Kazu tvs offical URL

Heres the link to the site:

http://kazutv.uphero.com/

Posted in Uncategorized. Leave a Comment »

Each Page is Going to Be an Adventure

This young child is going to be explorer, with the navigation of the website its like a steering wheel so the following page backgrounds are:

  • On the farm
  • Under the sea
  • In space
  • In the garden

Colour Schemes

These colours are suitable for a childs website easy on the eye etc.

Mock up (old design)

HOMEPAGE

Here’s my website design home page, my inspiration for the website was Kids toys such as Vtech and Tommy.

The navigation when clicking on it the nav itself will make a noise or  change in to an bright colour that looks like its flashing as would an childs toy would do.

Since then I’ve changed my web design made more space for my context  inside the navigation.

And I’ve made the background into an actual scene.

Articles

Trouble-Free Color Palettes: Childlike
Break out the fingerpaints for a giggling-good color palette.
December/January 2007

Break out the fingerpaints for a giggling-good color palette. With children, the best way to learn is to play. And the same principle can be applied to kidfriendly color schemes. Cheery, bright and snappy palettes that shout “Recess!” will bring out the most smiles for your projects. For childlike inspiration, look to cartoons from the Disney corporation or the Looney Tunes as illustrator Janell Genovese does for her youthful creations.

“For style,” Genovese turns to “cartoons that I grew up with, along with the old Little Golden Books. For color, I look to European children’s clothing catalogs that are a little more daring with their color combinations.” Genovese’s works have appeared in Nick Jr. magazine, American Girl, Family Fun, Parenting, Teen and the book Sienna’s Scrapbook (Chronicle Books).

Genovese’s lighthearted illustrations include children, animals and families and are typically whimiscal, both hip and retro, and always colorful. “I choose colors that are bright and cheerful, but not primary colors,” says Genovese. “Not much black or white is used. I tend to use colors that I like to have around me in everyday life. If I could, I would have more rooms in my house in the color palette I use in my illustrations.” As a mother of three, Genovese gets direct feedback straight from her audience. “They will be happy to tell me if the colors look cool or if they look yucky,” she confides.

For the breakfast piece, Genovese worked in Freehand on the computer. She works digitally about 20 percent of the time, with the majority of her work done in gouache on paper.

Fonts
Handwritten fonts are great for displaying youthful or energetic designs. Revisit your childhood with Andy (young) and Scratch (active) at www.fonts.com. Find your inner tyke with Fingerpaint (enthusiastic) and Little Insect (carefree) at www.fontface.com.

Refreshing treats
Mix bright, bouncy colors for hopping patterns and textures. Recall days gone by with retro patterns. Image 23033381, FoodPix

Candy-coated colors Treat yourself and your projects to the tasty colors of your favorite candies. Image 23037734, FoodPix

Reviews
For more inspiration, see pg. 32 of the print issue for reviews of children’s books, Spin and Sparkle (Rockport Publishers) and Tickets to Ride (Running Press). Image 22155289, BananaStock

Link to this article:

http://www.dynamicgraphics.com/dgm/Article/28722/index.html

Expanding Childrens’ Interests

If you are a preschool teacher, you no doubt have experienced the same thing I have: the child who will play only with one toy (or friend). Part of us wants to revel in this ‘easy’ child, the one who seems to need little supervision; yet, part of us wants to see this child experience more. After all, after 3 months of playing exclusively with Leggos, what can we say we are teaching?I feel it is very important for children to be allowed their ‘favorites’; repetition is how chidren master their skills. I’ve been driven quite to the brink by my own child, with endless and identical quotes (i.e., “What’s that? What’s that? What’s that?”). On the other hand, we have a job to do, a job of teaching and providing an atmosphere conducive to learning. As teachers, we have to be sensitive to a number of variables. If this child is always playing with a certain toy, does that make it impossible for others to play with it? Is there a possibility that this child is avoiding interraction by always being ‘busy’ with that certain toy? Do you feel that learning is taking place, in spite of the lack of variety? Do you feel that the child is avoiding the challenge of something new, or that he or she lack confidence in their ability? I am sure you will come up with many more factors based on your individual experience.

A little trick I have learned over the years has seemed to work well in quite a number of instances. I compare it to the way in which we try to get our kids to eat those green vegetables. (When it comes to broccoli and peas, all I need to do is put them on my plate only, and talk about how special they are and how only children who want to be big and strong and smart would ever want them). First, makes some decisions about what, if anything, needs to be done; if it is simply your desire to see this child doing other things, that may not be enough. Also try to establish if their is any problem preventing the child from exploring more; perhaps a little boy has been raised to believe he can only do ‘male’ things; perhaps the child needs help with social skills; perhaps their are trust issues. In the absence of any serious issues, my next step would be to subtly recruit other children to encourage participation (of course, be careful you are encouraging and not pressuring). Don’t make a big deal out of it; just show how much fun you are having. Ask the child if he would like to come closer, or if it is a big group game, try breaking up into smaller groups. If it is toys you are wanting to introduce, try taking away, or rotating, that ‘favorite’ temporarily (start with just a morning perhaps) and describe how the new toy is similar to the old one. Offer a challenge (“Pete, you are such a good builder, I bet you can really do something great with this such-and-such”). But of course remember to keep the pressure off…you want to see fun and learning, not a forced ‘assignment’. And, always always always, respect the child’s individuality…it takes a bit of courage to be independent and not just ‘go along with the crowd’, after all. The most important thing, I think, is to let the child do whatever he wants with the new toys, even if it appears to be ‘wrong’. Give him the space he needs or wants, and just let him ‘do’. And remember, this could take time…and there may be setbacks as well as progress. We want to provide, encourage, and support, but we should not try to make cookie-cutter kids who all do and like the same things.

The copyright of the article Expanding Childrens’ Interests in Child Care Professionals is owned by Marilyn Stueben-Brasuell. Permission to republish Expanding Childrens’ Interests in print or online must be granted by the author in writing.
The best part, for me, was when I could finally write something new and different and the child’s daily activity chart…parents were so pleased that their child was growing and learning!

The copyright of the article Expanding Childrens’ Interests in Child Care Professionals is owned by Marilyn Stueben-Brasuell. Permission to republish Expanding Childrens’ Interests in print or online must be granted by the author in writing.
Link to this article:

Stages Of Child Cognitive Development – Fascinating explanation of how the minds of young ones grow and form..

Sensorimotor Stage (0 – 24 months)
“Babies are unable to consider anyone else’s needs, wants or interests, and are therefore considered to be ‘ego centric’.

During the Sensory Motor Stage, knowledge about objects and the ways that they can be manipulated is acquired. Through the acquisition of information about self and the world, and the people in it, the baby begins to understand how one thing can cause or affect another, and begins to develop simple ideas about time and space.”
“““““““““““““““““
Preoperational Stage (2 – 7 years)

“During this stage, children’s thought processes are developing, although they are still considered to be far from ‘logical thought’, in the adult sense of the word. The vocabulary of a child is also expanded and developed during this stage, as they change from babies and toddlers into ‘little people’.”

‘”Animism’ is also a characteristic of the Pre-operational stage. This is when a person has the belief that everything that exists has some kind of consciousness. An example of this is that children often believe that a car won’t start because it is tired or sick, or they punish a piece of furniture when they run into it, because it must have been naughty to hurt them. A reason for this characteristic of the stage, is that the Pre-operational child often assumes that everyone and everything is like them. Therefore since the child can feel pain, and has emotions, so must everything else.

Pre-operational children are usually ‘ego centric’, meaning that they are only able to consider things from their own point of view, and imagine that everyone shares this view, because it is the only one possible. Gradually during this stage, a certain amount of ‘decentering’ occurs. “
“““““““““““““““““
Concrete Operational Stage (7 – 11 years)

“During this stage, the thought process becomes more rational, mature and ‘adult like’, or more ‘operational’, Although this process most often continues well into the teenage years.
Belief in animism and ego centric thought tends to decline during the Concrete Operational stage, although, remnants of this way of thinking are often found in adults.
Piaget claims that before the beginning of this stage, children’s ideas about different objects, are formed and dominated by the appearance of the object. For example, there appears to be more blocks when they are spread out, than when they are in a small pile.”
“““““““““““““““““
Formal Operational Stage (11 – 15 years)
“This permits adolescents to reason beyound a world of concrete reality to a world of possibilities and to operate logically on symbols and information that do not necessarily refer to objects and events in the real world.
Adolescents can focus on verbal assertions and evaluate their logical validity without making refence to real-world circumstances. In contrast, concrete operational children can evaluate the logic of statements by considering them against concrete evidence only.”

Link to this article:

http://www.trap17.com/index.php/4-Stages-Child-Cognitive-Development_t64677.html

// <![CDATA[//
// <![CDATA[//

Mission Statement

General Description

Kazu.tv is a new website tv channel that produces and broadcasts programs aimed at children aged between 0-5 year olds.  Kazu.tv is a new website that will be interactive website, which surround animated, live action and interactive media. The tv channel main mission is to get young children involved with learning and fun.

Channels Purpose and Personality

The purpose is to give the children a channel tv website that includes programs and interactivity narratives that the child can interact with the help of their parents. Kazu.tv is showing tv programs for kids aged 0-5year olds that are starting to develop their senses, and some young kids ar e intelligent by wanting to learn their ABC’s and 123’s. So both Kazu.tv shows are going to be learning  and creating. The website also is going to be useable for the parents to which gives them notes and tips in learning.

Channels Goals and Feel

The look of Kazu.tv is a kids world which will be bright and colourful and still innovative when it comes to tv advertisements..

The Main Objectives for the Website

My main objectives are the following:

  1. Pick my chosen target market.
  2. Consider the target markets content.
  3. Create an logo for Kazu.TV.
  4. Create a flowchart.
  5. Choose the colour scheme and fonts type styles to use.
  6. Pick visuals for the website.
  7. Choose an final layout.
  8. Make characters for shows.
  9. Make an educational concept for the background.