the following categories:

1) To understand the cognitive development stages in toddlers

2) Studying the increased use of mobile devices by toddlers in the world and the effects, and

the difference in learning vs engagement.

3) To understand how the toy market has evolved with these technological advancements

and how "Smart Toys" have changed toddlers' play.

Literature review

Cognitive development of toddlers

Multiple studies have been done on cognitive development throughout history.

Psychologists like Erikson, Piaget, and Vygotsky have concluded that human life is in different

stages, with different motivations and conflicts at each stage. To understand the development
milestones in toddlers, the stages that covered the ages of 6 months to 3 years were studied to

develop a comprehensive understanding of the user.

Cognitive Milestones from month 6 to 36

To fully comprehend the behavior and cognition of children from 6 months to 3 years, it

is essential to understand their developmental milestones. Many psychologists and researchers

have proposed multiple theories after extensive research on these developmental stages, stating

in detail the conflicts humans go through in their lives. The stages that covered the target

audience for my project were studied.

Six months to One year

The conflict Erikson states a child is going through at this age is trust vs mistrust, where

Infants learn to trust that their caregivers will meet their basic needs, while Freud called this

stage the oral stage (Jones, 1953), where the infant's primary source of interaction occurs through

the mouth. During this time, an infant starts to recognize familiar faces and voices, respond to

and make different sounds, and are curious in nature; they also begin to develop attachment to

their caregivers (Rosanda et al., 2022). Studying various milestones, it was also essential to

understand what features of the smart device attract toddlers at different stages. A study showed

that toddlers between the ages of 6 months and one year are most attracted by the colors and

sounds of the device (Rosanda et al., 2022).

Twelve months to Eighteen months

The oral stage extends to this age group, too. The child starts to use simple gestures like

hello and goodbye (Jones, 1953). They start pronouncing simple words like mama and baba and
can explore objects through interactions like hitting and shaking (Turner, 1973). This is the age

where interactions with touch screens also start through touching and scrolling (Rosanda et al.,

2022).

Eighteen months – Twenty-four months

During this stage, children can perform actions like drinking through a glass and eating

through a spoon, which reflects on how their motor skills are developing (Turner, 1973); hence,

their interactions with a screen also increase, and they can perform hand movements better like

tapping the screen (Rosanda et al., 2022).

Twenty-four months – Thirty-six months

During the third year, the child transitions from representational play to pretend play; they

start developing abstract thoughts with concrete thoughts (Turner, 1973). They can talk about

memories and can understand complex systems. They also can turn the device on and off and

play simple touch games (Rosanda et al., 2022).

Importance of play in Cognition

Throughout history, psychologists have emphasized the importance of play in cognitive

development. For the practical completion of this project, it was essential to understand what

aspects play an important role in child development. Cognitive development occurs because of

social interactions, says Vygotsky (Barnett, 1990), and these interactions happen through play. It

can teach convergent and divergent problem-solving ability and Freud (1955) argued that "Play

allowed the mastery of anxiety-producing events." It also facilitates the child's transition from

concrete to abstract thought processes" (Vygotsky, 1967). Freud also emphasized how the
physical manipulation characteristic of play is more beneficial than visual learning or passive

participation (Barnett, 1990).

Play in the Digital Age

Human beings are an evolving species. Science has proven how humans evolve through

every generation. The 21st century has seen a rapid increase in digital products, and humans have

adapted to this change readily. However, the effect this change will have on children is often

ignored. And just like every human behavior, children's play has also changed with technology.

New forms of Play

To understand the play of the 21st century, let's first understand the toddler of the 21st

century. Our generation is called the digital natives; we have adapted to technology, meaning this

generation has seen life before these devices. However, today's toddler is called a digital native

(Prensky & Chen, 2012). They are born into technology; hence, all their associations are built

with technology and have digital schemas. These devices are second nature because they have

been constantly there with them since infancy.

"Linear thought processes now can retard learning for brains developed through game and

Web-surfing processes on the computer. Sure, they have short attention spans—for the old ways

of learning" (Digital Natives, 2012). Their attention spans are not short for games, for example,

or anything else that interests them (Prensky & Chen, 2012).

These new associations have changed play for toddlers, too. Where once play was

supposed to be calming, it has now turned into fast-paced activities to keep up with the digital

stimuli. Integration of technology into play has also changed its form. Online play and video

games have become very accessible, which has given play a new dimension.
Effects on Cognition

The effects of increased screen time can be broadly categorized into positive, negative, and

unknown.

On the positive side, screen time can contribute to problem-solving, social, creative, and

communication skills. It can aid in developing fine motor skills and encourage literacy and

communication. Furthermore, it can increase online interaction and connectivity. This is

particularly true for educational content, which can enhance social and language skills for

children aged two years and older (Muppalla et al., 2023).

However, there are also significant downsides to excessive screen time. One of the major

concerns is "nonnormative stimulation," which refers to the rapid pace and atypical sequencing

that can potentially be disadvantageous for cognition and behavior. Fast-paced shows can be

cognitively taxing for children, and the "video deficit" effect suggests that children might miss

out on essential skills they could gain from direct interaction with others (Swidere-Cios et al.,

2023).

Children may be less socially engaged during digital play due to the design of gaming,

which often includes behavioral reinforcement intended to maximize engagement. At the same

time, video gaming may offer some cognitive benefits for children compared to TV watching,

which is considered a passive activity (Muppalla et al., 2023).

To conclude, while screen time can positively and negatively impact children's

development, it's crucial to balance it with other forms of activity and ensure that it

doesn't replace necessary interactions.

 Interactions of the 21st century

What makes phones so engaging?

Phones are designed to be highly engaging due to several key factors. One is the atypical

sequencing of content, which deviates from traditional linear narratives, keeping users intrigued

and engaged. Nonnormative simulations also contribute to this engagement, allowing users to

experience scenarios that may not align with their everyday reality. The element of randomness

adds an unpredictability factor, further enhancing user interest (Metzger & Flanagin, 2008).

Another aspect is the concept of digital natives and multimedia tasking. Digital natives

have grown up in a world where digital technology is the norm, making them comfortable and

adept at using various forms of media. Multimedia tasking refers to the ability to perform tasks

across different mediums, such as text, images, audio, and video. This skill, often developed

through digital interactions, allows for a richer, more immersive phone experience (Greenfield,

2015).

The trial-and-error principle, where users can experiment without fear of negative

consequences, fosters a sense of trust and security. This creates a safe space for users to explore

and learn, contributing to their overall engagement with the device (Metzger & Flanagin, 2008).

Instant visual and auditory feedback is another critical feature of phones. This real-time

response allows users to see and hear the immediate outcome of their actions, providing a

satisfying and rewarding experience.

Controlled interaction is another aspect that contributes to phone engagement. It gives

users control over what they interact with when they interact with it, and how they respond to it.

This sense of autonomy enhances user satisfaction and keeps them engaged (Greenfield, 2015).
 Lastly, the fast pace of modern life has led to quicker content consumption. Old cartoons,

for instance, were slower paced compared to today's cartoons. This quicker pace caters to our

busy lives, making phones a convenient and enjoyable way to consume content.

Toys of the 21st century

Internet of Toys

The toy market may be one of the most intriguing industries. Trends in toys are like other

industries. They are the pop culture of children. Today, the classic toys are the toys that were

there before the introduction of technology, and then there are modern toys with technology that

the parents seem to hate.

"The Kids' Market: Myths and Realities" (McNeal, 1999) presents significant insights

into the changing trends in the toy market, mainly influenced by technology. The shift towards

modern and hi-tech electronic toys propels market growth, driven by the adoption of intelligent

toys that use IoT and AI to enhance kids' learning experiences (McNeal, 1999). The rise of mass

digitalization and social networks has opened new opportunities in the market. Additionally, the

growing parental interest in STEM educational toys and the increasing application of AI due to

digital advancements in toys drive the expansion of the kids' toys market (McNeal, 1999).

Design Frameworks
Child-friendly tangible interfaces and the Internet of Toys (IoT) are revolutionizing how

children interact with technology. Tangible interfaces, which involve physical objects children

can touch and manipulate, offer an alternative to traditional graphical user interfaces (GUIs).

They can particularly benefit children with learning disabilities, providing a more engaging and

interactive experience (Prensky and Chen, 2012).

 These interfaces allow children to use physical objects and interact with others in group

activities, offering play, fun, and activities. They can stimulate cognitive development and

promote motor skills, as children must coordinate their motor commands to reach for objects

(Kuenz, 2000).
On the other hand, the Internet of Toys (IoT) involves connecting everyday objects to the

Internet, enabling them to collect data and communicate with each other. This technology opens

up a world of possibilities for children, allowing them to explore and experiment with technology

in a safe and controlled environment. IoT toys can provide children with valuable learning

experiences, teaching them about concepts such as coding, problem-solving, and collaboration

(De Albuquerque Wheler et al., 2021).

To summarize, child-friendly tangible interfaces and the Internet of Toys represent a

significant shift in how children interact with technology. They offer a more engaging,

interactive, and educational approach that can support children's development and learning

needs.

Animistic Design
Animistic Interactions
Animism in design refers to attributing human-like characteristics to non-human entities,

particularly technology. This approach suggests a shift from user-centered design towards

considering the entire environment in which our artifacts operate. An essential aspect of animistic

design is introducing unpredictability, fostering curiosity, spontaneity, exploration, and creativity

(Davies, 1984). An example is the AniThings project (Davies, 1984), where devices with

contrasting personalities interact autonomously. Despite not imbuing devices with real AI,

animism serves as a helpful metaphor for interaction design, acknowledging the agency of

nonhuman actors and promoting a reevaluation of our interaction with technological objects
Animistic Design in Toys
Animistic design can be effectively applied in toy design, creating a unique play

experience that goes beyond the physical interactions of children with the toys. This approach

assigns personality traits to toys, making them feel alive and responsive to the child's actions. For

instance, a toy robot could display different emotions based on how it's treated, mimicking

human behavior and responses. This can make the play experience more engaging and

immersive, encouraging children to develop a deeper emotional connection with their toys

(Jiyoung Ko, 2017). Furthermore, by giving toys a sense of identity and autonomy, animistic

design can stimulate creative thinking and problem-solving skills, as children may need to figure

out how to interact with these quirky characters to achieve specific goals. In this way, animistic

design in toys can serve as a tool for learning and development, providing children with a rich

and interactive play environment.

Case Studies
The aim was to find the most recent papers; hence, papers published in 2018 and after were

prioritized, excluding one published in 2016. The insights are discussed below.

Four case studies of projects like this were thoroughly analyzed, using the insights to further the

design process. These included:

1) Effect of Digitally Augmented Toys on Young Children's Experience in Pretend Play

(Hong, 2019)

2) When Toys Come to Life: Considering the Internet of Toys from an Animistic Design

Perspective (Zaman et al., 2018)

3) Interactive Soft Toys for Infants and Toddlers – Design Recommendations for

Ageappropriate Play (Honauer et al., 2019)

Effect of Digitally Augmented Toys on Young Children's Experience in Pretend Play This

Ph.D. research, published in 2019, explores how children adopt and utilize interactive toys in

symbolic and social ways and what interactional design features contribute to their playful

experience within a pretend play context. The paper generally focuses on pretend play, defining

it as a common type of free-play behavior in young children. It has long been appreciated as an

activity essential for physical and cognitive development. The age group targeted was 3-7,

which is out of my project's range, but the researcher's design process was analyzed.

Imagitable, a prototype of an activity table, was tested to gather insights. The conclusion

stated that pretend play helps with cognitive and physical development and that augmented

reality provided the children with a broader range of outcomes of different pretend scenarios they

could create, making Imagitable more engaging.

When Toys Come to Life: Considering the Internet of Toys from an Animistic Design
Perspective
This paper investigates whether and how an animistic design perspective can foster a

fruitful exploration of the design potentialities of connected toys. Three different prototypes were

tested, and a conclusion was drawn out. The paper talks about "unexpected interaction outcomes"

concerning animistic design and interactive toys, stating that children embrace uncertainty during

pretend play. This is an essential characteristic of animistic design "to fit a messy, serendipitous

process of constant reassessment, enriching open-ended situations."

For designers working on interactive toys, emphasis is placed on the environment the toy

creates more than the toy and that it should stimulate children's intellectual and bodily

engagement rather than replacing it. The physical and spatial properties of connected toys are
fundamental aspects that rely on children's creative thinking to construct an idea space, exploring

various possibilities for interactions. Parents and other socialization agents also believe that

connected toys' physical and spatial properties provide new opportunities to get children moving

and release them from the screen.

Interactive Soft Toys for Infants and Toddlers – Design Recommendations for
Ageappropriate Play
This case study relates closest to this project. It provides guidelines for designers

designing toys after user-testing a prototype with toddlers. The prototype is a soft book with

different textures, actions, and feedback possible for toddlers. After observation and interview

with parents, the guidelines it provides are:

1) Simple, one-step interactions for toddlers due to their limited attention and memory

capacities.

2) To maintain engagement, interactions should sustain a child's curiosity, and diverse

interaction methods with controlled variability can extend a toy's appeal while promoting

motor skill development.

3) Interactive toys should enhance familiar interactions subtly, like children's intuitive

engagement with tactile elements.

4) Repeating predictable actions reassures and reinforces learning, while digital effects

should align with real-world experiences, supporting children's familiarity with the

physical world.

5) Parents stressed the need for calm, non-flashy outputs and a mandatory off-button due to

their aversion to noisy digital toys.

One of the main insights from this study was the parents' perspective as stakeholders, keeping

their needs and requirements as the priority, too.

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