ERGONOMIC, ECOLOGICAL, ESTHETIC, AND ECONOMIC

ERGONOMIC, ECOLOGICAL, ESTHETIC, AND ECONOMIC ASPECTS (4E) OF
FURNITURE DESIGN IN THE CASE OF PRESCHOOL CHILDREN FURNITURE
Kristina Zubović, dipl. dizajner1, Mr Aleksandar Ivanović, MBA2
christine@verat.net, chr@alexander-college.org, iati@open.telecom.rs, ai@alexandercollege.org
1
Student of doctoral studies at the Faculty of Forestry, Belgrade University,
2
Alexander-College of Arts, Business & Management, Belgrade, Serbia,
Abstract: Beside functionality and technical-technological feasibility, furniture design and
production have four key aspects (4E): ergonomic, ecological, esthetic, and economic one,
which refers in particular to the effectiveness of design, as well as to the efficiency and
profitability of its production. In the case of furniture design for preschool children, there
is another, fifth E-aspect – entertainment, as one of the basic needs of this age. The
fulfillment of the elementary criteria comprised in the above-mentioned aspects is analyzed
on the example of the prototype of a furniture line for kindergarten. The advantages of
wooden furniture and need for flexible, easily moved and stacked furniture are pointed out.
Key words: design effectiveness, factor of children entertainment, kindergarten furniture,
flexible and easily moved and stacked furniture, wooden furniture advantages
1. INTRODUCTION – 4E
Furniture design can be analyzed from various aspects. Most important ones are ergonomic,
ecological, esthetic, and economic aspects. We would define these four aspects as – 4E.
Children are clearly not “little adults” and their differences have to affect the design of the
products that children use. Anthropometry comprises the scientific measurement of human
body sizes, shapes, and physical capabilities. Anthropometric data thus help us evaluate the
fit between children and the products they use. The understanding of this fit is critical to
ensure that children can use and enjoy products intended for them. At the same time, it
ought to protect them from harm by ensuring that hazards are properly guarded or placed
out of children’s reach. Ergonomic considerations for designing products for children have
to provide their proper use and safety, by promoting their effective use while reducing the
potential for injury, and maintaining children’s comfort, health, and long-term well-being.
If production and use of furniture is analyzed with a standard model of ecological life cycle
analysis, it turns out that furniture generates seldom grave ecological disadvantages: raw
materials, especially wood, are replenishable, there is lively recycling market, and disposal
of materials is relatively simple, because it is usually easy to disassemble furniture and
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waste materials are not toxic. However, designers and producers of furniture could often do
better work in minimizing the use of material and energy and facilitating material recovery.
There is no doubt some pieces of furniture are more beautiful than others, but it is difficult
to give grounds for one’s preferences. According to the hypothesis of gradual comprehension
of works of art, esthetic pleasure is a sensation felt when someone discovers something of
interest in the work of art, which is more intensive if the discovery has been preceded by a
few seconds of perplexion. Since it is not possible to receive great amounts of information
in one shot due to a quantitative limit in the “input” capacity of human cognition, however
great esthetic values a piece of art may contain, the public can never receive them as one
single flash, but bitwise. Typical great work of art is thus a multi-layered content. It must
have superficial content or decoration immediately appealing to the senses, otherwise the
public would just glance at it. To qualify as competent art, the work must be able to offer
also a deeper content. If the work offers no deeper layers of interpretation, or if discovering
them is too easy, the esthetic pleasure remains brief and meager, and the piece of art will
be classified as kitsch. The perception of a profound piece of art proceeds thus as several
step-by-step phases. The aesthetic pleasure is greatest when the flow of new information
remains long near the maximum of human abilities of perception (ca. 100 bits per second).
The most rewarding, multi-faceted piece of art is one where the process of discovery may
take place several times successively, so in each new vista the observer finds something
new, each phase of observation leads to more profound comprehension and increases the
esthetic value of the work. Furniture can rarely display dramatic focal points of interest as
can a painting, but can include elements inviting a spectator to look closer at them, such as:
- contra-standard characteristics or details that differ from what is normal in the
genre of objects;
- details that repeat, which is typical in a set of furniture: table, cupboard and chairs
often have uniform materials, a few details in common, inviting the spectator to an
inspection in which two views alternate: a global view of the whole, and a detailed
view into the components of the combination;
- features that associate with another sphere of objects, such as details that resemble
vegetal forms, or shapes typical to vernacular or period styles;
- symbolic message, like the conformity with or protest against a certain lifestyle;
- an exceptional quality of workmanship; and
- the product will be more interesting if it can be used in several ways, or the user
can modify it by adjusting, for instance, the size of a table or the inclination of a
backrest [1].
By comparing incomes with fixed and variable costs, it is possible to define for each piece
of furniture or the whole furniture line the break-even quantity of sales that the company
must surpass in order to get positive profit. This method also points out the least profitable
products, which the firm then can consider to abandon. There are economic optimization
methods for the customer, as well. When selecting a piece of furniture among several
alternatives, the cost-benefit method is often used in this case. Beside the efficiency and
profitability of furniture design and production, its economic aspect means its effectiveness.
Since good design means good business in the long run, effective design has an important
role in the creation of business growth and commercial success. The most important way
of communicating the value of design is by measuring its true effectiveness and the value
for money and return on investment that a coherent, well thought-out, and professionally
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executed design strategy may achieve. The best design work is accountable, delivering
both creatively and commercially. Finally, that is the very essence of an effective design.
When choosing children’s and especially preschool children classroom design, it is not all
about the above-mentioned four aspects, but also about fun and entertainment, which could
be regarded as another, fifth E-aspect, with strong implications on children’s development.
2. FUNDAMENTALS OF THE PRESCHOOL CHILDREN FURNITURE DESIGN
The processes in which very young children learn in their early childhood are explained by
multiple different theories of personality development and knowledge acquisition. It would
mean that at any time within a preschool classroom there might be several, some of them
even quite opposite types of learning occurring simultaneously. Moreover, they may evolve
over time. The teachers should creatively find various ways to meet their students’ needs,
to develop each child’s self-esteem and independence, to promote positive feelings towards
learning, and to encourage social interactions among children, by organizing their activities
and reorganizing the space. For those purposes, they ought to dispose of the well-designed,
flexible furniture, enabling both changes and replicability of the properly designed space.
There are four major theories relevant for (so young children’s) learning and intelligence:
- constructivist theory of learning, stating that the learner needs to be encouraged to
make meaning of situations on his own, “simplifying, generating new propositions,
and increasing the manipulation of information” (Bruner, 1966), but it is certainly
the teacher’s responsibility to structure the knowledge base to be accessible to the
learner, and possibly built in a “spiral” fashion on his/her previous experiences;
- multiple intelligences, describing various types of intelligences (linguistic, musical,
logical-mathematical, spatial, body-kinesthetic, intrapersonal, and interpersonal,
though in recent years an eighth one was suggested – naturalist) each learner can
access to a different degree, and be able to utilize stronger ones to engage with the
environment, relying also on teacher’s instruction and assessment (Gardner, 1983);
- situated learning, as a function of the constructed environment in which it occurs,
and once children feel as though they became more attuned and prepared to interact
in the cultural and social constructs within the group, in the authentic environment,
the amount of learning that can occur may be great (Lave, Wenger, 1990); and
- social development theory of learning, relating experience to social interactions
with others, which gives meaning to learning necessary for internalization: “Every
function in the child's cultural development appears twice: first, on the social level,
and later, on the individual level; first, between people (interpsychological) and
then inside the child (intrapsychological). This applies equally to voluntary
attention, to logical memory, and to the formation of concepts. All the higher
functions originate as actual relationships between individuals.” (Vygotsky, 1978).
The following learning goals [2] can be derived from the above-mentioned theories:
- children ought to access the intended learning at a pace appropriate for them, and
determined mainly by the child, so that learning space has to be flexible enough to
allow for children to be working on different learning activities at the same time;
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children need opportunities to explore new phenomena and objects as individuals
and groups, and time to process new understandings with peers or teachers, so that
learning space has to allow for easy mobility of the teacher, who can move within
groups of children for reflection and discussion, leaving open areas for exploration
and space that allows for interchanging of new and interesting objects for display;
each child should have the opportunity to gain an understanding of the classroom
environment in terms of cultural and social norms through primary intelligences,
and learning space must provide opportunities for each of them to flourish, offering
a flexible space, in which the intelligences that are reached shift as the space does.
Considering all these goals’ mix brings the spotlight on certain design principles, such as:
- flexibility, by using movable furniture to keep the children motivated by variations
and the space flexible enough and modified based on the requirements of activities;
- usability or ease of use, provided by keeping the ambience, objects, and activities
simple in look, feel and the mode of interaction, using learners’ prior experiences;
- providing opportunities to learn (in multiple styles), and to practice the learning;
- engaging, motivating, with instructor’s defined position and necessary feedback;
- using media and collaborative activities as well as their contextualization; with
- universal access, including the access for the children with physical disabilities.
Therefore, the space, interior and furniture should be creatively designed, flexible in layout
and function. Since encouraging toddlers to explore new materials includes movements of
the furniture, it has to be smaller in size than usually, at low height to enable every child to
take part in the activities, durable, light-weight, and easily changed to move fluidly around.
The minimalist approach to the design (chosen to be practical, feasible, and financially
viable) requires that, in order to gain maximum benefit from the available space as well as
furniture and other objects within it, the teacher should be willing to consider thoughtfully
the needs of the children and arrange the space to suit them. The classroom space could
also be used for physical activity, as weather does not always permit children to enjoy such
energy release outdoors. For that purpose chairs can be stacked to increase available space.
The doors on children’s personal cubbies may have different textures they can explore, and
can be used for other purposes, such as showcasing children’s artwork or putting photos of
their families to personalize the cubbies. Unlike shelving bolted onto the floor, movable
shelves, storing objects used in the classroom, would enable a teacher to change the layout
of the room, although they have to be heavy enough so that children cannot move them.
Smaller areas within the larger room help prevent children from running across the room
and becoming physically out of control. There are generally a “quiet and rest” area where a
child can rest without other children bothering him/her, a “soft and cushiony” area (may be
the same area), and a “down and dirty” area where they can feel free to be messy or dirty.
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3. THE ADVANTAGES OF WOODEN FURNITURE
The furniture may be separated into different colors, which can help children divide into
learning groups and remember where certain toys belong. These colors do not have to be
primary ones, but rather softer or more natural, muted colors, accommodating younger
children’s ability to get easily excited. The natural elements in the room, particularly those
made of natural wood, would create a mellow atmosphere for children to learn and play.
Furniture has traditionally been made of wood throughout human history, until industrial
revolution entered new materials – such as steel, glass, aluminum, plastic, etc. The fact is
art-deco and Bauhaus movements used less wood, and more of these “modern” materials.
Combining as much wooden furniture with a few modern pieces will blend an eclectic look
and almost perfect design, but the advantages of wooden furniture will remain unreachable.
Wood is a natural, noble material, giving a classic, warm, welcome look. Therefore, wooden
furniture is attractive and combines timeless beauty with easy living. It will not go out of
fashion in recent years and can be found in so many different types of wood or models that
one can choose a piece of furniture, either hand-crafted or mass-produced, to accommodate
his budget and suit his style and needs, from the type of wood to the exact cut of furniture.
The beautiful carvings and decorations of wood can hardly be replicated in other materials.
Wooden furniture is durable, easy to clean, and requires very little maintenance. Dusting it
regularly or at least from time to time, and waxing and polishing it once or twice a year will
ensure it lasts a lifetime. Most wooden furniture is heavy and difficult to maneuver, but the
weight gives an advantage when it comes to strength, overall durability, and – appearance.
4. AN EXAMPLE OF THE PRESCHOOL CHILDREN FURNITURE LINE
The furniture line for preschool children institutions, designed by the first author of this
paper, consists of three child-sized pieces of furniture: bed, chair and table. Horizontal
plates of the bed and table from plywood or laminated wood are put under pressure on their
hollow legs of conical shape, made of half-hard molded plastic with thickness of six mm.
In order to lower its weight, the bed’s plate is perforated. The tables’ plates are curved cut
on two out of four sides, so that they can be arranged together in the space to form different
figures in accordance with children’s daily activities. For safety reasons, all furniture edges
are rounded, and plastic screw caps can be used to cover the openings on the top of tables’
legs, except when they are stacked one on the other – in order to save the occupied space.
The wooden plates final finishing includes two-component satin varnish. Round wooden
plate is chosen for the chair seat and fixed on its construction, made of hard molded plastic
with a satin outer surface. It has twelve reinforcement ribs, and each of the three plastic legs
has reinforced and rounded edges. Chairs’ conic shape enables their stacking, too. Square
tables can accommodate up to four children with a chair on each side of the table. All used
materials (wood and plastic) may be recycled. This furniture line is shown in Figures 1–4.
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Fig. 1: Preschool children furniture line
Fig. 3: Child chair
Fig. 2: Child table
Fig. 4: Child bed
5. CONCLUSIONS
Ergonomic aspect of the above-presented furniture line for a preschool children institution
means it is child-scaled and thus appropriate for this age. Since preschool children are very
active, it needs to be sturdy and safe, as well. Fine polishing, plastic screw caps, reinforcing
ribs, and smooth edges and corners ensure children’s safety and comfort. Polished finishing
and used plastics make this furniture wear- and tear-resistant, and easy to clean, almost
maintenance-free. Beds and tables are larger pieces of furniture than chairs, but they are
easy to assemble as well as to move and stack, due to hollow legs and conic shapes. They
are light-weighted for teachers to be able to move them around and rearrange them using
their adjustable shapes according to the needs of children’s activities, but still too heavy for
children to move them, and though and stable enough so they cannot be easily turned over.
Ecological aspect of this furniture is indicated above all by its durability. These products
are non-polluting, wastage-free, possibly made of recycled materials, and can be recycled.
It is vital that wood as a natural material is used for all surfaces children have contact with.
Esthetic aspect of this furniture line does not only consist of its mild look and pleasant
visual appearance but, in spite of the minimalist approach applied, of the high degree of its
utility, usability, functionality, practicality, feasibility, rationality, and flexibility, as well.
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Economic aspect regards the minimum quantitites and low cost of the materials and energy
needed for this furniture line production, the simplicity of production processes required,
the possibility of using recycled materials and their recycling again when the furniture
stops being used, relatively long depreciation period due to its high durability, and rational
usage of available space owing to the possibility of stacking the furniture. These features
make this furniture line financially viable. Preschool children institutions thus can get it at
affordable prices. Cost-effective and profitable production will prove its effective design.
Entertainment aspect is also provided, as this furniture line allows the children’s fun and
creativity flow, and enables their group and individual activities and proper development.
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REFERENCES
Bruner, J. (1966) Toward a Theory of Instruction, Cambridge, MA: Harvard University
Press
Gardner, H. (1983) Frames of Mind: The Theory of Multiple Intelligences, New York:
Basic Books
Lave, J. & Wenger, E. (1990) Situated Learning: Legitimate Peripheral Participation,
Cambridge, UK: Cambridge University Press
Lueder, R. & Berg Rice, V. J. Eds. (2008) Ergonomics for Children, London: Taylor &
Francis
Vygotsky, L. S. (1978) Mind in Society, Cambridge, MA: Harvard University Press
[1] http://www2.uiah.fi/projects/metodi/138.htm
[2] http://ldt.stanford.edu/~deepakk/RedesigningPreschoolClassroom.pdf
[3] http://ezinearticles.com/?Advantages-of-Wooden-Furniture&id=2196083
[4] http://www.buyawoodenfurniture.com/wooden-furniture
[5] http://www.dba.org.uk/awards/intro.asp
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