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This paper presents a child-centred product design development process to produce a customized fingerprint-activated remote control for children using additive manufacturing technology. The paper is centered on the idea of using children's input in a design process using the imagination of the child. The My Remote manages television viewing content for children, restricts inappropriate content, controls viewing time and helps maintain a safe distance from the television screen. A finger-shaped design inspired by children based on the fingerprint recognition and the action of pointing at the television was adopted which demonstrated a synergy of functional and aesthetic design. The design process considered 4D elements: such as interface design, navigation, mood lighting and sounds, and 3D representations using Solid Works showing various colour schemes. Prototype models were produced using SLA (Stereolithography) and FDM (fused deposit modelling) techniques, allowing for ergonomic testing and visualisation. The study found that including children's input allowed subtle adaptations in the design requirements of the children because they were able to ergonomically test the remote control. The research culminated in a prototype model finger-shaped design, which fulfilled the criteria that it had to be innovative, inspired and liked by children, be comfortable and demonstrate functional requirements.

The ability of a child to be creative in school is often impeded by the fact that an adult is always present and exerts a significant amount of influence over the child. This paper proposes an approach to design that will reduce adult influence and allow children to take more ownership of the design process. Specifically, children are given the Sense, a hand-held 3D scanning device which allows children to scan an object and then upload the image to a 3d printer, The benefits of this include that it will lead to the development of artefacts that are not influenced by adults and will allow children to more enterprising with their designs. This has significant implications for the development of curricula in art and design subjects as well as the pedagogical approaches of teachers. This study investigates the possibility of this approach and considers pedagogical approaches. The methodology included the development and experimentation of the approach to independent design and creativity and a post-experiment focus group to reveal the children's experience.The results revealed that the children clearly acknowledged the absence of a 619Synnyt / Origins | 2 / 2019 | Non-peer reviewed | Full paper teacher and that this had a positive effect on their design, moreover, the children appreciated the fact that they were given the opportunity to design alone and have control over the design process. From a practical perspective, children found using the Sense to be easy and they did not require help from teachers. Overall the approach to design proposed in this study allowed children to be more enterprising in design if teachers only took a minimum facilitatory approach.

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