TUPPERBABY THE NEXT BIG THING IN BABY & KIDS MARKET IN INDIA FOR TUPPERWARE
YUMMY TALES TA N U S H R E E A G A R WA L
FOREWORD “I believe design is a crucial medium for problem solving in the society.”
curious. There was an urge to know more and more everyday.
I hail from the Pink city, namely Japiur, popularly believed to be inhabited by only princes and princesses, in palaces made on vast expanses of non-existent deserts (which is not completely untrue). It is not unnatural then, that I was brought up in the same fashion. As an adolescent, I was provided with all imaginable creature comforts by my parents. Being a small city, everyone ended up becoming our “family friends” allowing me to get all my work done, lifting my finger only to make the necessary phone calls. As a result, there wasn’t much exposure, independence was not my primary virtue, and the courage to do something on my own was lacking within me.
Alongside all these learnings, I also got exposed to the vast scope of design, and realised it wasn’t just about designing a product to make it look good. This is when I was introduced to designing for problem solving, a field I could not help getting involved in. It interested me from beginning to end, that is, from the research phase to the development phase. I also had a misconception that problem solving could only be done through product designs and innovations. But when I began to understand the design methods of problem solving, I realised other design fields were also equally necessary to be able to create interventions. Hence this made me want to take up all kinds of subjects, and learn more about the other fields, besides product design.
These words would have aptly described me, four years ago. But after I joined Srishti and moved away from home, life took a full 180 degrees turn. There wasn’t anyone anymore to make phone calls to, and have my work delivered to the doorstep. I had to step out and find the right people to get the required tasks done. Everything was going to be my responsibility and based the decisions I took. With all the exposure I received, I became more interested in many other events happening around us, which I was unaware of earlier. This made me more inquisitive and
Tupperbaby was my choice for a diploma project because it fit the kind of design I was inclined towards. There was a problem, there was a target market, there was a client, there was product design and ofcourse, there were babies. Even though I am not overly fond of children, designing for them is something I have always found engaging. Unknowingly, my designs are always inclined towards children. There is a desire to understand and solve problems concerning them. I am curious to know and delve into the workings of their little minds and provide fun and interactive solutions for them.
CONTENTS INTRODUCTION
6-11
CLIENT BRIEF VISION AND PROBLEM STATEMENT T U P P E R WA R E B R A N D I M A G E TIMELINE OVERVIEW RESEARCH PHASE SECONDARY RESEARCH C O M P E T I T I V E M A R K E T A N A LY S I S PRIMARY RESEARCH KEY INSIGHTS O P P O R T U N I T Y S PA C E S
14-51
FA C TO R Y V I S I T DESIGN PHASE
54-109
GROUP BRAINSTORMING INTEREST AREAS INITIAL IDEATION CONCEPT BUILDING REFINEMENT FINAL CONCEPT REFLECTIVE STATEMENT
110
ACKNOWLEDGEMENT
111
REFERENCES
112
INTRODUCTION UNDERSTANDING THE BRIEF This Tupperware project aims to explore products or services for children between the ages of 0-4 years through a human centric approach. The direction of the project is for the Indian market in general and for the young urban Indian millennial parents in particular. Although Tupperware already has some products in this segment, the substantially growing market requires uncovering new areas and concepts in order for Tupperware to become market leaders in this sector.
• For the infants (0-9 months) , the focus is on products
•
with penetrative low cost pricing and competitive advantages such as ease of use, cleaning, and sterilizing. For the toddler segment (9 - 48 months) , the interest is around the drivers that lead to the parents’ purchase decisions such as cost, cleaning, storing, on-the-go and ease of use for adults and kids.
6 | INTRODUCTION
Tupperware is interested in achieving the above by: • Simplifying the process of using child care products for the consumer. • Establishing and increasing product offerings in this category. • Amplifying brand trust. Designs need to be focused around simple usage, functional relevance, ‘wow’ factors, a credible demonstration, design story, latest technology, appropriate results along with relative affordability. The underlying aim is to genuinely making things better for the caretakers.
VISION STATEMENT
PROBLEM STATEMENT
Make Tupperware the quintessence of baby care.
Creating fun and smart solutions for the Indian urban millennial parents and their children (0-4 years), in order to help them balance a hectic lifestyle, while keeping a tab on the child’s nutrition and making them adjust to the dynamic food habits.
INTRODUCTION | 7
TUPPERWARE
B R A N D I M A G E A N D VA LU E S
EARLY STORY
BRAND IMAGE
Earl Silas Tupper (1907-1983) founded the Tupper Plastic Company in 1939. In 1942, Tupper produced the first bellshaped container, the ‘Bell Tumbler’ by means of injection molding. In 1949, he introduced the ‘Tupper Seal’, a flexible lid for his bowls. According to legend, the lid of a paint can had inspired Tupper to design this lid for his ‘Wonderlier Bowl’. From 1949, Tupper embarked on direct one-to-one sales which proved to be successful. Representatives were used first, later housewives started selling their wares amongst friends and family.
Tupperware R & D teams are committed towards creating extraordinary products that thrive in style, form and functionality. Tupperware products are backed by a ‘Lifetime Warranty’ that makes their product a lifetime investment.
Later, a woman named Brownie Wise convinced Tupper to change his distribution system radically by only using home parties and ‘Tupperware Hostesses’ who would demonstrate the products to selected female friends. The idea was needed as it became clear that consumers really needed detailed explanation about the new products. PRODUCT DEVELOPMENT Tupperware is a diverse global company with the offices around 100 countries across the globe. In Asia Pacific their vision is “To be recognised as a trusted family brand that provides solutions for health and well being of the people you care about.”
8 | INTRODUCTION
Tupperware products are air-tight, mostly liquid tight, made out of 100% virgin plastic. The benefits of which are:
• • • •
Easy to carry. Odourless and Non-toxic. Combines good looks with unique features. Usually multi-functional
WHY BABY AND KIDS’ PRODUCTS? Tupperware already has a diverse range of products in different categories for the kitchen and also a small range of products for the babies and kids. According to their researched data, Indian baby care product market is expected to grow by 40% to Rs.4200 crore by 2014. “Education and welfare of children is one of the biggest concerns of Indian.” -AC Nielsen
INTRODUCTION | 9
TIMELINE SETTING THE STAGE SECONDARY RESERACH
ETHNOGRAPHIC UNDERSTANDING PRIMARY RESERACH INSIGHTS
INTERVENTIONS CONCEPT DEVELOPMENT CONCEPT SELECTION
IDEA DISTILLATION
CONCEPT PRESENTATION IMMERSION
EXPLORATION
PHASE 0
PHASE 1
FINAL PRESENTATION DEMONSTRATION
IDEA CONCEPTUALIZATION
PHASE 2
PHASE 3
Dusshera Holidays
July 14
July 28
Aug 25
AUG 13 AUG 14
10 | INTRODUCTION
Oct 2
Oct 26 Nov 3
OCT 27 OCT 28
Dec 12
NOV 27 NOV 28
OVERVIEW
In order to achieve the defined goals, I decided to follow a process to stay on track and lead myself towards the final goals of the project. Even though the process is supposed to be linear, I kept going back and forth on the path to be able to generate valuable concepts.
INTRODUCTION | 11
RESEARCHPHASE
Reinterpreting the BRIEF
Context Map
Competitve Analysis
Secondary Research
Primary Research
Insights Clustering Insights
Opportunity Spaces
SECONDARY RESEARCH
To understand the realm of baby care, a word association map based on our general knowledge was created, which led to our main areas for online research. The map was roughly divided into three categories: • CHILD DEVELOPMENT • CHILD CARE PROCESSES • PRIMARY STAKEHOLDERS • PRODUCTS RELATED TO FEEDING Further on, the online research led to acquiring detailed information on these topics.
14 | SECONDARY RESEARCH
SECONDARY RESEARCH | 15
FEEDING PROCESSES
1-6 MONTHS It is recommended that children are introduced to drinking breast milk from a bottle at least 3 weeks after birth.
Through our research we came across several feeding processes that vary among children of different age groups. The reason being the infants and toddlers grow at a fast pace, which leads to the change in their bodily requirements and their everyday habits.
4-12 MONTHS Children this age are introduced to soft foods which require preparation steps such as washing, peeling, boiling, steaming, blending, mashing, and straining.
16 | SECONDARY RESEARCH
12-18 MONTHS Children try eating on their own by picking up dry foods such as biscuits, roti pieces, boiled fruits and vegetables.
24-36 MONTHS Children imitate their parents and siblings. They try to eat what their parents might be eating.
18-24 MONTHS Children this age can use spoons/forks. This is an age to help them transition from using a baby bottle to cups, and introduce solid food into their diet.
36-48 MONTHS Children are capable of eating most foods on their own. By this age they have fully adapted to using straw bottles or normal tumblers.
SECONDARY RESEARCH | 17
PRIMARY STAKEHOLDERS The primary stakeholders are the parents that belong to the millennial GenY generation. They are better educated, more accepting of multiculturalism, and more civic-minded than their predecessors. They move around a lot, from job to job and city to city. Being a ‘yummy mummy’ is a trend. Mothers like to be in shape once they have conceived. The duties are no longer gender specific. It’s okay to be a stay at home father and a working mom. Most of the Gen Y generation has lived in a traditional setup during their growing age, and seen the beginning of mobile phones and computers in their homes. Even with the advent of the internet, they were able to stay connected to their roots. Their methods of upbringing are a mix of traditional and modern. The parents today are dedicated to sustainability but represent the fastest growing consumer segment of luxury goods. They are spenders rather than savers. They also tend to get influenced by the market trends. They believe in the internet, and do their own thorough research for each and every matter.
18 | SECONDARY RESEARCH
TRADITIONAL MYTHS AND BELIEFS
These are essential tips that we acquire from our elders and are expected to pass on to the future generations. It was necessary to keep these in mind as traditional myths and beliefs are an important part of Indian culture and it could open up new design intervention areas. These were some of the myths that we came across: Honey was used by the guardian to form ‘om’ on the baby’s tongue. But this was found to be unhygienic and could also lead to a choking hazard, since honey is viscous. Milk is considered wholesome food for the child, till the child turns one. Milk is insufficient nutrition as it lacks Vitamin C and Iron. If children are not weaned after six to nine months, they could become anaemic. Ripe bananas should be the first solid food to be fed to the child. Bananas can be introduced along with cereal made of ground rice in this scenario. Children find it difficult to adjust to breast feeding if they have been bottle fed first. Milk bottles should be covered while feeding in public to avoid the evil eye on the child’s appetite. ‘Paladai’ should be used to feed young babies instead of breast feeding as it helps prevent colic.
SECONDARY RESEARCH | 19
C O N C E R N S A N D VA LU E S Listed below are a few values and concerns that need to be kept in mind while designing for toddlers: Babies are attracted to bright colours, angles, curves and objects which refract light. They are very visual and vocal and like playing with noise making objects. A toy or product shouldn’t be too loud for your child. The noise of some rattles, squeaking, and musical toys can contribute to hearing damage. Toys should be large enough — at least 1¼ inches (3 cm) in diameter and 2¼ inches (6 cm) in length, so that they can’t be swallowed or lodged in the wind pipe. When checking a product for a baby or toddler, it should be strong enough to withstand chewing. The material used should be non-toxic. Objects with hinges should be designed in a way that they do not trap little fingers. The products should be easy to clean and store. Product should be intuitive and easy to use.
20 | SECONDARY RESEARCH
MARKET DRIVERS
POPULAR BRANDS
COST
MOTHER CARE
FUNCTIONALITY
PIGEON
AESTHETICS
MEE MEE
EASE OF USE
FARLIN
TECHNOLOGY
FISHER PRICE
CLEANING AND STORAGE
DR. BROWN
QUALITY AND SAFETY
MOM & ME
ON THE GO
CHIKOO
STYLE TRUST IN THE BRAND
SECONDARY RESEARCH | 21
M A R K E T A N A LY S I S
Through our exploration we came across a wide range of products with features which were very new to us. As we were unsure of the kind of relevant baby products, we took suggestions from other customers and inquired about the kind of product preference they had. In some stores, the store managers and sales staff, when questioned about certain features of the product, were unaware of the same as the products were not very intuitive.
In order to observe the existing child care market, we decided to visit both, local and branded baby care stores.
Following are some interesting products for children which help in their feeding and food preparation, that we came across during our visit to the market.
COMPETITIVE
22 | COMPETITIVE ANALYSIS
P R E PA R AT I O N P R O D U C T S Multifunctional baby food preparation kit. Like manual masher, juicer, mixer etc.
A pitcher with funnel cap and a manual mixing blade to get the right consistency of baby formula such as Cerelac.
Textured plastic bowl with a manual masher for soft foods.
COMPETITIVE ANALYSIS | 23
Bowls with easy adjustable angles for comfortable eating.
FEEDING PRODUCTS Plates with vertical attachments that act as anti-spill walls for kids who start to eat independently.
Plates and Bowls with anti-slip suction pads.
Plates with base in which hot water can be filled to keep food warm.
24 | COMPETITIVE ANALYSIS
Plastic bib with attached compartment to collect the spilled food.
Stoppers on top of the spoons to prevent children from choking.
Temperature changing spoons.
Stoppers on top of the spoons to prevent children from choking.
COMPETITIVE ANALYSIS | 25
Baby spoons with an ergonomic grip and anti-topple base.
Sqeezy spoons for kids for eating semi-solid foods easily.
Snack Pod for kids with anti spillage lid. Tilted bottle head for gradual flow of milk to avoid any air bubbles.
26 | COMPETITIVE ANALYSIS
Anti-spill attachments for sippy cups. Also regulates flow of liquids.
Scientifically designed bottle to maintain the Vitamin C in breast milk through an internal vent system.
Milk bottles with weighted straws to enable drinking when held at an angle.
Bottles with changeable lids, for pumping breast milk and for feeding the kid.
COMPETITIVE ANALYSIS | 27
PRIMARY RESEARCH
According to the Tupperware specifications our target consumers were the middle/upper-middle class millennial parents in India. India being a country with a diverse culture, we also had to make sure to take into consideration the different demographic factors (North, South, East, West) to be able to get a thorough understanding of the eating habits and concerns in different households. The other criteria that we had to keep in mind were: • Tupperware or Non-Tupperware user • Working or Stay-at-home parent • Living in a Nuclear or Joint Family Keeping these in mind, we recruited people belonging to different states of India, and conducted qualitative interviews with them to gain first-hand perspective on baby-care. The following list shows the number of recruiters we interviewed from different parts of India. SOUTH: 13 interviews NORTH: 6 interviews EAST: 3 interviews WEST: 3 interviews
28 | PRIMARY RESEARCH
Also we segregated the age range of children into smaller groups, as we realised from secondary research that the methods constantly keep changing during baby care. AGE GROUPS 0-3 Months: 3-6 Months: 6-9 Months: 9-12 Months: 12-24 Months: 24-36 Months: 36-48 Months:
NO. OF INTERVIEWS 1 2 2 1 7 8 4
Following are SEC system grids that we took into consideration before recruiting the interviewees.
PARTICIPANTS TO BE RECRUITED FROM THESE CELLS.
OWNERSHIP OF THESE DURABLES WILL BE CHECKED.
Reference: http://imrbint.com/research/The-New-SEC-system-3rdMay2011.pdf
PRIMARY RESEARCH | 29
INTERVIEW PROTOCOL To be able to arrive at the protocol for the qualitative interviews, we picked out some techniques from the IDEO Method Cards which were relevant to our research. This design tool not only made the communication easier between the interviewees and us, but also helped us gain a lot of valuable insights using unusual and interactive methods. A few methods that we included in the protocol are as follows:
• RAPID ETHNOGRAPHY- This method helped us gain a first hand understanding on the relevant topics.
• FIVE WHY’S?- This exercise forces a person to analyse • • •
•
the underlying reasons for the existing situations by questioning each consecutive answer five times. FLY ON THE WALL- This requires us to observe the users without interfering into their work and understanding the actual processes they follow to fulfil activities. GUIDED TOURS- These involve the user showing us around the project-relevant space and explaining us the activities in that space along with their concerns. PERSONAL INVENTORY- This method involves the users showing us their personal belongings relevant to the research, which helps us understand their values and perceptions. A DAY IN A LIFE- To understand the user’s experiences throughout a day. This is useful in revealing the
30 | PRIMARY RESEARCH
•
unanticipated issues that the user be coming across everyday. ACTIVITY ANALYSIS- This is a good method of identifying the issues involved in a process by making a record of all the tasks, actions, objects, performers and interactions that are involved in a particular process.
When we went on to the field, we realised that we could not follow the protocol in the order in which we had designed it as it was very rigid, making the interviewees hesitant and uncomfortable. After the first few interviews we went on tweaking the protocol as and when it was needed, depending on how the user guided the conversation.
TUPPERWEAR USER STUDY PROTOCOL Participant name: ______________________________ Name of Researchers/s: ___________________________ Date of Interview: ________________________________ Plan and purpose of visit
Sample Questions
ESTABLISH FIRST CONTACT WITH THE RESPONDENT
• Greet the respondent • Introduce yourself (and others involved). • Apart from talking to you, we would also like to do the audio recording of the conversation and take pictures. • This will take us about two hours of your time. If at any point you feel uncomfortable or need to take a break or want us to stop, please feel free to say so. • We assure you that, the conversation with you would strictly be used for the research and the information would be kept confidential. • Apart from this, if you have any queries, we would be happy to answer.
INDIVIDUAL AND CULTURAL BACKGROUND
• What is your name? • How old is your child? • Who all are there in your family? • Where do you belong? • Are you working? • What does your husband/wife do?
Capture Areas
1. Basic Details 2. Cultural Background 3. Family Information
CURRENT NEEDS AND PRACTICES Day in a Life
4. Practices and Processes of Feeding • Some processes to keep in mind: -Feeding - breast feeding -medicines -Mashed food/Solid food -plates/containers -engaging the baby -Drinking with Bottles, Glasses, Sippy cups,
PRIMARY RESEARCH | 31
Plan and purpose of visit
Sample Questions Some areas that can be probed are: o If the food for the child is prepared before hand, how is it stored? o If it is prepared fresh, how to they manage the feeding? o How often do they have to give food? And how much? Does it differ with age? o Have the babies food habits affected your eating routine? o Is there a difference in the day and night feeding? Preparation, Feeding and Cleaning • Who prepares the food? • How does it happen? And How often? • Where and When do you get the food for the kids? • Shelf life of the food? Single serving food? • What are the preferences when it comes to cleaning the products? Parenting Processes and Methods • Understand if the kinds of practices they adapt to feed/prepare food of their child are modern or traditional? • If their practices are affected by their own parents techniques? Environment • What kind of an environment is the baby a part of when he/she is taking a meal? • Does eating in different settings of the house take place? (in front of the TV, on the dining table, etc.) • Have you changed the setting of the kitchen after having a baby? How do you store the baby products? Other Caretakers • Who are the other stakeholders that participate in feeding of the child? Such as Grandparents, Maids, Baby care centres, Siblings, Baby-sitters, Neighbors, Friends • How do they take care of the products used for feeding? Travelling • If there is any kind of traveling involved in the day of the child, how is the food taken care of?
32 | PRIMARY RESEARCH
Capture Areas - Universal bottle caps/lids -Drying: Wiping, sun drying, air drying -Travel: On-the-go, Kits, Light-weight, Compact Utensils etc. -Preparation: Measuring, Chopping/ Mashing, Heating, Straining, Mixing etc. -Storage: Bulk, Serving Size storage, Containers of different kinds. -Cleaning: Sterilizing, Dish-washer, Cleaning tools -Pumping milk, -Unique habits related to eating 5. Interaction with Other Stakeholders 6. Eating Environment 7. Traditional and New age Practices
Plan and purpose of visit
Sample Questions
Capture Areas
Year in a Life
• Weather changes and how do they affect the food preferences? • Growth of the child and how that changes the food habits? • Incidents or stories that changed the food preferences for the child? • Vacations or Festive occasions travel and how do they manage the food? (Alternatives for the products at home)
8. Long term changes
Situation/Error Analysis
• How much is enough? • Cultural issues and myths and what affect it have on the feeding of the child? • Health Issues such as food poisoning or vomiting. • What kind of nutrition is given to the child? • If there are certain disabilities in the child that require certain ergonomics?
9. Child Care Worries
Personal Inventory and Guided Tour
• What kind of products do they use? • What brand? • From where do they get it? • How? • When did they get it? • What kinds of stories are attached to certain products? • Why do they prefer certain brands or products, if they do? • Social network and its affects: websites, blogs, friends, family, media, facebook etc. • Colour preferences, Gender Neutral products?
10. Preferences of Brand/Material
Magic Wand and Forecast
What would you change? If you could create something with this magic wand then what would it be?
13. Inner desire and Futuristic View
Tupperware as a brand
• What do you think about Tupperware as a brand? • What are the preferences, feelings, concerns attached to it? • What kind of Tupperware products do you use? • Material and texture concerns?
14. Perception on the brand Tupperware and its products
11. Trends in the Market 12. Priorities when picking up a product?
PRIMARY RESEARCH | 33
PERSONAS The next step that followed was to look for some commonalities in the data on the basis of which the interviews could be grouped.
34 | PRIMARY RESEARCH
We compiled the data through a psycho-graphic analysis and created three personas that would serve as a summation to all the interviews conducted. The basis on which this analysis was done included whether the users were: • Plastic or Non-Plastic users. • Buyers of specific baby products or used general household products for the same. • Believers in perfection or in convenience when it came to baby care activities. Some other criteria included whether the users were working or stay at home parents and whether they belonged to traditional households or lived as nuclear families.
KEY ATTRIBUTES:
PERSONA 1
She is extremely comfortable using plastic products for Jia’s food. She believes in buying the best products for her daughter and has bought several feeding products specifically for Jia. Joanna relies on the convenience of a product more than its perfection. Meal times after work are the most essential part of Joanna’s day to spend quality time with her daughter. KEY INFLUENCES: Her approach towards baby care is very practical and straight forward. She does not believe in following any traditional practices. Joanna tends to rely on their doctor’s advice for concerns regarding Jia’s food and health. Joanna is also very tech savvy and uses the internet to read about different concerns that she faces with Jia. KEY GOALS:
JOANNA D’COSTA DEMOGRAPHIC DESCRIPTION: She is 32 years old and works at an advertising firm from 9am-5pm. She lives with her husband who is a chartered accountant and their 24 month old daughter Jia, in Mumbai. Joanna herself grew up in a very unconventional household where she was always given the freedom to lead her life the way she wanted to. Joanna and her husband usually hire a care taker to look after their daughter Jia, when they have to work for long hours.
Joanna encourages Jia to eat independently. She does not entertain her daughter’s tantrums, and doesn’t allow her with any technological distractions during meals. Since she cooks lunch in the morning before leaving for work, she is comfortable refrigerating the food, and reheating it in the microwave but not beyond 12 -16 hours of storing the food. PAIN POINTS AND GAPS: She wishes the process of preparation could be simpler and faster. Joanna is very concerned about hygiene for her daughter and has given the caretaker strict instructions regarding cleanliness. Being a person who loves to travel, she is looking for solutions that are on-the-go, spill proof, and tools that can help in quick and easy preparation of food for Jia during their travels.
PRIMARY RESEARCH | 35
KEY ATTRIBUTES:
PERSONA 2
Shweta tends to be sceptical about buying plastics or specific children products, but is comfortable using them once she finds a reliable source to vouch for the product. She tends to alternate between using plastic products and products made of glass, ceramic or steel. Shweta’s purchase decisions are driven by the convenience with which she can achieve perfect results through the use of a product. KEY INFLUENCES: She takes advise from her parents or her in-laws about feeding her children, but prefers doing some research online to get valid answers. She needs a justified reason about why to follow certain feeding practices. Her upbringing affects her trust in the available products. KEY GOALS:
SHWETA RAO DEMOGRAPHIC DESCRIPTION: She is a 34 year old Interior designer with flexible working hours. She lives with her husband who is an IT executive and their two children in Bangalore. They have a 40 month old daughter named Maithilee and a 7 month old son named Harsh. Shweta grew up in Chennai in a very traditional setup. However, she is greatly influenced by globalization and believes in following modern child care practices.
36 | PRIMARY RESEARCH
Harsh has begun eating mashed foods, and Maithilee is becoming more inquisitive about what she eats. She tries preparing their food using creative methods such as different colours, shapes, and flavours. Shweta says “Eating should be a fun activity, not just nutritious.” Shweta reluctantly lets her daughter indulge in the distractions of TV and Ipad during meals. Shweta is currently on leave from work to take care of her son. Hygiene is a priority when it comes to her children, especially Harsh. Cleaning all these kids products should be easy and quick, she claims. PAIN POINTS AND GAPS: While travelling, she needs to carry a lot of products and wishes that they could be more compact. While on the go, Shweta claims that she requires products to help maintain the temperature of milk or water for Harsh. Maithilee recently started attending preschool, which has restrictions on what Shweta sends for her tiffin. The school asks to avoid sending liquid food as meal times can become very messy.
KEY ATTRIBUTES: Tejaswini tries to avoid using plastic products. She does not buy any products specially for Rohit and prefers to use general household items. She is a perfectionist and is immaculate when it comes to taking care of Rohit. KEY INFLUENCES:
PERSONA 3
Tejaswini’s mother-in-law plays a huge influence in terms of guidance and support for Rohit’s care. Her mother-in-law tries to inculcate traditional childcare values, such as using a ‘paladai’ to feed milk, using ‘gutti’ to solve problems of colic and using silverware to serve food to Rohit. Silver is considered to be a healthy as it contains essential nutrients needed by a human body. KEY GOALS: Tejaswini believes in preparing fresh nutritious food for Rohit for each meal. She strongly feels the need for products that are easy to clean since she faces issues with spice and oil stains on the utensils. PAIN POINTS AND GAPS:
TEJASWINI MARWAH DEMOGRAPHIC DESCRIPTION: She is a 28 year old home-maker living in Jaipur with her parent-in-laws, her husband and her 18 month old son named Rohit. She had to quit her job as a bank manager once Rohit was born. Her mother-in-law helps her with the daily household chores and also takes care of Rohit. They have appointed a maid for some household tasks but the process of food preparation is strictly performed by Tejaswini or her mother-in-law.
They cannot trust their maid to cook food for her son due to concerns regarding proper preparation and the possibility of misuse of expensive kitchenware. Tejaswini faces problems with the regular sized utensils while preparing food for Rohit as they weren’t designed to make baby food. She says, “The mixer-grinder makes a tremendous amount of noise and wakes Rohit up from his sleep. Additionally, it is too big for mashing baby food and most of the food gets stuck to the blades.” She also tries to gain Rohit’s attention by singing, dancing or playing with him in order to feed him. “Feeding him is difficult for me. It becomes a very strenuous and time consuming process”, she claims.
PRIMARY RESEARCH | 37
KEY
INSIGHTS
38 | INSIGHTS
PARENTS PREFER PRODUCTS THAT HAVE A LONG TERM VALUE BEYOND THE SAID AGE GROUP.
MILLENNIAL PARENTS WANT QUICK AND EASY PREPARATION TOOLS.
PRODUCTS SHOULD BE EASY TO CLEAN AND STORE.
GEN-Y PARENTS WANT PRODUCTS THAT COULD ENGAGE THEIR CHILDREN AND INTEREST THEM DURING MEALS.
GEN-Y PARENTS PREFER PRODUCTS THAT CAN BE USED AT HOME AS WELL AS ON-THE-GO.
PARENTS WANT PRODUCTS THAT HELP PREPARE FOOD IN THE RIGHT QUANTITIES FOR THEIR KIDS. THERE IS A NEED FOR PRODUCTS THAT WOULD HELP CHILDREN TRANSITION TO USING NORMAL SIZED PRODUCTS.
SMALLER, SMARTER AND FASTER ARE KEY FACTORS IN PURCHASE DECISIONS FOR PRODUCTS.
INSIGHTS | 39
OPPORTUNITY S PA C E S
On-the-go
Transitional Products
OPPORTUN I TY SPACES
Engaging
Monitoring
Traditional Practices
40 | OPPORTUNITY SPACES
Cleaning
Preparation
ENGAGING MEAL TIME
Parents claim that children like to play with their food while eating, which becomes a messy process.
Parents wish to strike a balance between engaging and feeding their child.
“My daughter used to throw the food and then eat it from the floor. She liked seeing the food everywhere and being messy while eating.”
“I have to make her act like a train to make her eat food and sometimes I let her watch television during meals. But television gets too distracting and she gets carried away, forgetting to finish her food.”
OPPORTUNITY SPACES | 41
TRADITIONAL PRACTICES
Parents often feed their child using silver utensils because it contains mineral properties.
Parents shy away from some traditional practices as they are cumbersome even though they are helpful.
“I use silver spoons, as the properties of the metal provide minerals to the child. I even keep buying silver glasses of different sizes so that its convenient for my son.”
“‘Paladai’ is very helpful to feed food ,milk and even medicines to babies. But it is a tedious method, as one needs to keep filling it for each bite.”
42 | OPPORTUNITY SPACES
Parents wish to maintain the temperature of food while feeding.
MONITORING
Parents want to make sure that their children are given the right amount of nutrition during meal times. “As a new parent, I took a lot of suggestions from my doctor about the nutrition that my daughter needed. I bought a lot of books which helped me cook for her and give her meals with proper nutrition that a growing child needs.”
“I have to keep re-heating her food at least 3 times in the duration of one meal. I usually use the microwave for that, but I know it is not the best method for heating.”
Parents wish to control the consistency of mashed food. “Getting the right consistency is not easy as we have to keep adjusting it as she grows. Now after really long I have started understanding her preferences of consistency and I can’t let anyone else cook food for her.”
OPPORTUNITY SPACES | 43
O N -T H E- G O
Carrying liquid food to school or while travelling becomes messy for children.
Parents prefer feeding fresh, hot food to their children while travelling.
“Schools don’t allow kids to carry liquid food such as cooked dals or gravies as it becomes very messy, not only to carry but also the kids find it hard to eat on their own.”
“I would like to use containers that would keep the food warm even after 4-5 hours. The Thermos is not a convenient size for carrying Indian food, so I would prefer something smaller.”
“Some boxes have lids that need to be pressed tightly. Kids do not realize whether they have properly closed the box, which results in spillage.”
44 | OPPORTUNITY SPACES
“I carry a camp-stove and a small cooking vessel to prepare fresh food for my children whenever I travel.”
CLEANING
Parents face issues with carrying bulky child care products.
Parents need to feel assured of a product’s cleanliness.
“I cringe at the sight of parents pulling 50 things out of their bags and creating a mess while trying to feed the child when they go out for short day trips. Its a circus, I don’t want to be like that.”
“Only the outer rim of bottles can be cleaned thoroughly. I am never sure if the inside is clean enough.” “There are so many curves and embossments on this bottle that I find it hard to clean.”
OPPORTUNITY SPACES | 45
P R E PA R AT I O N
Parents struggle to prepare food for each meal without avoiding wastage.
Parents want to be able to use fewer steps to arrive at the same results while preparing food.
“I want a mixer grinder that would prepare small quantities of food which I could serve as well.”
“To prepare ‘Ragi’, I have to wash, dry, roast, grind and mix it, which is a very long process. But I do it because I prefer making everything fresh for my kids.”
46 | OPPORTUNITY SPACES
Parents want their children to intuitively transition towards using everyday products. “He had a lot of trouble moving from a nipple bottle to sipper and then to a glass as the sipping action varies in all of them.”
TRANSITIONS
Parents want to be able to prepare meals while keeping in mind the growing needs of their children. “The kind of food he eats has changed drastically from when he was younger to now. I have to follow different processes such as mashing, over-boiling and grating the food for different consistencies. These consistencies need to change constantly when he starts eating solid/semi-solid foods.
Parents want their children to try eating independently. “He is taught to open his own tiffin box in school and eat on his own using a spoon. At home he creates a lot of mess if I ask him to eat independently. ”
OPPORTUNITY SPACES | 47
FACTORY VISIT
A field trip was organized for the students to the Tupperware factory located in Dehradun, Uttarakhand. This factory visit helped us get acquainted to the kind of manufacturing processes that are carried out in their factory, and we were familiarized with the marketing strategies that Tupperware undertakes to sell their products. We learnt about the various materials (different kinds of plastics) that Tupperware uses for different purposes in diverse products, depending on the physical properties of the material and the function that it needs to serve. Along with that we were made aware of all kinds of manufacturing processes they operate with. Not only did we see the hot plastic pouring into the moulds and magically appearing as well-finished products, but we were also introduced to the end number of testing processes that Tupperware follows to provide to their customers with the best quality of plastic products.
Tupper Factory, Dehradun
On the other hand, a discussion with the marketing head made us aware of the kind of products that the Indian market requires, and understand the market trends that are being followed by the millennial generations. We were also acquainted to the amount of detailing that goes into designing a Tupperware product to suit the needs of their consumers spread across the world. Packaging Section inside the factory.
48 | FACTORY VISIT
Plastic in the form of pellets.
Injection molding molds in action.
Understanding the injection molding process.
Molded product being placed on a conveyor belt.
FACTORY VISIT | 49
Pre-forms once injection molded are sent for blow-molding.
Products once released by the mold, are put for cooling on a conveyor belt.
Blow molding process. The pre-form goes through intensive heating before being blown into a form of a bottle.
The manufactured product is manually checked for defects.
50 | FACTORY VISIT
Manufactured products are packaged to be sent to the distributors.
Giving the research presentation to the marketing head.
Testing Lab inside the factory.
Along with the whole TupperBaby design team.
FACTORY VISIT | 51
DESIGNPHASE
GROUP
BRAINSTORMING
The ideation phase began with a group brainstorming session. The kind of ideas that were generated through this process varied from the most basic ones, to some crazy ideas that really helped us get a kick start into the ideation process.
54 | IDEATION
IDEATION | 55
Gen Y is more health conscious and looks out for good nutrition for their children.
INTEREST AREAS
Want to inculcate good eating habits for children.
WHY MONITOR NUTRITION?
PARENTS WISH TO STRIKE A BALANCE BETWEEN ENGAGING AND FEEDING THEIR CHILD.
Constant advice taken from Nutritionists and Paediatricians as there is no one at home to guide them, because most Gen Y prefer living in nuclear families.
Children at that age, have no interaction with food and therefore have less understanding of food.
Televisions and Ipads have become big distractions during a meal time.
Children are restless and need some play during feeding time as well.
WHY ENGAGING?
A parent needs to constantly interact with the children and keep them entertained during meal times.
56 | IDEATION
Need to be thorough with quantities.
Adapting to more western concepts
Constant worry about the growth of the child.
PARENTS WANT TO MAKE SURE THAT THEIR CHILDREN ARE GIVEN THE RIGHT AMOUNT OF NUTRITION DURING MEAL TIMES.
New parents are unaware of the needed portion for a child.
Children do not show much interest in food.
Mothers do the major part in feeding their child, while the children show less involvement in food.
QUOTES AND INSIGHTS
“I got books for nutrition and portions for my daughter so that I am sure of the quantities.” -Garima
“My father-in-law tells her stories while eating.” (The train needs fuel which is every bite of the meal.) -Deepa
“Kids want something new everyday.” -Tejaswini
“I never know how much I need to feed her. And that’s why she ends up snacking a lot between meals.” -Babita
“Kids at that young age have no interest in food unless they are made to interact with food to some extent.” -Varsha
“I show him some shows on the laptop or on television while eating, even though I know it is not good for them.” -Garima
“ I sit with my daughter during meals with a puzzle. I solve it while she eats or I let her do it if she is eating her food properly.” - Varsha
Music is one thing that makes him eat his food. I put on songs on my phone and let him enjoy while he eats. -Joanna
“My son likes to eat anywhere but inside the house. He usually sits on the tree outside and then likes eating it there.” -Anoop
IDEATION | 57
INITIAL IDEATION
Keeping in mind the intervention area, I started my ideation process with the 100 ideas method. Some keywords that I kept in mind during ideation:
• • • • •
Interactive meal time but not distractive Equal Participation of mother and child Something new everyday Monitoring balanced nutrition Portion Sizes
58 | IDEATION
IDEATION | 59
60 | IDEATION
CONCEPT BUILDING
CONCEPT 1
Knowing that the ideas generated were quick thoughts and needed to be given more meaning and detail, I started to group the ideas to be able to form five concrete concepts.
STORY ON MY PLATE
With the ideation process, I also realised my sketches were driving me towards designing Tableware for children, as my main problem area was focused on the meal times.
• Uncover the parts of stories as one eats the food. • Encouraging children to finish the food to be able to
• Creating stories while eating and involving the child during meals.
end the story.
• Allowing the child to be creative and imaginative. • Providing cues for the mother to tell stories while feeding their child.
• Different story everyday.
IDEATION | 61
CONCEPT 2 MODULAR SHAPES
• Re-arrangable forms- Movable section plates. • Put together your own set before eating. • Mother assigns different shapes/sizes/colours to different food.
• Different shapes could help the mother recognize the portion sizes for different foods.
• Kids can get acquainted to the kind of food they are meant to eat everyday with the help of colours/shapes.
• Eating with others- Encouraging community eating. • Different arrangement everyday.
62 | IDEATION
CONCEPT 3 CREATING SIZE ILLUSIONS
• Creating a portion illusion would help solve for the • • • •
problem of children rejecting meal sizes just by looking at how much space it covers on the plate. Not defining the sections by using organic forms. For easy and fun eating of Indian food. Flowy sections for easy mixing of food eg. dal and rice. Separate bowl attachments, if needed.
IDEATION | 63
CONCEPT 4 FOOD PALETTE
• Incorporating the size illusion. • Literally having a palette where you get a space to mix and match your food.
• Smaller spaces for food as compared to the larger spaces for mixing the food.
• For the messy eaters. • Inspiration from ‘Indian Thalis’. • Creating an eating fun experience for the child by • • •
providing them with a space to mess around with their food. Specific to Indian food such as dal, rice, curd, khichdi etc. where a lot of mixing and matching is required. Providing the child with their own food area. Option of having it as a high-chair table for children.
64 | IDEATION
CONCEPT 5 RING MASTER
• Creating sections on plates using external attachments. • Choose the ring radii sizes according to the food being served.
• Stack rings on top of each other. • Varying the portion sizes by the height of the rings. The • •
more the number of rings stacked together, the larger the portion size. Extra ring attachments could stay at the bottom of the plates and act as a stand when not in use as portions. Variations of colour combinations if the rings makes it exciting everyday.
IDEATION | 65
REFINING TWO CONCEPTS
The selected concepts were taken forward to be refined into thorough ideas. For this I went a step back, and researched more on the theme I chose, at the start. Eventually I made paper mock-ups of the design, to be able to validate the concept.
CONCEPT 1- BITE RIGHT AGE: 1.5 - 4 years Using re-arrangable shapes of various sizes as table sets for portion monitoring.
For age: 1.5- 3 years Recognizable character forms
For age: 3 years and up Abstract fun shapes.
66 | INITIAL CONCEPTS
INSPIRATION BOARD
PRECEDENT RESEARCH
INITIAL CONCEPTS | 67
INTENT
DEFINING THE PORTION
• Allowing parents to be able to monitor portion sizes for
A nutritionist/dietician was consulted regarding the portion monitoring for children. Along with that, information from ‘Tarla Dalal cookbook for Toddlers’ and babycentre.com helped define an approximate portion size of Indian food needed for toddlers.
• • • • •
their kids and understand the nutrition requirement. Involving the child in the process of eating activity, by adding interactiveness in the form of a Tangram puzzle on the table. Serving and eating in a different arrangement everyday so the plates don’t get monotonous for the child. The portion sizes have been incorporated in different shapes for different kinds of foods. Modular section plates. Enabling the children to recognize the kind of food they are eating such as pulses or vegetables during meals, by having assigned colours and shapes to the different sections.
TUMBLER
RICE/CHAPATI
DAL
FRUITS SNACKS
VEGETABLE CURD
68 | INITIAL CONCEPTS
The information can either be presented in the form of the food dish (like dal, curd, fruits etc.) or the nutritive value in the food (like Proteins, Carbohydrates, Calcium etc.)
A table mat can be a supplement with which the information could be given to the parents as to how the combinations should be made for the day using different shapes, sizes and colours. It would help the parents form a menu for their child, which would include all kinds of nutritional requirements for the healthy growth of the child.
INITIAL CONCEPTS | 69
70 | INITIAL CONCEPTS
MILK/ JUICE SNACK PULSES
CURD
GRAINS/FLOURS
FRUITS
VEGETABLES
Levels for the minimum portions. (As per the need one can serve more food to the child if needed.)
Simple sliding mechanism at the bottom for attaching the pieces together while avoiding spills.
INITIAL CONCEPTS | 71
VA R I AT I O N With the same concept, a simpler form could be used for younger children as it would be easier for them to interact with it. A re-arrangable character form will allow them to be creative and make their own variations everyday.
PULSES
CURD
CEREAL/FLOUR
VEGETABLES
72 | INITIAL CONCEPTS
FORM EXPLORATION
INITIAL CONCEPTS | 73
CURD
PULSES
GRAINS/FLOURS
Hooks for attaching the bowls and the cutlery. VEGETABLES
Lids for making it on-the-go.
74 | INITIAL CONCEPTS
ADDITIONAL FEATURES • • • • •
Microwave heatable. Lids for storage. Silicone for non-slip base. Spoons and Cutlery for the set. Mechanisms for attaching.
INITIAL CONCEPTS | 75
Narrate while eating.
CONCEPT 2- YUMMY TALES It’s meal time!
Once upon a time, there was a boy
AGE: 2- 4 years Enabling children to construct stories and get involved in fun activities during meals.
76 | INITIAL CONCEPTS
came across an empty house on the street
He was curious and decided to knock on the door.
After waiting for a long time, he came across a candle near the door
As he stared at the candle, he came across a chalk drawn star on the floor
Kept beside it, was a family album
And the story continues...
INSPIRATION BOARD
INTENT • Helping parents as well as children to form stories using visual cues, hence making meals fun and interactive.
• Enhancing story-telling abilities among children. • Simple icons for children to be able to relate to the images easily.
• To make children want to eat food everyday by adding an element of fun in the feeding activity.
INITIAL CONCEPTS | 77
ADDITIONAL FEATURES • Anti-spill walls. • Anti-slip base. • Spoons could be bought separately for a more variety of characters.
• Using stickers on spoons for ease of manufacturing. • Different themes of cutlery could be introduced to
widen the range and give interesting choices to the buyer. Such as fantasy land, animals, holiday range etc. to encourage children to become more imaginative..
78 | INITIAL CONCEPTS
Half the area of the plate could be blocked by using removable sections, so that a different side of the plate is accessible to the child for storytelling and it does not get monotonous everyday.
Removable section bowls
INITIAL CONCEPTS | 79
FEEDBACK At this stage feedback was received from Mr. Jan de Groote, VP Global Design at Tupperware as we presented our design to him.
• Creating stories can be complex, need to simplify it for younger kids.
• Would the child be able to recognize the abstract (black and white) shapes as objects or animals?
• Incorporate sequential order for eating meals, from the least favourite to the yummiest food.
• Combine portion monitoring with stories during meals. • Form should be rounder. The more rounder it is, the more easier it is to clean.
80 | INITIAL CONCEPTS
FINAL CONCEPT RE-ITERATED AND REFINED
A combination of two concepts: Storytelling during meals for the children, along with an element of portion monitoring for the mothers. As I started out with the iterations of the concept, there were a set of questions I created for which I needed answers, to be able to move forward with the design.
What are the different ways of storytelling and what kind of activities encourage children to create stories?
How does the difficulty level vary among different age groups?
What are the kinds of story books that are created for toddlers? What are the ways in which mothers entice their children into eating their meals?
What kind of illustration styles are the most recognizable to children at this young age? What kind of activities do children get involved in, at the age of 2 and above. (focus on those which require them to stay at one place, eg. solving puzzles or board games.)
FINAL CONCEPT | 81
EXPLORATION For further exploration, I looked at different story telling
82 | FINAL CONCEPT
methods and various fun activities for children. This helped me gain an insight into the scope of the understanding ability of a child.
REBUS BOOKS- Pictures used to represent words. Storybooks with partially hidden images. Lift the flap to uncover the image.
FINAL CONCEPT | 83
Picture books for children: Find the objects with the given alphabet.
84 | FINAL CONCEPT
Picture storybooks for children: Find characters or objects mentioned in the book while reading the story.
FINAL CONCEPT | 85
• Entertainment while feeding by using methods that •
IDEA These books inspired me to include activities into meal times, that would involve the child to not only have fun while eating, but also encourage them to finish their food.
86 | FINAL CONCEPT
• • •
are not distractive (such as television or video games) but interactive. The activities are planned in a way that it drives the child to finish their food. The mother can also participate in the activity and enjoy the meal times with children. Cues will be provided to the parents for storytelling or game plays, while feeding their child. There will be different themes for different age groups depending on the difficulty level.
FROM IDEA S TO FORM The first step to the development of the product involved creating and validating the kind of activities that might work for children during meals. I created a mock-up of a plate with the illustrations of animals on it. The activity being that the children uncovers the animals while eating and identifies those that their parent asked them to look for. Similarly another activity required children to follow a map on their plate, which led them to the bowls with story icons on them, hence creating a story.
FEEDBACK TAKEN FROM AN INTERVIEWEE
• Increase the size of the animals, and make it less • • • • • •
busy. The illustration needs to have a layout and not be placed at random. Preference is a round plate, as it is easy to store and clean. One could experiment with different forms for the bowls. What if coasters could also be a part of the set? A full table set with napkins as well. Removable or peel-able top, so that the plate remains the same, but the stories keep changing. One could even add some text for stories on the plate. The bowls could possibly have different shapes, but it needs to be easy to clean and store.
FINAL CONCEPT | 87
DEVELOPMENT FOCUS
ARTWORK
FORM
EXPERIENCE
88 | FINAL CONCEPT
Moving towards the final development stage of the product, I defined three main focuses for my design. • Artwork involves the illustrations for the activities on the table set. • Form was explored to be able to design ergonomically usable plates, bowls and spoons for both, the mother and the child. • Experience is what gets the whole idea together as an interactive table set for children.
0
ARTWORK
FINAL CONCEPT | 89
90 | FINAL CONCEPT
FINAL CONCEPT | 91
As organic shapes have manufacturing constraints, I was comparing the pros and cons of uniform shapes to be able to finalise on a form.
FORM
• • • •
Simple and convenient form. Easy to clean and store. Easiest to manufacture. Lids can be made accurately.
• • • •
Interesting form. Convenient eating. Easy to clean. Not easy to store.
• Simple form. • Does not allow consistent eating.
• Easy to clean. • Not easy to store.
• Complex form for food. • Reduces area of food. • Not too easy to clean or store.
• Simple form. • Easy to clean. • Lids are not easy to manufacture.
92 | FINAL CONCEPT
HOOK ON TO THE PLATE The bowls are designed to have hooks that attach on to the plate to enable convenient eating. It facilitates the rearrangement of bowls into different forms everyday to avoid monotony and also operates like a section plate.
Research shows that having the wall of the plate/bowl to be almost perpendicular helps the child to eat independently without much spillage. The reason being that the straight wall acts as a support for pushing the food onto the spoon, while keeping the food from falling out of the plate.
SPOONS
FINAL CONCEPT | 93
3D RENDERS
94 | FINAL CONCEPT
DETAILS Subtle lines for portion monitoring.
Silicone anti slip base.
Bowl hooks.
Lids for easy storage or travel.
Depression at the bottom of the spoon.
FINAL CONCEPT | 95
T E C H N I C A L D R AW I N G TOP
BOTTOM
3mm 125mm 190mm
130mm
25mm 2mm
SIDE
96 | FINAL CONCEPT
TITLE
PLATE
MATERIAL
Random Classified Polypropylene (RCPP) Silicone (for the base)
MANUFACTURING PROCESS
Two Component Injection Molding In-mold Labelling
1.5mm 40mm
TOP
FRONT
20mm
140mm
6mm 3mm 77mm
TITLE
BOWL
MATERIAL
Random Classified Polypropylene (RCPP) Silicone (for the base)
MANUFACTURING PROCESS
Two Component Injection Molding In-mold Labelling
PORTION SIZE (1/2 CUP)
SIDE
35mm
30mm
25mm
BOTTOM
20mm
15mm
2mm DEPRESSION ACCORDING TO PLATE CURVE
5mm
BOTTOM
420mm
TITLE
SPOON
MATERIAL
Random Classified Polypropylene (RCPP)
MANUFACTURING PROCESS
Injection Molding In-mold Labelling
SIDE
7mm
40mm 45mm
420mm
297mm
TITLE
TABLE MAT
MATERIAL
Polypropylene
MANUFACTURING PROCESS
Laser Cutting Sheets Offset Printing
297mm
TITLE MATERIAL MANUFACTURING PROCESS
FINAL CONCEPT | 97
EXPERIENCE- TOOLS FOR TALES
98 | FINAL CONCEPT
FINAL CONCEPT | 99
YUMMY TALES AGE: 3+ Pick a friend (spoon) and choose a path of the arrows which will guide your way through the meal. Eat from the bowl of
the same colour as the colour of the arrow that appears when you tear your chapatti or with a bite of the rice. Make stories en route with the objects you receive (red bowl), the beings you meet (yellow bowl) and the places you come across (the blue bowl).
Break! Tear! We know your care, To tell a tale, This plate can share. Bite! Chew! Make it come true. Into your plate, Take your mate through. Dip! Swallow! The end is in the hollow. Adventures wait, In the meals that follow.
100 | FINAL CONCEPT
A variation to the same concept. Be imaginative and form stories as and when the icons appear in front of you. Eat from the bowls for more variety. This tool could be more helpful for the parents to use as cues for storytelling during meals. Spoons as characters can be changed to have a variety in stories every time.
FINAL CONCEPT | 101
MISS ALPHA BE’S ABC AGE: 2-4YEARS Find the alphabets that Miss Alpha Be is looking for in the bowls, but don’t forget to find the objects with those
alphabets on your plate. Help Miss Be revive her memory while you finish your meals.
Miss Alpha Be While having tea, Just forgets The ABC. You might see A tree with a T, And a K to key her slipping memory. Miss Alpha Be Getting old having tea, In your bowl, Relearns The ABC.
102 | FINAL CONCEPT
HUNGRY MR. GEEP AGE: 2-4YEARS Look for the animals on the plate, and once your help Mr. Geep recognize them, find their homes in the bowls. A wild
animal from the forest, while the domestic animal comes from the farm. Find some everyday and put them in their home (bowls). The parents can use the animals as an aid to guide the child into the various bowls ensuring a wholesome meal.
Mr. Geep is hungry, so let us eat. Something salty! Something sweet! On your plate, your food is a sheet. Someone hides under, Just beneath. Eat it up! Creatures you’ll meet. This adventure, you’ll complete. Someone needs help, so with Mr. Geep, Find their home, Land them on their feet.
FINAL CONCEPT | 103
VALIDATION MODELS
104 | FINAL CONCEPT
FINAL CONCEPT | 105
106 | FINAL CONCEPT
FINAL PROTOTYPE
FINAL CONCEPT | 107
USE CA SE
108 | FINAL CONCEPT
FURTHER POSSIBILITIES
FEEDBACK
• The explanation of the product adds to the Tupperware
• Is there a need to buy the whole spoon everytime for a
• • • • • • •
demonstrative value, which can be used by the distributors while selling the product through Tupper parties. Using Indian fables such as Panchtantra or Karadi Tales for creating similar Table sets. Introducing themes for storytelling such as fantasy land, animal kingdom, action heroes etc. Can be sold in sets plates of different themes with bowls, a spoon and a fork. Spoons can be bought separately to introduce new characters to the child during storytelling. Such a product could start a new market trend for the users who wish to own all different theme sets, for a larger variety of options during meals. Adding other segments such as Cereal Bowls, Glasses, Table napkins, coasters etc within the same concept. Such a concept could become a part of table games for the whole family, involving people of different age groups.
• • •
new character? What if there were jackets for the spoon which form different characters? What sort of a business model can a product have? Will it be sold in sets, or as separate parts. The body of the spoon and the scoop of the spoon look disconnected visually. The spoon could have an angular top for ease of independent eating for a toddler.
FINAL CONCEPT | 109
REFLECTIVE STATEMENT
The project journey required a lot of going back and forth in the designing process. During this project, I realised that one needs to have the knowledge of creating an experience through the product, rather than just designing a product. Tom Kelley and David Kelley resonate this in their book ‘Creative Confidence’, which made me come to this realisation. They give an example of Doug Dietz who is the creator of MRI machines. Doug Dietz designed a brilliant system, but a small incident made him realise that the children were being given anaesthesia for taking a test on this machine, which wasn’t what he had desired. To solve for that, he went back to his design and reiterated a fun MRI experience for children, by disguising it into a joy ride. This inspired me to dig deeper into the problem and solve for the core issue rather than superficially designing any other good-looking product for the user. The design methods and processes helped me stay on track and led me to my final development in the intervention area. Being able to empathise with the user and designing with client constraints were the core learnings of this project.
110 | REFLECTIVE STATEMENT
ACKNOWLEDGEMENTS To, Tupperware, to give us this opportunity; Slabs for providing us with the necessary resources; My faculty, Janak Mistry and Beena Prabhu for guiding us through the process; My project team, Aakriti Gupta, Anamika Deb, Mrinal Kamath, Shreya Sharma, Geetesh Nandanwar, Samrudhii Palshetkar, Shaurya Rastogi and Chaitrali Bhide; My peers, Aishwarya Nair for being a mental support and a constant critic, Radhika Mantri for proof reading and fixing all the mind numbing text, Nihar Apte, for technical support and specially Adiba Muzaffar for co-authoring the poems and helping me make the right choices. My parents and family for always being a great support; And all the interviewees for giving us their valuable time and aiding our research. Thank you!
ACKNOWLEDGEMENTS | 111
REFERENCES BOOKS
DATA LINKS
Mr. Boggles Peculiar Day by Time-life Early Learning Program The Search for the Seven Sisters by Time-life Early Learning Program The Great ABC Treasure Hunt by Time-life Early Learning Program Where’s Hanuman by Christopher Woods and Ben McClintic Where’s Waldo by Martin Handford The Ultimate Alphabet by Mike Wilks Rebus Books Baby and Toddler Cookbook by Tarla Dalal
http://www.breastmilkcounts.com/introducing-a-bottle.php http://www.babycenter.com/0_introducing-solid-food_113.bc http://www.yourkidstable.com/2013/07/teach-your-child-to-feedthemselves.html http://www.babycentre.co.uk/a9149/solids-by-age-24-to-36months http://my.clevelandclinic.org/childrens-hospital/health-info/agesstages/preschool/hic-Feeding-YourPreschooler.aspx http://www.raisehealthyeaters.com/2011/06/5-things-parentsshould-know-about-starting-andstoppingsippy-cups/ http://kidshealth.org/ PageManagerjsp?dn=KidsHealth&lic=1&ps=107&cat_id=&article_ set=20559 http://www.firstcry.com/Default.aspx?ref=SEM_Search_Products_ GEN_BabyCareProducts&gclid=CP mm8pyGw8ACFZUOjgod3pwALw http://jasondorsey.com/millennials/the-top-gen-y-questionsanswered/ http://www.livescience.com/38061-millennials-generation-y.html http://www.readcube.com/articles/10.1111/j.1552-6909.1997. tb02156.x http://mommygolightly.wordpress.com/ http://www.babycenter.com/baby http://books.google.co.in books?id=YzMtzvs9sBMC&printsec=frontcover#v=onepage &q&f=true http://dethrives.com/blog
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