Feedback

This is a relatively concise proposal form, which lacks much detail, and therefore is difficult to feedback on in any great depth. However, the topic itself seems viable and I was really pleased to spot that you intend to focus your research towards actual educational organisations. I recommend that you make contact with Gisele Bone, who runs the Saturday Art classes for children at the college. She could possibly put you in touch with specific organisations to work with, and also has a good personal collection of Child Psychology and Child Development books. Perhaps an idea for an illustrative project, to complement your research into toys, could emerge from these discussions.

There is a short essay by the semiologist Roland Barthes called ‘Toys’, in his book ‘Mythologies’ which you should definitely read. There are also a number of Cultural Studies type text books in the library (745.592) concerning the cultural significance of toys which may be of some use. However, form your proposal, it seems that your project is going to be driven by primary research conducted with children and schools so it would be a good idea to look at some books on educational research / research methodologies before you start (371.3).

If you want to work with children as part of your research you will need to have the relevant safeguarding checks done first (perhaps this will be arranged as part of your role as ambassador?). You will also need ethical clearance from your course leader before you start.

After receiving the feedback I have made myself a bit worried. I feel like I've pushed the idea of working with children too much and the more I think about it I would rather be broader. Working with children doesn't particularly interest me at all and would rather look at the importance of toys as a learning tool and for recreational purposes. Toys obviously play a large part within the development of a child but they are also used by all ages and all people. Also, thinking further than people, animals also play and use toys.